Elementary Education In India Research Articles

“Right to Education Act”: Examining Elementary Schools of Tuensang District, Nagaland, Northeast India

The "Right to Education Act" (RTE) is a crucial policy addressing elementary education challenges. Enshrined under Article 21A of the Indian Constitution, the RTE Act mandates free and compulsory education for children aged 6 to 14 years, making it a fundamental right. Despite its progressive intentions, the RTE Act faces several challenges in its implementation. Equitable access, inadequate infrastructure, shortage of teachers, quality of education and financial constraints are prevalent issues. Addressing these challenges requires concerted efforts from the government, civil society, and stakeholders. It involves increasing investments in education, improving the quality of teacher education and training, enhancing infrastructure facilities, and strengthening monitoring mechanisms. While the RTE Act represents a significant step towards ensuring universal access to quality elementary education in India, its practical implementation requires overcoming various challenges and addressing systemic issues to realize the vision of inclusive and equitable education for children.
 A survey was conducted employing a purposive sampling technique, covering (n=15) Government and (n=10) Private elementary schools in Tuensang District, Nagaland, Northeast India. The primary emphasis is to examine the school infrastructure, a key provision under the "Right to Education Act". The study employed a close-ended questionnaire on key school informants. The results show a significant lag in the school infrastructure, underscoring several concerns for school authorities and SMCs in ensuring a 'child-friendly' space for effective learning outcomes. Based on the findings, suggestive measures and implications for intervention approaches are discussed to navigate the gaps and challenges. The study emphasizes the need for increased attention, prioritization, and inclusivity in elementary education to maximize its positive impact on children's development and future outcomes

Household expenditure on elementary education in India: An empirical evidence

Financing education in India involves a federal system where education is primarily the responsibility of state governments but has been considered a concurrent function since the late 1970s. Resources for education are shared between the central and state governments, with funding coming from external and domestic sources. External sources include aid and loans, while domestic sources comprise public and private funding. Public funding comes from both central and state governments, as well as semi-government entities like district boards and local bodies. Private funding involves parental contributions in the form of fees, gifts, and endowments. Constitutionally, elementary education (primary and upper primary levels) should be provided free of cost to families. However, families often express a willingness to pay for education, which remains largely untapped. This study analyzes household expenditure on elementary education in rural and urban India using data from the 75th round of the National Sample Survey (2017-18) and an Ordinary Least Squares (OLS) regression model. The study reveals that household characteristics significantly influence expenditure on elementary education in India.

Children’s early foundational skills and education continuation in India: Heterogeneous analysis by caste, gender and location

Despite near universal access to elementary education in India, children’s foundational literacy and numeracy skills remain low, particularly for disadvantaged groups. In this context, we examine how the early foundational skills (i.e., reading and math scores) is differently associated with the education continuation of SC/ST (i.e., Scheduled Castes/Tribes) and non-SC/ST children, and its variation by gender and location. Using India Human Development Survey panel (2005 & 2011–12) data, we find that children from disadvantaged groups (such as SCs and STs) have significantly lesser chances of education continuation, post enrolment. The level of early reading and math scores are positively and significantly associated with the likelihood of students’ education continuation. In addition, using the interaction analysis, we find that the marginal effect of reading and math scores is significantly higher for SC/ST female and urban children than their non-SC/ST counterparts. The results of the study suggest that the increase in the level of children’s foundational literacy and numeracy skills will significantly reduce school dropout, particularly for disadvantaged groups.

Journey of Free and Compulsory Elementary Education in India

Education is a process of human enlightenment and empowerment for developing a better quality of life. The progress of any nation can be gauged from its achievement in education. Education is the tool that can play a vital role in improving the socio-economic conditions and prosperity of a nation. According to Indian Constitution, Article 21A states that it will be the responsibility of government to provide free and compulsory elementary education to all the children of age group 6 to 14 years. The right of free and compulsory elementary education in India has faced many ups and downs. After very long journey Indian Parliament passed RTE Act 2009 on August 4, 2009, which describes the modalities of the importance of free and Compulsory Education for children between 6 to 14 years in India under article 21A of the Indian constitution. This article tries step to step review of the efforts made by various stack holders for free and compulsory elementary education in India.

Effect of online education on elementary education in India

The mishaps happening in online education can cost a lot to the students who are getting educated by it in many ways. Elementary students particularly suffer immensely in terms of health, safety due to the online mode of education. The education system for young kids is viewed as a sacred stage since it helps in imparting basic knowledge to a human being. Yet, there are many Initiatives to help the problem, but it is still not enough. The objective of this study is to find whether online education is fruitful for the elementary school, and to deduce how many hours is advisable for elementary class, also to find how much health is getting affected, likely also to see if gadgets is advised to provide to the elementary students, lastly to ascertain which mode of education is most preferable for elementary education. Unlike in the case of doctrinal research where the research is conducted on the basis of facts and data already collected in the library, archives and other databases, collecting or gathering information by a first-hand study into the universe, it helps the empirical research to be carried on. There are a total of 1005 samples collected with regard to this study. It was recorded that the majority of the respondents were between the age of 18 to 30, most of them are male, and the respondents have undergraduate qualification majorly, and many do other occupations.  People majorly think that online education for elementary class is average and is not as fruitful as traditional mode, and giving gadgets is not agreed upon, also the hours of study should between 2 to 4 hours, health gets affected very much and with all these aspects say the offline mode is preferable over online for the elementary school students.  Hence, through these figures, we are able to understand that there is not much reception regarding online education for elementary students among the general public but truly they are at a confused level about which mode is truthfully the good one for elementary school students.

Determinants of Student Attendance in Elementary Education in India

Determinants of Student Attendance in Elementary Education in India

Gender Gaps in Elementary Education in India in the post Right to Education Act Period: Implications for Policy

While the gender gaps in elementary education in India have almost been eliminated, we obtain somewhat different picture when adjusting the gaps to the appropriate school-age children (6-14 years) and the number of the child population. We calculate gender gaps in enrolment, transition rate (from primary to upper primary level), achievement in the examination, and test scores in different subjects in the post Right to Education Act period and obtain that girls are ahead of the boys in almost all aspects. The age-adjusted gender gap in enrolment has improved, implying that over time girls are more likely to enrol in schools within the appropriate school-age. Also, fewer girls are expected to remain out of schools compared to boys within the appropriate school-age. Perhaps, this progress in enrolment has resulted in better performances of girls in transition rate, achievement in examinations and test scores in individual subjects. The rising girls’ performance on different indicators of elementary education indicates the potential impacts of female share on future labour market.

The Right to Elementary Education in India: Connotations and Reflections

This Research paper deals with the conditions of the education of children in India, the various schemes and policies carried out in providing education. How Elementary Education has developed in India? Attempts are made to find out the laws in the country, in which basic education finds the place in this respect nature and scope of Right to Education Act has been analysed. Education plans, policies and various Government schemes have been discussed. Paper examines and investigates the constitutional growth of Education with aims to achieve the goal of equal opportunity to all and social justice as enshrined in the Preamble of the Constitution. Various articles inherent in the Indian constitution have been discussed. Judicial response to the need of the right to education has also been highlighted. Global Commitment for Compulsory Education has also been discussed with agenda 2030 which refers to the global dedication of the Education for all. Lastly, there is a conclusion and some suggestions. The certainty and promise RTE Act which shows up on paper should be fulfilled in its execution which is very defective. Despite the fact that several legislative enactments, judicial pronouncements, and many government schemes make effective implementation of elementary education, we are lacking behind to achieve the desired goals and to meet with an international commitment regarding compulsory education. In the same way, as other endeavoured social changes in India, this also needs to begin at the grass-root level and requires a boundless effort to make a difference in a deep-rooted mind.

Jyoti Raina (Ed.), Elementary education in India: Policy shifts, issues and challenges

Jyoti Raina (Ed.), <i>Elementary education in India: Policy shifts, issues and challenges</i>

Universal Elementary Education in India: Barriers and Persistent Challenges

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.

Elementary Education in India in the Era of Universalization of Education: Instrument of Access or the Perpetuation of Inequality

Sixty years of policymaking in the arena of elementary educational reforms in India and global focus through the Millennium Development Goals (MDGs) have seen progress along with persisting inequality in access to education especially for socioeconomic and marginalized sections across the regions. This article focuses on analysis of two goals of MDGs which is related to universalization of education and reducing gender inequality in access to elementary education after introduction of policy interventions such as Sarva Shiksha Abhiyan (SSA) and Right to Education (RTE) Act in India through Gender Equity Index (GEI) and Disparity Index (DI) in Gross Enrollment Ratio (GER). Results are still consistent with the fact that even after incentives such as SSA and RTE, the scenario of elementary education has not changed much for the deprived sections, even it has shown a declining trend after 2009 for Scheduled Tribes (ST) children. The social reproduction of inequality is being manifested now in the quality of elementary education in India.

Democratization of Knowledge: Vernacular Education Planning in the Indian Context

This article explores the challenges of elementary education in India in view of its linguistic-cultural heterogeneity. The historical context leading to mother tongue as the ideal medium of instruction is presented, followed by a discussion on why a large number of mother tongues still remain outside the school system creating problems for the “No Child Left Behind” policy. The paradox faced by a heterogenous country that also needs language standardization or homogenization is raised to highlight the mismatch between school and home languages. Sapir-Whorf’s linguistic relativity hypothesis and Paulo Freire’s critical pedagogy framework are discussed to outline a model of present and alternate education pathways of Universal Primary Education.

Quality of Elementary Education in India’s Rural Areas: Results from Annual Status of Education Report (ASER) 2014

The quality of elementary education plays a critical role in an individual’s growth. Thus it has the capacity to develop a nation’s human resources. This study has examined the capabilities of young students who enrolled at the elementary level in schools located in India’s rural areas and their proficiency in different subjects, specifically their own regional language, mathematics and their knowledge of English. In order to measure the performances of students enrolled in Classes 1–VIII, the study used the principal component analysis (PCA) on original, 12 correlated variables. A standardised regression score of two factors, generated from PCA, was used to measure the status of education at the elementary level for different states. By considering the total score of two factors, using the PCA, it was found that most of the states in the southern parts of the country, that is, Kerala, Andhra Pradesh, Telangana, Karnataka and Tamil Nadu, and the North-East region, that is, Assam, Mizoram, Tripura, Sikkim, Meghalaya, Nagaland and Arunachal Pradesh, exhibited better academic performances as compared to other states.

Status of Elementary Education In India

Status of Elementary Education In India

The Right of Children to Free and Compulsory Education Act – 2009: As One of the Most Pioneering Academic Reforms in India

This research paper attempts to delineate and outline the critical study of The Right of Children To Free and Compulsory Education (RTE) Act – 2009 as one of the most pioneering academic reforms in India. India is one of the liberated countries with an affluent multicolored history, an amazingly multifaceted civilizing diversity in addition to a dedication to autonomous standards as well as welfare for all. The RTE Act besides this provides that no child shall be held back, expelled, or required to pass a board examination until the completion of elementary education. There is also a provision for special training of school drop-outs to bring them up to par with students of the same age. The Right to Education of persons with disabilities until 18 years of age has also been made a fundamental right. The Act provides for the establishment of the National Commission for Protection of Child Rights, and State Commissions for supervising proper implementation of the act, looking after complaints and protection of Child Rights. This RTE act will play a significant responsibility in achieving Universal Elementary Education in India. The RTE Act makes sure that any child can stipulate prerequisite of free education to him or her in his or her vicinity right up to the 8th class. It is furthermore asserted that the state will afford enforced basic schooling. The National Commission for Protection of Child Rights (NCPCR) has besides been designated the same agency to retain an ogle on provisions of the Act.

Universal Elementary Education in India: A Reality Check

This article begins with an overview of the current elementary education scenario in India. It notes that while the Right to Education (RTE) Act has made progress in access to education, the delivery of education has worsened. The article analyses the reasons for this by using two main levers of the system: financial support and accountability. As far as support is concerned, three areas need attention, specifically, the low funding of education when compared with the global average; a mismatch between funds approved, actual funds available and funds spent; and inefficient, delayed and rushed expenditure. In terms of accountability, two main systemic gaps have been explored: accountability at the input level instead of the output level and accountability to funders instead of the community, with an emphasis on teachers’ accountability. Based on findings from analyses, the article concludes with recommendations for the better performance of the education system and argues for an overhaul of the processes that are currently in place.

Is Dropout exists at Lower Elementary Level of Government Schools? A Study in Assam

The problem of dropout in the Elementary Education in India is a quite out dated issue as the Right to education (RTE) Act has already in action since 2010. The access of elementary education has highly been available for the all children of the age group 6–14 years in the country. But the elementary section for our country has not been freed from the problem of dropout in elementary level. As per the report of UNESCO 2015 we have achieved the goal of universal enrolment at elementary level. But are we able to sustain this enrollment? Do our all children able to pursue their education after being enrolled or do they dropout on the way itself? India had launched the most ambitions education project since independence, Sarva Siksha Abhiyan (SSA) in 2001 under which primary education was to be provided to all children by 2007. The present study is highly significant to prove the effective implementation of RTE in the schools of rural areas and more specially in the tea garden schools. The investigator had selected 10 primary schools by purposive sampling and survey method was used for the study. The study found there was a significant percentage of Dropout rates prevailed in the sampled primary schools which is really a great concern for the society. The study has made few recommendations on the basis its findings.

IMPACT ASSESSMENT OF AN ALTERNATIVE INTERVENTION FOR ACCESS OF MARGINALIZED CHILDREN TO EDUCATION AND RETENTION

The last couple of decades have witnessed sustained governmental efforts towards universalization of elementary education in India; yet the status of human development in the country is a matter of great concern. In the latest Human Development Report published by the United Nations Development Programme (UNDP), covering 187 countries across the world, India is ranked at 135, among the 'medium development' countries like Egypt, South Africa, Mongolia, Philippines and Indonesia. Among India's neighbours, Bhutan and Bangladesh too figure in this category. Though India has made considerable progress in social, political and economic spheres and has emerged as one of the fasted growing and the world’s fourth largest economy. But it still has more poor people than any other country with about one third of the population living below the poverty line. One of the main reasons of the poverty of the masses is not having the access to adequate educational facilities and subsequent benefits of education. This paper presents the factual details of a study, which attempted to examine the status of marginalized children’s access to education and retention in West Bengal, particularly of those children, whose parents work in the brick kilns of 24 North Pargana and Maldah districts of the State.

Does financing universal elementary education reduce interstate disparity?

Purpose – The purpose of this paper is to examine resource allocation under the centrally sponsored scheme Sarva Shiksha Abhiyan (SSA) and its impact on development of elementary education in India. First, the author describes the current educational disparity across states in terms of state funding. Second, the author shows that interstate disparities in education resources have more to do with capacity of states to finance elementary education. For this, the author examines funding mechanism under SSA, focusing on principles of adequacy and absorptive rates. Third, the author analyzes the impact of additional funding on the progress of elementary education across states. Fourth, the author demonstrates how funding under SSA reinforces rather than reduces interstate disparity in school funding. Finally, the author concludes with certain policy implications for reforming federal transfers in Right to Education (RTE)-SSA, which can easily be extended to Rashtria Madhya Shiksha Abhiyan (RMSA) to be more responsive to educational inadequacy, effort and capacity across states. Design/methodology/approach – The author uses box plots for illustrating interstate disparity across various indicators on financing and growth of elementary education. Box plots are good at portraying extreme values and illustrate differences between distributions. Because the thrust of the paper is examining difference in distribution across and within states, box plots appropriately portray the distribution of both. Further, coefficient of variation is estimated in education funding and its impact variables. Findings – Interstate disparity in additional to the funding of SSA through discretionary transfers is examined by looking at two principles of inter-governmental transfers, viz., adequacy and absorptive rates. In a way, it appears that the educationally backward states getting the highest shares and also as per the requirement of the child population, but not necessarily so in terms of their relative proportions of enrolment, schools and teachers. Yet another revelation is that actual absorptive rates are much less than apparent absorptive rates. Unambiguously, additional resources coming from the Center for Development of Education can have a positive influence only after states have achieved a certain threshold level of absorptive capacities. As evidenced, fiscal disability is not compensated by transfers via SSA, as matching shares are uniform across states. Research limitations/implications – One significant limitations of the study is its use of administrative data. Often, administrative data from developing countries especially on social sector like education report inflated figures. The study uses primarily such but published secondary data sources. Practical implications – Finally, the author suggests certain policy implications for reforming federal role in the current RTE-SSA, which can easily be extended to RMSA, a CSS in secondary education, to be more responsive to state effort and capacity. Social implications – Though SSA attempts to address regional imbalance, the accumulated initial advantage of better-off states with uniform norms under SSA funding widens the interstate disparity rather than reduce it. It is, hence, mandated to look at building capacities and enable states for a level-playing field. Originality/value – It adds value to existing studies in two ways: rarely studies examine SSA expenditures and its impact on development and financing of elementary education, and examine a question on horizontal equalization mechanism whether additional allocation under SSA induce or reduce interstate disparity.

Economic Liberalization in 1991 and Its Impact on Elementary Education in India

The basic foundation of policy making had undergone profound shifts over the past two decades as the policy makers are inclined to rely heavily on the exercise of power in their pursuit of development and prosperity. Government interventionism was subject to a strong intellectual and political backlash, and a new ideological movement seeking to redefine the role of government rose to take its place. This new political–economic liberalism insisted on the removal of governments’ grip over the economy and the introduction of open competition into economic life. Thus, the market emerged as the central actor governing economic activity during the 1990s, and the ethos of neoliberalism progressively entrenched itself into law and public institutions in India. This change in “policy paradigms” implies a substantial reorganization of domestic political economies for an efficient governance of political and economic institutions in a longer run. This article attempts to look at the changes in “policy paradigms” that happened after 1990 in the domain of educational governance in India. Along with the policy changes, there happened a watershed in constitutional rights, making right to education a fundamental right of every citizen. This article further inquires how far the state has endeavored to fulfill its objective of providing quality education for all children within these economic and political changes. Indian states’ financial obligation toward elementary education and the policy directions during the period after 1990 were thoroughly analyzed to find out the commitment of state in providing universal elementary education of good quality in India.