ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

Elementary EducationSubscribe to Elementary Education

Disadvantages and Segregation through School Choice

The manner in which privatisation in elementary education in India changes student composition, which then creates segregation across school types, is analysed. A unique situation where reproduction of the already existing advantage–disadvantage continuum across social groups gets reinforced, children from the historically deprived socio-economic groups are largely confined to public-funded schools.

Financing the Right to Education

An assessment of the resource gaps for fulfilling the right to education across Indian states presents a disconcerting picture. The gap between normative requirement and actual expenditure is particularly large in the poorer states, requiring not only a higher overall fiscal push, but one that would address the unequal positions of the states. Since equalisation is the primary mandate of the Finance Commission, it should address the inequalities in provision of elementary education, which is a merit good plus a core constitutional guarantee. To meet the special needs of the 16 focus states with the largest additional requirement vis-à-vis their revenue base, it is important that the Fifteenth Finance Commission responds with specific purpose grants of an adequate magnitude for elementary education.

Education of Children and Civil Strife in Chhattisgarh

This field study from Bijapur district of Bastar division, Chhattisgarh, ascertains the current status of participation of children from different social groups in elementary education and explores the specific factors caused by civil strife, based on interviews with and observations of children, parents, educational administrators and government functionaries.

Beyond the Oxymoronic Idea of No-detention Policy

The periodic debates on continuous and comprehensive evaluation and no-detention policy in media are completely futile, given the current class-wise structure of schools and curricula. As a result, elementary education gets defi ned by the number of years spent in school. The examination system thwarts all attempts at bringing reforms in pedagogy, curriculum and textbooks. Therefore, discarding both examinations and detention is necessary, and an alternative imagination of schools and curriculum organisation is imperative for the success of educational reforms.

Education as Vision for Social Change

Elementary Education for the Poorest and Other Disadvantaged Groups: The Real Challenge of Universalisation by Jyotsna Jha and Dhir Jhingran; Centre for Policy Research, New Delhi, 2002; pp 255+ tables, price not indicated.
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