Inequalities In Access To Education Research Articles

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.

Role of Technological Gadget on the Tribal Culture and Education with Special Reference to the Attitude and Usage of Mobile Phone by IGNOU B. Ed Students of Mizoram

Information and Communication Technology offers great opportunity to raise educational standards and qualities. It is believed that ICTs can empower teachers and learners by facilitating communication and interaction, offering new modes of delivery, and generally transforming teaching and learning processes Digital learning is any instructional practice that effectively uses technology to strengthen a student's learning experience. It can provide a more individualized approach to teaching and help more students reach their full potential. Mobile phones as a symbol of electronic century and digital world has spared worldwide especially in youth. Mobile devices are used in a variety of teaching and learning environments. The concept of mobile learning (m-Learning)-understood for the purposes of this article as learning facilitated by mobile devices-is gaining traction in the developing world. Through mobile phone, teacher can communicate and impart knowledge to the students. Geographically, the Northeast is a compact unit covering an area of 2, 550, 825 Sq. Km. The region has a high concentration of tribal population. Each tribe has its own distinct tradition of art, language, culture, dance, music and life styles. The State of Mizoram is one of the eight states of the North East in which there is imbalance in educational development in the state. Inequalities in access to education continue to pose major barriers, and the delivery of cost-effective and quality education remains a persistent problem. The present study was conducted among IGNOU B. Ed Students of Mizoram to find out the ICT tools for teachers and general attitude and usage of mobile phoneusing the descriptive survey techniques. The subjects are further differentiated into four categories namely Post graduate rural, urban and graduate rural, urban student teachers. From the study, it is found out that urban teachers utilize mobile phone and its features more effectively than the rural teachers for educational purpose as well as day to day life.

The Latin American Social Movement Repertoire: How It Has Changed, When, and Why

This article addresses the changing repertoire of resistance movements in Latin America, as the economic and political conditions adapted to regional changes: the shift from import substitution industrialisation to neoliberalism, populist based regimes via dictatorships to democratic rule, and growing awareness of global norms concerning social, economic and political rights. Increasing industrialisation and the rise in living costs meant agrarian protests dwindled and labour movements grew in number, though their focus shifted from work conditions to the increased cost of consumption. Similarly, students protested against the rising cost of schooling and inequities in access to education, rather than Marxist-Leninist inspired movements for radical societal change. Women shifted their focus from human to gender rights. Further, indigenous and race-based movements gained traction, which had been ignored by class-based and modernisation theories.