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Universal Elementary Education in India: Barriers and Persistent Challenges

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Abstract

Secondary data on school participation and completion highlight that dropping out from school before completing eight years of schooling continues to challenge the achievement of universal elementary education in India. Against the backdrop of high dropout rates at the primary and upper primary level, this article discusses the findings of a field survey conducted in 2008–2009 in a peripheral urban settlement in West Bengal. The same households were surveyed after five years in 2013. The purpose was to contextualise barriers to elementary education among poor children living in a socio-economically backward and low-income settlement. It was found that despite physical access to government schools, the dropout rate escalated with children’s age due to livelihood pressure at home and the double burden of household chores and income-generating work. This along with inadequate support from school made it challenging for children to complete elementary education.

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... On the individual level, health problems, truancy and personal interest are some of the factors leading to irregular attendance among students. Thapa and Sarkar (2019) found that due to livelihood pressure at home and the double burden of household chores and income-generating work along with inadequate support from school made it challenging for children to complete elementary education. The similar findings reported by Sahin and Arseven (2016) and Shahzada, et.al. ...
... It is found that both the parents are working due to poor financial condition and majority of students are also working to contribute income to their family. This is supported by Thapa and Sarkar (2019), Amalu and Abang (2016) and Shahzada et al. (2011). Further, low attendance affects the regular attendance of students as both the parents are working and nobody is there to send their children to school. ...
Article
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The main objective of this study is to explore the causes of low attendance of students in Government elementary schools. Survey method was adopted to conduct this study. Sample consists of 30 Head Teachers (HT) and 78 teachers selected through purposive sampling technique from Dhanbad and Lohardaga district of Jharkhand, India. Self-developed checklist with Yes or No options basing on different factors of low attendance was used as tool. The data were collected through Google form and analyzed by use of frequency count and percentage. It is found that causes such as working of both parents, involvement of children in domestic work, taking care of siblings, migration of parents for work, involvement in farming and harvesting, low aspiration of parents, abusive home environment, lack of interest of students in studies, poor in basic skills, lack of teachers and regular HTs in school, poor teaching strategy of teachers etc. are responsible for low attendance of students in elementary school. The study has suggested for coordinated effort from parents, School Management Committee (SMC), Government, teachers and HTs for increasing attendance of students. Further, it is suggested to provide non-formal education to illiterate parents so that they can realise the importance of education in one’s life.
... Another problem is that students frequently leave the schools in rural areas because of inadequate economic infrastructure. Students have experienced dual pressure from both their families and their schools [43]. Students in contemporary India experience stress and anxiety due to the strain of competitiveness [44]. ...
Article
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The current research is the study of academic buoyancy in relation to emotional intelligence and parenting styles. Academic buoyancy is a strength in a student’s life to deal with the routine problems in classroom study like low grades, negative feedback by teachers, and difficulties in understanding of concepts. For the studying the relationship between the variables, data was collected from the various school of Punjab state. The data of 1,149 students were used for the analysis. The results of the research explained that academic buoyancy and emotional intelligence of the girls was found to be significantly higher than boys. Among the four parenting styles there was also gender difference. Furthermore, on the basis of stream, there was a significant difference in all the variables. In correlation analysis, there was a significant relationship between academic buoyancy and emotional intelligence. Moreover, findings of the research revealed that, both emotional intelligence and parenting styles were found to be significant predictors of academic buoyancy. So, this research is very helpful for the parents, school principals, policymakers, and administrators.
... To address the insufficient school infrastructure policy, it is necessary to prioritize public intervention and increase public investment in order to fully achieve Universal Elementary Education (UEE) in Jharkhand and enhance the ranking of states in the Educational Development Index (EDI) Umendra (2009). Thapa and Sarkar (2019) found that the stresses of maintaining a livelihood at home, the double weight of household tasks and income-generating labour, and the lack of aid from the school all hampered children's capacity to complete primary school. As a result, children were unable to complete primary school. ...
Article
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Over the past four years, the GER has been steadily increasing, with a significant increase for both boys and girls. The objectives include to study the current status of Gross Enrolment Rate in Jharkhand at elementary level and study about the programmes run by the different government. The central government has implemented various programmess to enhance school education and these initiatives have not only improve the status of school education but also improved the condition of hunger, promoted social and intellectual exchange, and combat gender stereotypes, ensuring equal access to education for all children. In 2018-19, the GER for boys was 81.3%, while for girls it was 75.2%. In 2021-22, the GER for boys was 89.8%, and for girls it was 86.6%. The gender disparity in GER has narrowed over time, with females showing a slightly higher GER compared to males. In the upper primary level, the GER for boys was 81.3%, while for girls it was 85.2%. In 2021-22, the GER for males was 88.0%, while for females it was 89.8%. The GER in Jharkhand has fluctuated at both primary and higher primary levels.
... Karlberg et al. (2020) reported that a positive school climate was associated with less unauthorized absenteeism when the climate was rated by students in the school. Thapa and Sarkar (2019) revealed that due to livelihood pressure at home and the double burden of household chores and income-generating work along with inadequate support from school made it challenging for children to complete elementary education. Aseefa (2018) reported that the causes of absenteeism are teaching is not connected to life of child, low parent education and negative attitude towards teachers. ...
Research
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This research explored the causes of low attendance in different elementary schools.
... Namun, banyak negara masih mengalami permasalahan dalam upaya meningkatkan mutu pendidikan. Beberapa negara berkembang misalnya Afrika Selatan, Afrika Timur, India, dan Maroko masih memiliki masalah terkait guru, fasilitas belajar, biaya pendidikan, kurikulum, lokasi sekolah yang terpencil, dan daya tampung siswa yang terlalu besar (Ben Haman, 2020; Kariyana & Sonn, 2014;Lindsjö, 2018;Thapa & Sarkar, 2019). Pemerintah Afrika Selatan melaporkan bahwa mutu pendidikan di tujuh puluh hingga delapan puluh persen sekolah di provinsi Eastern Cape masih buruk meskipun mutu pembelajaran mengalami peningkatan (Bantwini, 2019). ...
Article
Pendidikan bermutu berperan penting untuk evolusi ekonomi dan pembangunan sosial suatu negara. Penelitian ini bertujuan untuk menggali upaya peningkatan mutu pendidikan di sekolah menengah pertama dan permasalahan yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif dengan strategi multi kasus. Lokasi penelitian yaitu tiga sekolah menengah pertama di Kabupaten Tana Toraja, Sulawesi, Indonesia yang terletak di daerah pinggiran, semi kota dan kota. Pengumpulan data dilakukan dengan wawancara mendalam semi terstruktur kepada kepala sekolah dan guru. Trianggulasi teknik dengan observasi tidak terstruktur dan member checks dilakukan untuk keabsahan data. Hasil penelitian menunjukkan bahwa ketiga sekolah berupaya meningkatkan mutu pendidikannya. Target mutu yang ingin ditingkatkan atau dicapai berbeda antarsekolah. Namun demikian, mereka menghadapi permasalahan dalam mencapai mutu yang ditargetkan. Permasalahan tersebut meliputi jumlah guru yang belum memadai dan komitmen kerja mereka yang rendah, sekolah pinggiran dan semi kota masih terkendala pada sarana dan prasarana yang belum memadai, dan pendanaan pendidikan yang belum mencukupi di tiap sekolah. Education plays an important role for the economic evolution and social development of a nation. This study aims to explore efforts to improve the quality of education in junior high schools and the problems they faced. This study applied a qualitative approach with a multi-case strategy. The research took place in three junior high schools in Tana Toraja Regency, Sulawesi, Indonesia. They were in different areas which are suburb, semi-city and city. Data collection was carried out by semi-structured in-depth interviews with school principals and teachers. Technical triangulation, which is unstructured observation and member checks, was used to validate the collected data. The results showed that the three schools were trying to improve the quality of their education. The quality targets to be improved or achieved were different between schools. However, they face problems in achieving the targeted quality. These problems include the inadequate number of teachers and their low work commitment, suburban and semi-urban schools that have inadequate facilities and infrastructure, and insufficient educational tests in schools.
... Researchers have different opinion on reasons of low attendance in schools. Thapa and Sarkar (2019) reported that due to livelihood pressure at home and the double burden of household chores and income-generating work along with inadequate support from school made it challenging for children to complete elementary education. The similar findings reported by (Sahin and Arseven, and Shahzada, 2016) that children of seasonal worker families are kept away from school for a long time and this has a considerably negative effect on the children's school lives and who do not like the school and the subjects and attend social activities and help their parents in their work have a higher tendency to be absent from school and to drop out of school. ...
... One study had shown the association of several household characteristics with school dropout among Indian children [26]. A couple of Indian cross-sectional studies had also talked about the negative association of lack of parental involvement on the continuity and achievement of formal education among children at the elementary level [27,28]. Another study found parental aspirations as an important predictor of a child's schooling and achievements [29]. ...
Article
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Despite the gross enrolment ratio of Indian children, being almost 91% in grades 6–8, the equivalently soaring rates of school dropout after 8th grade remains a huge concern for the policymakers. Researches from the developed countries and some developing countries have shown the benefits of parental involvement in their children’s education in terms of reduced dropout rates. However, there is a stark absence of similar evidence in the Indian context. Our study examines whether the lack of parental involvement during primary schooling of Indian children eventually results in school dropout when the children become adolescents. We used IHDS panel data of children (8–11 years) in round-I who become adolescents (15–18 years) in round-II. Bivariate, multivariable and stratified analyses were performed using logistic regression models. The findings from the multivariable models show that children, whose parents did not -participate in PTA meetings, -discuss academic progress with schoolteacher and -supervise their children’s homework in round-I respectively had 1.15 (95% CI: 1.01–1.30), 1.14 (95% CI: 1.01–1.29) and 1.17 (95% CI: 1.01–1.34) times higher risk of school dropout in round-II. Further, a similar relationship was observed when hypothesized relationship by gender, type of school attended and type of community of the children were examined. Among male children, parents’ non-participation in PTA meetings was associated with 1.21 (95% CI: 1.02–1.44) times greater odds of school dropout. Children from private schools also had a 2.17 (95% CI: 1.42–3.32) times greater risk of dropout if their parents did not supervise their children in homework These findings highlight the crucial role of parental involvement in their children’s primary education, in terms of reduced school dropout. The findings call for programmatic interventions that create awareness and encourage parental participation in their children’s schooling.
... Karlberg et al. (2020) reported that a positive school climate was associated with less unauthorized absenteeism when the climate was rated by students in the school. Thapa and Sarkar (2019) revealed that due to livelihood pressure at home and the double burden of household chores and income-generating work along with inadequate support from school made it challenging for children to complete elementary education. Aseefa (2018) reported that the causes of absenteeism are teaching is not connected to life of child, low parent education and negative attitude towards teachers. ...
Technical Report
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This study aimed to find out the causes of low attendance of students in Government elementary schools of Jharkhand. Survey was conducted on 30 HMs and 54 teachers from 30 elementary schools selected purposefully from Dhanbad and Lohardaga district of Jharkhand. Self-developed tools basing on different aspects of low attendance were used for collecting data from HMs and teachers. Data were collected by using Google form and analyzed in terms of frequency count, percentage, and graph. The study indicated that family and school related causes are responsible for the low attendance of students in elementary school. Majority of students are not attending school regularly as they are involved in domestic work and taking care of siblings during school hours. Students go to work for earning money for the family is another cause of low attendance. The schools having low attendance have limited infrastructure facilities and teaching learning resources which may be one of the causes of low attendance. There is a poor leadership at school level as majority of HMs were In-charge HM for which they are unable to take major decisions for the school. The SMC members were not cooperative in bringing students to school every day. The study has suggested for cooperative effort from all stakeholders to increase attendance of students.
... Thapa & Sarkar, 2019) highlighted in this study that "…dropping out[of children] from school before completing eight years of schooling continues to challenge the achievement of universal elementary education in India" (p. 257). ...
Thesis
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The problem of out-of-school children and dropouts are rising throughout the world. The purpose of this study was to identify lacuna in education policies and to enhance them through Behavioural Economics approach. Hence, this study discussed the education policies and the program and measures the reasons of dropouts under the out-of-school children of the age group 6-17 years. This study has analysed various literature and government statistics to identify major reasons for dropouts. The reasons from the secondary data, but a large household survey published by the Government of India have been used and further analysed with the lens of behavioural bias and principles of behavioural economics approach.
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Education at the primary stage is an essential component for shaping the future of the nation. The Right to Education (RTE) Act of 2009 ensures that all children between the age group of 6 to 14 years have access to free and compulsory primary education. In India, a sizeable portion of children are enrolled but they are not attending school or have left school, which includes the children of migrant workers. Migration is one aspect that explains why children are not in school. Parents move for several months throughout the year in search of livelihood. This paper aims to highlight the challenges in educational attainment among the children of migrant workers. The lives of the migrant children from poor families have not dramatically changed due to the implementation of RTE Act. Families with poor socioeconomic conditions are forced to migrate in search of employment. Children who migrate with their families generally live in miserable conditions. They have to work with their parents to support their household, which disrupts their educational access and opportunities. Migrant children attend school with difficulties and drop out at substantial rates due to the ignorance and poor socioeconomic condition of the parents, migration and language barrier, improper implementation of government schemes including mismanagement of seasonal hostels. This paper broadly reflects how migration imposes several challenges in educational attainment of underprivileged children in India with a focus on Odisha.
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Full-text available
Education at the primary stage is an essential component for shaping the future of the nation. The Right to Education (RTE) Act of 2009 ensures that all children between the age group of 6 to 14 years have access to free and compulsory primary education. In India, a sizeable portion of children are enrolled but they are not attending school or have left school, which includes the children of migrant workers. Migration is one aspect that explains why children are not in school. Parents move for several months throughout the year in search of livelihood. This paper aims to highlight the challenges in educational attainment among the children of migrant workers. The lives of the migrant children from poor families have not dramatically changed due to the implementation of RTE Act. Families with poor socioeconomic conditions are forced to migrate in search of employment. Children who migrate with their families generally live in miserable conditions. They have to work with their parents to support their household, which disrupts their educational access and opportunities. Migrant children attend school with difficulties and drop out at substantial rates due to the ignorance and poor socioeconomic condition of the parents, migration and language barrier, improper implementation of government schemes including mismanagement of seasonal hostels. This paper broadly reflects how migration imposes several challenges in educational attainment of underprivileged children in India with a focus on Odisha.
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Throughout the world ensuring formal education to all children has been an area of lively debate for about a decade with many different viewpoints on the issue. Sadly, Universalisation of Elementary Education is still a distant prospect in substantial parts of the globe, including India. Under such circumstances, Sarva Shiksha Abhiyan (SSA) was launched in India in 2001 to extend useful and quality elementary education to all children in the age group of 6-14 years before the end of 2010. It has been able to bring the children to school but has failed to retain them and high incidence of drop out emerges to be the most critical problem facing the Indian education scenerio. The present paper explores the trends in school drop out, reasons behind leaving schools, how programmes and policies have fared in reducing school drop-out, and how to make these policies more effective. To bring to light factors that push children out of school and thereby suggest policies, we have undertaken a Field Survey in selected rural areas of West Bengal. Low level of income emerges to be the most crucial factor responsible for the incidence of out of school children. Other factors include insufficient educational infrastructure, lucrative earning opportunities for the children, lack of consciousness among the parents etc. It seems that time has come to refocus and reorient the operation of SSA, transforming it from an infrastructure based approach to a facilitating approach. A targeted approach should be taken whereby different policies should be formed for retention of different age-groups of children in schools. The gender and regional dimension should also be taken into consideration and policies must reflect local socio-economic conditions. A concerted approach with economic growth, poverty eradication and expansion of elementary education going hand in hand is the need of the hour.
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