Educational Disparity in India

CHAPTER 1 INTRODUCTION I sport a heart full of dreams To emulate Lakshmi, my neighbour, Who merrily goes to domesticate To wear skirts in gorgeous colours To become a Collector and travel in a car muchover, alas, trapped in a heap of matchsticks I am still far from free Etymologic anyy, the word direction is derived from the Latin term educatio (a breeding, a reading up, a rearing), from educo (I educate, I train) which is cerebrate to the homonym educo (I lead forth, I take break by dint of I raise up, I erect), from e-(from, out of) andduco(I lead, I conduct). nurturein its broadest, habitual sense is the means through which the aims and habits of a group of pack lives on from whizz gene proportionalityn to the next. Gener altogethery, it occurs through anyexperiencethat has a takeative motion on the way one remembers, feels, or acts. In its narrow, technical sense, didactics is the formal process by which society deliberately transmits accumulated know conductge, skills, customs and value from one generation to another, e. g. , argument in school days. It means the development of character or mental powers by means of giving intellectual, moral and social instruction particularly as a pro keen-sighteded process.Indian society is characterized by its diversity be it in terms of piety, circle, region or language. This kind of diversity gives bob up to plenty with actu on the wholey discordent kind of family backgrounds and demographic characteristics. Though diversity in any order is con locationred a healthy phenomenon but unaccompanied when people of different caste, religion or region atomic number 18 letd with same kind of opportunities and result prospects in terms of rag to upbringing, employment and other fundamental services. on that point should not be any kind of discrimination amidst individuals found on their caste, religion, region or sex.In this light, if we observe Indian society we find that, based on caste a nd ethnicity, it suffers from substantial inequalities in schooling, employment and income. If the inequalities be arising due to differences in level of efforts make by individuals of different backgrounds then it is morally congenial but if inequalities be due to circumstances beyond the swear of an individual much(prenominal) as caste, religion, region of birth, sex, ethnicity and so on, then it is deemed unethical and unacceptable and everywherely calls for compensation in whatsoever form or other, from the society, to those who have suffered due to inferior circumstances.In the case of India this problem becomes much more relevant since historically the Indian society is severely divided into different caste, religion and other social group structures with several(prenominal) groups enjoying privileges more than other groups just because of their superior social status.So, as far as India is annoyinged, it is very important from the point of view of twain academic interest as vigorous as policy implication, to estimate the conclusion of ine lumber due to different circumstances of people as it leave help in going to the root cause of prevailing income or wealth ine part, evaluating the age old disposal programs aimed at bringing equality in society, developing policies for bridging intermissions amid different sections of society and thus leading towards a res publica which is more just and equal. 1. 1 A BRIEF HISTORY OF EDUCATION IN INDIAMonastic orders of training under the supervision of a guru were a favoured form of program line for the nobility in ancient India. The knowledge in these orders was often related to the tasks a section of the society had to perform. The priest class, the Brahmins, was imparted knowledge of religion, philosophy, and other ancillary branches piece the warrior class, the Kshatriya, was trained in the various aspects of warfare. The business class, the Vaishya, was taught their trade and the working class of the Shudras was generally deprive of gentilityal advantages.Secular Buddhist institutions cropped up along with monasteries. These institutions imparted virtual(a) raising, e. g. , medicine. A number of urban culture centers became increasingly visible from the limit between 200 BCE to 400 CE. The important urban centers of learning were Taxila (in modern day Pakistan) and Nalanda, among others. These institutions consistently imparted knowledge and attracted a number of foreign students to study topics such as Buddhist literature, logic, grammar, etc.By the cartridge holder of the visit of the Islamic scholar Alberuni (9731048 CE), India al presenty had a sophisticated system of mathematics. With the arrival of the British Raj in India the modern European education came to India. British Raj was reluctant to introduce mass education system as it was not their interest. The colonial educational policy was deliberately one of reducing indigenous culture and religion , an approach which became known as Macaulayism.With this, the whole education as well as government system went through changes. Educated people failed to get job because the language in which they got education had become redundant. The system soon became grumose in India as a number of elemental, secondary, and tertiary vegetable marrows for education cropped up during the colonial era. Between 1867 and 1941 the British maturationd the percentage of the macrocosm in patriarchal and Secondary knowledge from around 0. 6% of the population in 1867 to over 3. % of the population in 1941. However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education. Additionally literacy was also improved. In 1901 the literacy rate in India was only virtuallywhatwhat 5% though by Independence it was n archeozoic 20%. Following independence in 1947, Maulana Azad, Indias first education minister env isaged strong central government control over education end-to-end the country, with a uniform educational system.However, given the cultural and linguistic diversity of India, it was only the high education dealing with intelligence and technology that came under the jurisdiction of the central government. Hence the disparity existed and deepened. The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. The central government of India formulated the National Policy on fosterage (NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986.The government initiated several measures like the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan, Indias Initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary explore and establishment of open universities. Indias NPE also contains the National System of Education, which ensures some uniformity opus taking into account regional education needs. The NPE also stresses on higher(prenominal) spending on education, envisaging a budget of more than 6% of the Gross Domestic Product.While the need for wider reform in the direct and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure. CHAPTER 2 EDUCATION AND THE CONSTITUTION SHAPING EACH OTHER Thinking astir(predicate) the interaction between the Constitution and education reveals that they are deeply interconnected, at profound levels of interdependence and complexity. Those connections are often strikingly visible, but are some clock quite subtle. A fundamental interdependence was formed with the decision to formulate our policy-making structure as a elective republic.The Constitution created the necessity for seemly public educati on to prepare the citizenry to exercise the role of self-government. An improve voting public underpins a successful democratic structure, the importance of education to our democratic society. It is required in the military operation of our most staple fibre public responsibilities. It is the very foundation of a amenable citizenship. Today it is the principal instrument for awakening the churl to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment.But it is not only our semipolitical system that is dependent upon a possible and successful educational system. Our economic system also proclaims its reliance upon well-trained and educated workers. And our social system rests on two macroly accepted goals that each requires access to education the melting pot which requires the successful absorption of diverse immigrant populations into a pluralistic social and cultural structure, and upward mobility whic h requires the permeability of class/caste barriers.Both goals are achieved substantially through the education system. 2. 1 LEGISLATIVE FRAMEWORK Article 45, of the Constitution of India originally resignd The country shall endeavour to provide, inside a period of ten days from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. This article was a directive principle of state policy within India, effectively meaning that t was within a set of rules that were meant to be followed in spirit and the government could not be held to motor hotel if the actual letter was not followed. However, the enforcement of this directive principle became a bailiwick of debate since this principle held obvious emotive and practical value, and was legally the only directive principle within the Indian constitution to have a time limit.Following initiatives by the Supreme Court of India during the 1990s the Nine ty-third Amendment Bill suggested terce separate amendments to the Indian Constitution * The constitution of India was amended to include a new article, 21A, which read The State shall provide free and compulsory education to all children of the age of hexad to fourteen years in such a manner as the State may, by law, determine. * Article 45 was proposed to be substituted by the article which read Provision for early childhood explosive charge and education to children below the age of six years The State shall endeavour to provide early childhood care and education for all children until they complete the age of sixteen years. * Another article, 51A, was to additionally have the clause a parent or guardian shall provide opportunities for education to his child or, as the case may be, a ward between the age of six to fourteen years. The bill was passed unanimously in the Lok Sabha, the lower house of the Indian Parliament, on November 28, 2001. It was later passed by the upper house, the Rajya Sabha, on May 14, 2002. After world signed by the President of India the Indian Constitution was amended formally for the eighty sixth time and the bill came into effect. Since then those between the age of 614 have a fundamental in effect(p) to education. * Article 46 of the Constitution of India holds that The State shall promote, with special care, the education and economic interests of the weaker sections of the people, and in particular of the plan Castes and Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation. new(prenominal) provisions for the Scheduled Castes and Scheduled Tribes can be found in Articles 330, 332, 335 and 338342. Both the 5th and the 6th Schedules of the Constitution also make special provisions for the Scheduled Castes and Scheduled Tribes. CHAPTER 3 VIDYA, VEDA, AND VARNA The 1990s were good years for education in India.According to the 2001 Census, the literacy rate for men, over the entire decade, increased by 11. 8 (percentage) points and that for women by 15 points with the consequence that in 2000, 57% of Indias (over 15) population was literate person, with a literacy rate of 68% among men and 45% among women. Many of the issues relating to literacy are reflected in school participation, outlined as the initial memorandum of a child at school. The net inventory rate of children, aged 6-14, at school varies crosswise the states of India ranging from 99% for boys and 98% for girls in Kerala, to 91% and 84% in Tamil Nadu, to 69% and 56% in Madhya Pradesh.All-India school archive rate, for boys and for girls, vary considerably between the Hindu, Muslim and the Scheduled Caste/Scheduled Tribe (hereafter collectively referred to as Dalits) communities the enrolment rates for Hindu boys and girls are, rateively, 84% and 68% while for Muslim boys and girls they are 68% and 57% and for Dalit boys and girls they are 70% and 55%. In keeping more generally with re cent research interest into issues of ethnicity and educational attainment in other societies the list question of inter-group differences in school enrolment rate in India also needs further investigation.The raison detre is to examine whether, and to what extent, the enrolment of children at school in India are influenced by the norms, or other socio-economic characteristics, of the communities (Hindus, Muslims and Dalits) to which they belonged. There are two issues embedded in this study. The first is that inter-community differences between communities, in the school enrolment rates of their children, could be due to the concomitant that the communities differed in terms of their endowment of enrolment-friendly attributes. Call this the attribute effect.On the other hand, inter-community differences in enrolment rates could exist, charge in the absence of inter-community differences in attribute endowments, simply because different communities, by virtue of differences in th eir norms, translated a given attribute endowment into different enrolment rates. Call this the community effect. The overall enrolment rate is, of course, the outcome of both effects. The average probability of school enrolment is the sum of two (mutually exclusive and collectively exhaustive) parts one that is engendered by the community effect and another whose antecedents are in the attribute effect.The equation for the likelihood of being enrolled at school is separate for boys and for girls and, in each of the case, the variables differ as to whether the children are Hindu, Muslim or Dalit. Thus, the econometric estimates take cognisance of differences between the children both with respect to their gender and their religion or caste. The econometric estimates are based on unit record data from a survey of 33,000 rural households encompassing 195,000 individuals which were spread over 1,765 villages, in 195 districts, in 16 states of India.In many another(prenominal) anot her(prenominal) communities there is no tradition of sending children to school more importantly, these traditions co-exist with well recognised and established social norms that condone child labour and accept out of-school children. Given that the child is the father of the man, children who do (or do not) go to school will, with a high degree of probability, grow up to be literate (or illiterate) adults. In turn, the life chances of an adult, and his or her children, will be greatly affected by whether or not he or she is literate.Consequently, if one is bring uped with inter-community differences in economic and social outcomes, one should, as a corollary, be concerned with inter-community differences in rates of school enrolment. The determining variables used to specify the equations for the likelihood of boys and of girls being enrolled at school, were grouped as follows 1. The communities to which the children belonged Hindu, Muslim or Dalit. The respondents to the Survey w ere distinguished along caste lines as Dalits (Scheduled Caste/Tribe) and non-Dalits. They were separately distinguished by religion as Hindu, Muslim, Christian, etc.Consequently, membership of the two categories, caste and religion, could overlap Dalits could be Hindu, Muslim or Christian and, say, Hindus could either be Dalits or non-Dalits. In this study, the two categories of caste and religion were rendered mutually exclusive by defining Hindus, Muslims, Christians (and persons of other religions) as persons professing the relevant faith but who were not Dalits. No distinction was do by religion within Dalits though, parenthetically, it might be noted that over 90% of them gave their religion as Hindu.Because of the nice number of Christians and persons of other religions in the Survey, the digest reported in this paper was confined to Hindus, Muslims and Dalits. 2. The regions in which the children lived North South Centre eastern West. The important region comprised Biha r, Madhya Pradesh, Rajasthan and Uttar Pradesh the South comprised Andhra Pradesh, Karnataka, Kerala and Tamil Nadu the West comprised Maharashtra and Gujarat the East comprised Assam, Bengal and Orissa and the North comprised Haryana, Himachal Pradesh and Punjab. 3. The educational levels of the mothers and fathers of the children.These were classified as illiterate low, if the person was literate but had not completed primary school medium, if the person was educated to primary level or above but had not passed the school-leaving examination (the matriculation examination, abbreviated, in India, to matric) administered at the end of ten years of schooling high, if the person was educated to matric level or above. 4. The occupations of the fathers and the mothers. The mutually exclusive and collectively exhaustive occupational categories were cultivator, labourer, non-manual workers, and unoccupied. . Personal and household variables such as an index of the value of plenteous asse ts. 6. Village level variables relating to the general level of development of the village and, in particular, the provision of schools within the village. In terms of educational infrastructure, only 11% of the children in the sample lived in villages which did not have a primary school, though 50% lived in villages without anganwadi schools, and 30% lived in villages without a middle school within a distance of 2 kilometres.Of the children in the sample, 77% of boys and 64% of girls were enrolled at school. However, underlying the aggregate figures, there was considerable variation in enrolment rates by region community parental occupation and parental literacy status. In terms of region, enrolment rates were lowest in the Central region and highest in the South, the West and the North. However, in every region, except the South, enrolment rates for Hindu boys and girls were considerably higher than those for their Muslim and Dalit counterparts.In terms, of parental literacy, enro lment rates for children (both boys and girls) were substantially higher for children with literate parents relative to children whose parents were illiterate. When both parents were illiterate the gap between the enrolment rate of Hindu children, on the one hand, and Muslim and Dalit children, on the other, was considerable however, when both parents were literate, the intercommunity gap in enrolment rates was almost non-existent. Lastly, in terms of ccupation, children whose fathers were labourers had the lowest rate of enrolment and children with fathers in non-manual occupations had the highest enrolment rate. These show that, with a handful of exceptions, the means of the factors were significantly different between the groups. In particular, a significantly great(p)r proportion of Hindu children had parents who were both literate and a significantly grimer proportion of Hindu children had parents who were both illiterate compared to Muslim and Dalit children.In addition, a significantly higher proportion of Hindu children had fathers who were cultivators and a significantly higher proportion of Dalit children had fathers who were labourers over half the Hindu children, in the relevant age-group, had fathers who were cultivators while, in contrast, well over tierce of Dalit children had fathers who were labourers. One earth that enrolment rates differed by community is that the scattering of the enrolment-determining factors region, parental occupation and literacy, availability of educational facilities were unequally distributed between the communities.The other is that there were significant inter-community differences in attitudes to education, both with respect to children in their entirety and with respect to boys and girls separately. 3. 1 The Community Effect Religion and Caste as Influences on nurture Participation The NCAER Survey provides qualitative entropy on the reasons that parents gave for not enrolling their children at schoo l. Factors like school too far or school dysfunctional (demand-side) did not play an significant role in non-enrolment nor did their incidence vary across the communities.The incidence of demand-side factors whereby family financial constraints or the fact that a child was engaged in non-school activity involving work either within or outside the spot was peculiarly marked for Dalit children 34% of Dalit parents, compared with 29% of Hindu and 22% of Muslim parents, gave this as their reason for non-enrolment. These inter-group differences in the mean values of the demand-side reasons were significantly different between the communities.Another significant difference between Hindus and Dalits on the one hand and Muslims on the other, was in terms of the percentage of children who were not enrolled at school because their parents did not think education was important. This was 16% for Hindus and 17% for Dalits, but, at 23%, significantly higher for Muslims. The fact that some pro portion of religious and caste groups consider education unavailing suggests that Muslim religious and Dalit caste norms might matter for school participation.But, there are also several other explanations that might account for the lower enrolment figures for Muslims and Dalits which need to be located within the historical context of educational policy in India towards minorities. 3. 1. 1. Muslim Education in India In recent times the question of Muslims educational retardent has been an important element of political and social rhetoric in India. Although Muslims are not alone in reflecting educational backwardness yet recent statistic shows they are one of the most backward communities in the field of education and literacy in the country.This fact is, no doubt, astonishing for those who know that the very first declaration of the Quran- IQRA (to read) is about education. And the Prophet of Islam, Mohammad (pbuh) termed education as basic obligation for every individual male and female, the very first time in the history of mankind, in 610 (AD). However, this write-up endeavours to locate the educational problems of the post colonial Muslims in India and invites sincere review by the present academia to help practical enforcement of all educational plans to get Sarva Shiksha Abhiyan (SSA) mission a success story by 2010.An important cause that may well affect Muslim education is the role of religious institutions and, in particular, the local clergy. It is conventionally argued that the status of women in Islam implies that Muslim parents may invest little in the human capital of their daughters than of their sons. Muslim parents may also be reluctant to send their children to government funded schools owing to the existence of alternates in community based schooling (in the form of madrasas) and most particularly on account of the lack of Urdu and Arabic language teaching in the formal system.Islam first came to India as early as 650 AD with the Ara b traders, but it was only under Mughal rule, between the 12th and 17th centuries, that education was encouraged. The very first madrasa in India was established in 1781 by Warren Hastings and was called the Calcutta madrasah College for Muhammedans. Madrasas were greatly encouraged under colonial rule in the 18th century and, in the second half of the 19th century, they were set up all over India by the Deobandis a group of Muslims who were trained in the most orthodox madrasa in India, Darul-uloom in Deoband, founded in 1866.It was in this phase of their enlargement that madrasas were funded primarily by individual contributions rather than by princely patronage and when they developed a formal institutional structure similar to western educational institutions, including their own presses for publishing in Urdu. In post-independence India, madrasas were allowed to be set up in India under Articles 30(1) and 30(2), which allows all minorities to establish educational institution s, and which also protects the property of nonage educational institutions.In the 1990s, many madrasas have been set up, largely through funds from the Middle East, on the western coast of India and in the border regions of north-eastern India. Today, madrasas mainly teach the principles of the Islamic religion, including an dewy-eyed level of the reading of the Quran. The Indian government has tried at various times to encourage some madrasas to combine religious education with modern subjects such as mathematics.For example, a programme was launched to modernise education in the madrasas in 1993, and some prominent madrasas such as the Darul-uloom in Deoband introduced reforms into their program as a consequence. The Jamia Mohammadia Mansura in Malegaon, Maharashtra is reputed for its teaching of medical science, and the Darul-uloom Nadwar-ul-ulema in Lucknow, Uttar Pradesh even teaches the English language and English literature as mettle subjects. However, although in some st ates such as Karnataka and Kerala, madrasas are a utilitarian complement to the formal schooling sector, such efforts have not, in general, been successful.Urdu (which is spoken in only 3 countries of the world India, Pakistan and Mauritius) is widely regarded by Muslims in India as their language. However, in post-independence India, Urdu was not given the status of a modern Indian language, despite the fact that a substantial proportion of Muslims and non-Muslims particularly in northern India use it as their primary language of communication in schools Sanskrit was taught as the preferred alternative in the three-language (Hindi-English-Sanskrit) formula.This has had important implications for Muslim education in India particularly as it has tied the issue of education-provision with considerations of religious and political identity, and cultural autonomy. 3. 1. 2. Dalit Education in India In their analysis of school enrolment, Dreze and Kingdon found that Dalit children had wh at they term an intrinsic disadvantage they had a lower probability of going to school, even after controlling for other non-caste factors such as household wealth, parents education etc. Dalits who, generally speaking, constitute the untouchables of India comprise, approximately, 17. % of Indias population. Although, the practice of untouchability is illegal in India, the reality of life is very different. Often, Dalits live in segregated colonies on the outskirts of villages, usually in the southern fringes because that is where the Hindu god of death, Yama, is supposed to dwell. Dalits are not allowed to use common crematoria. Sharecropping, a dominant form of agriculture in most parts of India is not common among Dalit households due to the concepts of ritual purity observed by those within the caste system.More significantly, the practice of untouchability cuts right across religious boundaries, and is observed in day to day interactions not only by Hindus, but by Muslims, Ch ristians, and other religious groups in India as well. Studies of education and caste in India show that the Dalits are less likely to send children to school. Acharya and Acharya 1995 report that the differences between Dalits and non-Dalits in dropout rates are very large the dropout rates for Dalits are 17% higher than for others in Classes I-V, and 13% greater for those in Class I-VIII.The historical origins of inequality in the access to education by caste lie in colonial policy towards education. After 1835, education policy in the sub-continent was altered considerably by Macaulays Minute on Education which changed the dominant language of the curriculum to English, giving rise to what Nehru cynically termed an education for clerks. Western education both resulted in greater social prestigiousness for the upper castes and greater inequality between castes.The success of the non-Brahmin movement in southern India meant that this inequality was hooked there by positive discri mination in favour of the non- Brahmins, in education and in jobs however, this was not the case in other parts of India. The influence of religion and caste on school enrolment encompasses both sociological factors such as the role of cultural norms, and historical influences such as colonial and post-colonial policy towards education in India. Collectively, these non-economic factors might apply an important role on current schooling decisions, even after controlling for the economic factors that affect them.CHAPTER 4 THE RURAL AND URBAN DIVIDE India is a vast country with a large population of about 121 crores. About 70 per cent of the people live in villages. They are engaged in agriculture or small cottage industries. Though there has been rapid expansion of facilities for education in the urban areas, the rural areas have remained neglected to a great extent. The main reason for such lopsided expansion has been the attitude of our rulers. As in other matters, the urban vocal population has in this matter as well been able to get the lions share.Many Universities, Colleges and institutions of higher learning have been established in big urban centres and cosmopolitan cities. The villages and small towns have had to be contented with primary, middle and high schools, with certain exceptions of Intermediate Colleges and a few degree Colleges. The villages have not got their due share in the facilities for education. Education has been a state subject, i. e. , a responsibility of the state governments in their respective jurisdictions. Expansion of education required huge sums of money.The State governments with their limited resources have not beenable to allocate as much funds to education as they should have done. Rich agriculturists could afford to send their wards to cities for education. The rest of the silly and non-vocal motions of the population suffered. The nature of agriculture is ill loch that all the members of a farmers family have to work i n the fields. Thus the children of farmers start helping their parents in artless operations. This is a great hindrance to the expansion of education in the rural areas.If an analysis is attempted, it will show that the illiterates in the rural areas far outnumber their counterparts in the cities. Further break-up would show that not only adults but even children in the age-group 515 in the villages do not avail themselves of the facilities for education, available in their neighbourhood. It is not that there are no schools in the villages. Schools are there, but they are not in adequate numbers. Children have to go a long distance to attend schools. These schools are not as well equipped as the schools in urban localities. There are very few school buildings.Classes are generally held either under a shed a tree or in the open. The low-paid teachers of these schools do not pay enough guardianship to their students. The illiterate parents are not very enthusiastic about the educati on of their children. Many children in the villages do not go to school at all. The parents of even such children, as are enrolled in the school, pay little attention to their education. They appear to be convinced of the futility of the schooling of their children. They rather engage their children as helpers in the agricultural operations, which they consider better utilisation of their time and energy.Not only children, but a majority of adult men and women in the rural areas are illiterate. This is one reason of their being negligent towards their childrens education. To them there appears no better future for their children even if they take education. The large scale unemployment is another factor responsible for their indifference to their childrens education. Lack of enthusiasm in the village people for the education of their children is due to several other reasons. First of all most of them are themselves uneducated.Secondly, the gains of education have not reached the vil lages. Villagers are conservative in outlook. They do not like sending daughters to schools abridging their practices. So far as their sons are concerned,they do not find any direct correlation between their education and future progress. Very little attention is being paid to the education of adults in villages. There is no doubt that a little education or even literacy will generate much confidence among the rural adults, who would find it useful in their occupation as well as in general life.It would be interesting to note that the objective of providing free and compulsory education to all children up to the age of 14 could not be achieved because of inadequate resources for school buildings and teachers, non-realisation by parents of the beneficial value of education, and leanness. The pool of illiterates and drop-outs grows wider each year, even as political efforts are being reinforced. Two-thirds of the non-enrolled children consist of girls. A vast majority of non-enrolle d children are again from weaker sections of the community, like Scheduled Castes, Schedules Tribes, Muslims and landless agricultural labourers.Such children constitute the hard core of the problem. They do not attend school, and even if they do, they drop out soon after joining school. RURAL-URBAN disparities, particularly in post-colonial India, have for long been one of the causes of concern for the policymakers. The disparities are seen in all spheres of human life economic and non-economic. The extent of disparities, however, differ from region to region. The long colonial rule in India had created an urban-rural divide.What causes great concern now-a-days is the sharp increase in the level of disparities after a few decades of planning, especially because planning was conceived as an instrument to narrow down rural-urban disparities. Rural India encompasses a little less than three-fourths of the countrys population and is characterised by low income levels, poor quality of life and a weak base of human development. Nearly one-third of the national income comes from villages, but there is a significant rural-urban divide especially when it comes to education.Agriculture is the mainstay of most post-colonial countries. It bridge overs roughly two-thirds of the workforce. But the lions share of Indias national resources is directed to the non-agricultural sector. This is the primary reason why a vast Indian rural population has been left uneducated or with lowest levels of education. The inability of the government to address issues such as gender bias is also an important factor which has brought about educational disparity The agricultural sector has been growing at less than half the pace of the other sectors.During the Seventh Plan, agriculture and allied sectors grew at a rate of 3. 4 per cent, while the national economy grew at 6 per cent. In 1997-98, there was a negative growth of 2 per cent in the agricultural sector, although the national econ omy grew by 5 per cent. The slower rate of growth of agriculture has serious implications for the rural-urban relationship. In an article inAlternative Economic Survey, Kripa Shankar has shown that it results in the further widening of the divide, as the following data relating to agricultural and non-agricultural uncouth domestic product (GDP) at 1980-81 prices indicate.The GDP per agricultural worker was Rs. 2,442. 49 in 1950-51, followed by Rs. 3,196 in 1970-71 and Rs. 3,627 in 1995-96. The GDP per non-agricultural worker rose sapiently from Rs. 4, 469. 63 in 1950-51 to Rs. 9,179 in 1970-71 and to Rs. 16,715. 08 in 1995-96. There has been a further steep rise after the Central government accepted the Structural appointment Programme. While the GDP per agricultural worker rose from Rs. 3,544. 98 in 1990-91 to Rs. 3,627 in 1995-96, the per non-agricultural worker rise was from Rs. 14,660 to Rs. 16,715. 08 during the same period.The data tend to show that the ratio between the ag ricultural output per farm worker and the average output per non-farm worker, which was 11. 83 in 1950-51, rose to 14. 6 in 1995-96. The understructure of the policy of liberalisation has affected non-farm employment in rural areas. In 1997-98, the annual increase in non-farm employment in rural areas was 4. 06 per cent. In 1983-84 it was 3. 28 per cent. During 1999-2000 it came down to 2. 14 per cent. The consequence has been a very slow reduction in rural poverty. In 1993-94 it was 39. 6 per cent, in 1999-2000 the figure came down marginally to 36. 35 per cent. According to one estimate, the average income of an urban dweller is four times higher than that of a rural dweller. Rural deprivation becomes crystal actualise if we look at the data on rural Indias contribution to the GDP and what the rural areas get back. Rural contribution is 27 per cent but the shine is 5 per cent. As a result of the decrease in the actual value of the income from agriculture, inflation being one go verning factor, the rural population is uneffective to afford and finance the education of their family members.Besides, the large family demands have to be met by curtailing expenses on some front. In this kind of a case most of the expenses are curtailed in the educational front. The Human Development Report of India (1999) attempted to divide the rural and urban house-hold on the rear of their incomes as shown in the table. The income status is reflected in the per capita consumption expenditure. In 1999-2000 the per capita per month consumption expenditure on the rural areas was Rs. 486. 08 and in the case of urban areas it was Rs. 854. 96, according to HDR 2002.If we look at the poverty data, a similar situation is noticed. India, a developing economy of over a billion people, recorded a relatively high economic growth during 1980-2000, especially during the 1990s, a decade known for noteworthy structural economic reforms. This period also recorded a decline in the incidence of poverty and advancement in parameters of human development such as levels of literacy, health and nutrition conditions. Development policies focussed on enhanced and targeted public investments in programmes that facilitated improvements in the quality of life of the masses, but the isparity remains. The disparities in the social development sector are mind-boggling. Rural adult illiteracy is a matter of alarming concern. In 2001, the urban literacy rate was 80. 06 per cent but the rural literacy rate was 59. 21 per cent. Thus, the difference in rural urban areas in terms of percentage points is 20. 85. Data released by the Planning Commission show that among illiterate people aged 60 years and above, 78. 2 per cent live in rural areas. In urban areas the figure is 48. 2 per cent. Of the illiterate people who are 15 years and above but not beyond 60 years, rural areas have 55. per cent and the urban areas 25. 1 per cent. Of the school-going children in the age group of 5-14 yea rs, 82. 4 per cent live in urban areas. The rural figure is 63. 3 per cent. Kerala has been able to bring this disparity down quite considerably 93. 2 per cent in villages and 94. 3 per cent in urban areas. Policymakers are of late talking about the introduction of technology to improve the quality of life of the people by enhancing education. The bias of the state in favour of urban areas is evident from the per capita expenditure on basic services.According to the estimate of the Eleventh Finance Commission, per capita expenditure on basic services in rural areas during 1997-98 was Rs. 24, but in urban areas it was Rs. 49. Rural India contributes 27 per cent to the GDP, but gets back only 5 per cent, which is less than one-fifth of its contribution. While the share of expenditure on urban poverty alleviation programmes in the total budgetary allocation by the Central government declined from 1 per cent to 0. 8 per cent during the period between 1990-91 and 2000-01, the per capita expenditure for urban poor increased from Rs. 11 to Rs. 8 during the same period. But for the rural poor, the per capita expenditure it is just one-eighth of this. In a post-colonial capitalist country like India, left(p) rural-urban development or rural-urban disparity is not unusual. While it is almost impossible to bring it to an end, it is possible to reduce the disparity to a tolerable level. It may be recalled that Gandhi emphasised on rural growth and pleaded for village swaraj. He wanted the engine of Indias development to start rolling down from the villages. But it became clear from the discussions in the Constituent Assembly that it would not happen. Dr. B.R. Ambedkar characterised villages as a sink of localism, ignorance and communalism. Nehru felt that villages were culturally backward and no progress could be made from such places. urban bias was clearly reflected in the attitude of the policymakers. This seems to be continuing unabated. Apart from taking steps to i ncrease human development facilities in the villages, such as health and appropriate infrastructure such as roads and marketing facilities, there is the need for generating employment, which can better the living conditions of villagers and thereby enable them to finance education seeking process.We need to adopt a long-term policy, keeping in mind the requirements of the rural and urban areas. A close look at the development plan exercises tends to demonstrate that ad hocism permeates the policy processes. CHAPTER 5 GENDER DISPARITY IN EDUCATION There is little denying the fact that investing in human capital is one of the most effective means of reducing poverty and encouraging sustainable development. Yet, women in developing countries usually receive less education than men. More so, women in general enjoy far less employment opportunities than men.Any claims and efforts then, to remove poverty and make women independent, can show results only if they address the issue of gender inequality in education. In recent decades, there have been large gains, no doubt on comparable levels, in basic rights and opportunities, in life expectancy and enrolment ratios for women. But despite these gains, the stark reality has not changed. There still are large gender disparities in basic human rights, resources, and economic opportunity, and in political rights. So until India is able to address this issue of gender inequality and resolve it, the vicious cycle of poverty will continue to pervade.This is because poverty leads to and aggravates gender discrimination it is in the poorer sections and nations that instances of gender biases and inequality are more evident. Women and girls are at the bottom of the social, economic and political ladder. Access to the means to influence the development process is a rare and a difficult possibility. And yet, by the same logic, gender discrimination hinders development. So while denial of basic rights (be it education, employment or health care for women) is detrimental to women, this denial, ultimately also harms the society, the nation at large too, by hampering development.Clearly, the gender gap in education that are widespread, is an impediment to development. The only solution to this is gender equality, which strengthens a countrys ability to grow, to reduce poverty and provide its people men, women and children a better life. Just because gender inequality is inextricably linked to societal norms, religion or cultural traditions, it should not be either a deterrent or an excuse to gender sensitive development planning. India represents a picture of contrasts when it comes to education and employment opportunities for girls.Cultural, social and economic factors still prevent girls from getting education opportunities so the question of equality is still a mirage. However, the rural and the urban areas present a contrast. In the rural areas the girl child is made to perform household and agricultur al chores. This is one of the many factors limiting girls education. Cleaning the house, preparing the food, looking after their siblings, the elderly and the sick, grazing the cattle and collecting firewood are some of the key tasks they have to perform.Households are therefore reluctant to spare them for schooling. Physical safety of the girls, especially when they have to travel a long distance to school and fear of sexual harassment are other reasons that impede girls education. In the urban areas, however, there is a discernible difference in the opportunities that girls get for education and employment. Though the figures for girls would still be low as compared to boys, what is heartening to see is that whenever given the opportunity, girls have excelled more than boys.For instance, in the Central Board of Secondary Examinations for grades 10 and 12, which are at an All India level, girls have for over a decade now, bagged all the top positions and secured a higher over all p ercentage compared to boys. In employment opportunities too, women in India today have stormed all male bastions. Be it pi selling aircraft, heading multi-national corporations, holding top bureaucratic positions, leading industrial houses, making a mark as photographers, filmmakers, chefs, engineers and even as train and lorry drivers, women have made it to all hitherto considered male bastions in India.However, this is not reason enough for cheer. For the number of girls and women who have been left out of education and employment opportunities, still far outweighs those who have got them. And what needs to change this scenario, is not just governmental efforts but a change in societal norms, in cultural and traditional biases and in general mindsets of people. And in this the media, the civil society, and the youth, the women and girls have a lot to contribute. CHAPTER 6 GOVERNMENT SCHEMES FOR PROMOTING EDUCATION . 1 The Growth of Centrally Directed Projects The national policies of 1968 and 1986 were developed through processes led by the Governments Ministry of Education and subsequently its Ministry of Human Resource Development and involving widespread consultation at the state level. While the centre always contributed musical accompaniment to the states through the planning foreign mission process and annual incremental plan allocations, implementation responsibility lay squarely with the state authorities until 1976.From 1977, implementation responsibility lay jointly de jure with the state and the centre and through the 1980s and the 1990s central government became gradually to play a much more directive role in programmes for primary, through the modality of projects. Up to the 1980s there had been little or no foreign involvement in the planning and funding of programmes in basic education. But from the 1980s, and some years before the production of the 1986 national policy on education, a small number of foreign funded projects, intentional to improve access to and the quality of primary education, were initiated in various states.These would become the forerunners of the more expansive District Primary Education Programme (DPEP) of the 1990s and the country-wide Sarva Shiksha Abhiyan (SSA) programme of the 2000s. 6. 1. 1 The Andhra Pradesh Primary Education Project One of the first projects was the Andhra Pradesh Primary Education Project (APPEP) started in 1984 through a programme funded jointly by the Government of India, the UK government and the State Government of Andhra Pradesh. Starting in eleven districts and 328 primary schools the project was planned to reach all 48,000 schools in the state.A large scale expression programme designed to increase access to schooling was accompanied by a comprehensive human resource development programme for teachers, teacher educators and education administrators, the provision of materials to hurt activity-based learning and professional support for teachers on a continuous basis through teacher centres. 6. 1. 2 The Shiksha Karmi Project In the state of Rajasthan, the Shiksha Karmi Project (SKP) commenced in 1987 through a collaboration between the Governments of India and Sweden and the Government of Rajasthan.Literacy rates were lower than in Andhra Pradesh, especially among girls and women, and the SKP want to counter teacher absenteeism in remote schools, increase enrolment, especially among girls, and reduce dropout. An innovative strategy was the substitution of frequently absent primary school teachers by a two resident Shiksha Karmis (educational workers). This approach was providential by a small scale project run and funded locally during the 1970s by an NGO, the Social Work and Research Centre (SWRC), in which three experimental primary schools were run by village youth trained as they worked as teachers.Between 1978 and 1986 the experimental programme was expanded gradually to new sites with support from SWRC and other NGOs and the govern ment of Rajasthan. The success of the small scale projects prompted the desire to expand the Shiksha Karmi idea on a larger scale. In 1987 foreign involvement and funding was formalised through an agreement for a six-year joint venture between the governments of India and Sweden. 6. 1. 3 The Lok Jumbish Project Shortly afterwards, in 1988, the first draft of an even more ambitious project in the same state the Lok Jumbish (Peoples Movement) Project was drafted.With three core components the quality of learning, community involvement and the management of education it sought to transform the mainstream system in Rajasthan by building from it and interacting with it. Involving a politically radical strategy and complex design, the leaders of LJ saw it as developer, demonstrator, catalyst and transformer of the mainstream education system from the outside (Lok Jumbish Joint Assessment, 1993). Many of its ideas were cadaverous from SKP and its predecessors, and, like SKP, it attrac ted financial support from the Government of Sweden, but on a much larger scale.Like the large scale Andhra Pradesh Primary Education Project before it LJ was another example of a three way relationship between the central government, the state government and a foreign post. LJ gave substance to the 1992 National Policy of Educations declaration that the Government of India will, in addition to undertaking programmes in the Central sector, helper the State Governments for the development of programmes of national importance where coordinated action on the part of the States and the Centre is called for.LJ also gave substance to the framework evolved in 1991 by the Central Advisory Board of Education for the availing of external assistance for basic education projects (Lok Jumbish Joint Assessment, 199374-76). In the case of LJ however, the partnership involved a fourth agency the Lok Jumbish Parishad (LJP) a non-governmental agency based in Jaipur, Rajasthan that worked alongsid e the state government. Indeed, were it not for the work and drive of those who established LJP, the Lok Jumbish project would probably never have materialised, nor would some radical elements of the programme have emerged.LJ had three major components community involvement, the quality of learning and the management of education. The component envisaged for improvements in the quality of learning was not especially radical, even if it posed implementation challenges. It involved the training of teachers and teacher educators, a curriculum and pedagogy reform led by the framework of minimum learning levels (MLL), and a system for professional support.The Programme for Community Mobilisation was more radical and involved the mobilisation of the community through public debate, the sharing of information and knowledge to create informed decisions and village household surveys to establish the numbers of children not attending schools and the reasons for non-attendance. Mobilisation i nvolved the establishment in the village of a core group who became an activating agency for the village, the involvement of womens groups in education decision-making and the involvement of male and female adults in the design of school buildings, construction and maintenance. . 1. 4 The District Primary Education Programme Already by the early 1990s the government had decided to launch the District Primary Education Programme (DPEP) across seven states with support from a range of foreign donors. From an educational planning perspective DPEP represented a shift from removing supply side constraints to a greater focus on quality improvement. In 1994 DPEP was launched in the 42 mostly educationally disadvantaged districts in seven states.The DPEP strategy was drawn in tune with the national objectives of universal access, retention and achievement of minimum levels of educational attainment with a focus on girls and children belonging to socially deprived and economically backward s ections of the society. Besides the achievement of the quantitative and qualitative targets within the stipulated period, the major thrust of the DPEP is to promote the decentralised management with active involvement of stakeholders that will have a considerable impact on the sustainability of the project beyond its life cycle.A senior administrator recalled the growing political will for basic education around this time. In contrast to some other sectors, education, and in particular universal elementary education (UEE) enjoyed consensus with respect to its value and to its need for financial investment. Since the early 1990s there has been a sustained approach from parties of all political hues in their support for UEE and the states themselves have been trying to outdo each other (interview with the author). proscribe some issues of governance in one or two states there has been a clear shift in the level of support for UEE.Political relations between the centre and the state a re generally good, reinforcing an underlying push for reforms in UEE. Rarely are there any discordant views about how to move transport on the easy elements of provisioning e. g. infrastructure. Discord revolves around how fast or slow state governments proceed (interview with the author). Evaluations of the impact of DPEP on a range of education performance indicators suggest that disparities in enrolment and retention were reduced the most in those districts with the lowest female literacy levels. In all 42 districts the percentage increase in female enrolment was 12. %. In the districts with very low female literacy rates the gain was 13. 2% and in districts with low female literacy rates it was 16. 2%. positively charged change in the share of scheduled caste and scheduled tribe enrolment to total enrolment was also highest in those districts with the lowest female literacy rates. These enrolment gains were accompanied by reductions in the pupilteacher ratio, in the pupilclass room ratio and in repetition rates. While the centre promoted the DPEP programme, states also act to innovate and to launch major programmes designed to support improvements in access to education.One example was the Midday Meal Programme for children in the lower primary grades introduced in Karnataka in 1995. The programme involved a dry ration of three kilograms of rice per month for each child enrolled in the school. The idea grew out of a huge grain surplus that was going to waste. Although the surplus did not continue, the scheme, once introduced, would continue. Inspired in part by a popular twelve noon repast programme in the state of Tamil Nadu some 25 years earlier, the Karnataka scheme would become a central government initiative in 2004. change rations were replaced by a cooked meal and central government funding of 1. rupees per child per day were matched by 0. 5 rupees by the states. In principle the fund cover cooking costs, fuel, pulses and vegetables, salt and ma sala. In 2008 the programme was extended to the upper primary grades country-wide. Some 120 million children were fed on a daily basis in one million schools. Analysis of evidence generated from the PROBE survey conducted in the Northern states of Bihar, Madhya Pradesh, Rajasthan and Uttar Pradesh in the late 1990s indicated the positive impact of midday meal programmes on school participation in rural areas, especially among girls (Dreze and Kingdon, 2001). 6. 1. 5 Sarva Shiksha AbhiyanThe generally positive perception among many stakeholders of the results of DPEP across seven states led on to an even larger nationwide programme, Sarva Shiksha Abhiyan (SSA). Translated from Hindi as education for all movement, SSA describes itself on its official website as An effort to universalise elementary education by community-possession of the school system. It is a resolution to the demand for quality basic education all over the country. The SSA programme is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a mission mode.In terms of the international colloquy, SSA is the Government of Indias main programme for the delivery of Millennium Development Goal 2, the achievement of universal primary education by 2015. In terms of the national discourse it gives substance to the 2002 constitutional amendment on elementary education as a fundamental right. Its aim is to universalise by 2010 an improved quality of education for all children in India aged between the ages of 6 and 14 (Ward, forthcoming). Interestingly SSAs self-description on the web employs the concept of political will.It describes itself as an expression of political will for universal elementary education across the country. SSA has certainly enjoyed will and push from the centre. A senior bureaucrat commented that since SSA was a centrally sponsored scheme, the centre was pushing it very strongly. But po litical will and ownership at the level of the state is also important. The source of funding is key to will and ownership at state level. During the time of earlier DPEP the centre funded 85% of expenditure and the states 15%. SSA has introduced a tapering formula such that by the end of 2011/12 the ratio should be 50-50.SSA is further set forth as * A programme with a clear time frame for universal elementary education. * A response to the demand for quality basic education all over the country. * An opportunity for promoting social justice through basic education. * An effort at effectively involving the Panchayati Raj Institutions, School Management Committees, Village and Urban Slum level Education Committees, Parents Teachers Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools. A partnership between the Central, state and the local government. * An opportunity for states to develop their own vision of elementary education. In 2001 its performance targets (on the website described as objectives) were defined ambitiously as * All children in school, Education Guarantee Centre, Alternate School, Back-to- * School camp by 2003 All children complete five years of primary schooling by 2007 * All children complete eight years of elementary schooling by 2010 Focus on elementary education of adequate quality with emphasis on education for life * Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010 * Universal retention by 2010 The Education Guarantee Scheme (EGS) referred to in the first target was introduced originally in 1977 under the title of the Non Formal Education Scheme. That scheme enjoyed only limited success and was re-launched in 2000 (GoI, 200229).Its aim was to provide further coverage in small habitations with no schools within a one kilometre radius. The current scheme targets out-of-school chil dren in the 6-14 age group and uses strategies such as bridge courses, back-to-school camps, seasonal hostels, summer camps, mobile teachers and remedial coaching. For the last several years, many of these EGS centres have been upgraded to the full status of primary schools, but concerns remain about the quality of education which they offer as well as their long-term sustainability. 6. 1. 6 The Right to Education BillThe most significant change in national policy on access to elementary education in recent years was the Right to Education Bill. Although a number of states have had compulsory education acts on their statues for many years, some from before independence, these acts had not been formulated in a way that rendered them justiciable i. e. no-one could be prosecuted if those rights were not met. In 1992, the Indian government signed the International dominion of the Rights of the Child. An important legislative spur came in 1993 when the Supreme Court ruled in the Unnikr ishnan vs.State of Andhra Pradesh 1993 (1) SCC 645. The Supreme Court ruled that Article 45 of the Constitution which maintain the obligation of the state to provide free and compulsory education up to age of 14 sh