A slippery slope: early learning and equity in rural India

Zhao, Yiran; Bhattacharjea, Suman; Alcott, Benjamin

doi:10.1080/03054985.2022.2101442

Cited by 3 publications

(3 citation statements)

References 64 publications

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“…For many reasons, the current Study is significant. The Indian government is deeply committed to ensuring that all citizens have fair access to quality education, as stated already [19][20][21]. One of the most fundamental tools that could guarantee opportunity of any kind is equitable educational opportunity.…”

Section: Rational Of the Studymentioning

confidence: 99%

Accessibility, Quality, and Significance of Education for Educationally Deprived Children

Yadav,

Vashishtha

2024

AJESS

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Raising a society's socioeconomic status is a crucial function of Education. A large part of India's urban poor live in slums and lack access to formal schooling. For various reasons, many slum children (those between 6 and 14) do not attend school. Children from low-income families living in slums are the target population, and this Study aims to examine the variables that affect their access to and satisfaction with educational opportunities. Opportunities, access, and equality in local Education are the foci of this research. Accessibility, the role of teachers and parents, the physical environment, essential elements, and the importance of Education were among the main characteristics gathered by this tool. Frequency analysis and the chi-square test examined various variables and their potential correlations with educational attitudes. It is crucial to investigate if the educational opportunities, equity, and access provided to children in slums have any positive results. A significant discovery emphasizes the vital role of parents. Parents influence their children's opinions on the value of Education by their example. According to the report, parents should be empowered via awareness programs and support structures. Despite the importance of expanding access, the Study shows that more is needed to provide access; quality must also be improved. Because of this, funding for schools, their resources, and specific programs to educate teachers are all urgently needed.

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Section: Rational Of the Studymentioning

confidence: 99%

Accessibility, Quality, and Significance of Education for Educationally Deprived Children

Yadav,

Vashishtha

2024

AJESS

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“…It also helps them in getting better employment opportunities in the labor market (Almond et al, 2018 ; Blanden et al, 2016 ; Flores et al, 2020 ; Heckman, 2011 ), and is considered an indispensable foundation for lifelong development and learning (Government of India, 2013 ; UNESCO, 2006 ; UNICEF, 2019 ). It is evident that children equipped with quality early childhood education are better prepared for the transition to primary school and set the stage for a positive transformation in learning outcomes throughout a child’s lifetime, and children from disadvantaged groups stand to benefit the most from this (Heckman et al, 2010 ; UNESCO, 2006 ; World Bank, 2018 ; Zhao et al, 2022 ). The research in several developing countries also shows the significant benefits of early childhood education (ECE) for the economy and society (Alcott et al, 2020 ; Zaw et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…The global education policy debates have increasingly focused on providing quality pre-primary education for all as a means to retain more students in primary education and improve learning outcomes (Bendini & Devercelli, 2022 ; Gove et al, 2018 ; UNICEF, 2019 ; Zhao et al, 2022 ). For instance, target 4.2 of the Sustainable Development Goal (SDG) aims to ensure universal “quality early childhood development, care and pre-primary education” to make children ready for primary education by 2030 (UN, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Regional and socioeconomic inequalities in access to pre-primary education in India: evidence from a recent household survey

Choudhury

Joshi

Kumar

2023

ICEP

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In India, the National Education Policy 2020 recommends ensuring universal access to high-quality early childhood care and education for children aged 3–6 years by 2030. Using the 75th round of National Statistical Office data (2017–2018), this paper analyses the regional and socioeconomic inequalities in access to pre-primary education. Also, we investigate the specific role of households’ economic status and educational attainment in explaining these inequalities. We find considerable regional (rural/urban) and socioeconomic inequalities in access to pre-primary education in India, with girls and children belonging to historically disadvantaged social groups (scheduled castes and scheduled tribes) less likely to attend early childhood education, particularly in rural areas. We find that a substantial portion of the rural–urban gap in access to pre-primary education can be removed by controls for households’ economic condition and household head’s educational status. In addition, we find gender and socioeconomic inequalities in the household investment in early years education. These findings highlight the need to put policy efforts and commitments to reducing barriers to accessing pre-primary education for children in disadvantaged conditions in India.

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Teaching and learning: what matters for intervention

Nag

2023

Oxford Review of Education

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A slippery slope: early learning and equity in rural India

Cited by 3 publications

References 64 publications

Accessibility, Quality, and Significance of Education for Educationally Deprived Children

Accessibility, Quality, and Significance of Education for Educationally Deprived Children

Regional and socioeconomic inequalities in access to pre-primary education in India: evidence from a recent household survey

Teaching and learning: what matters for intervention

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