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

Abstract

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.

Revisiting the Gender Gap in Private Household Expenditure on Education in India: An Empirical Analysis

“…The rationale behind this empirical exercise has emerged out of the theoretical and empirical survey of literature which is mostly concentrated at the elementary and upper primary level of education. Inarguably, the importance of expenditure of education at elementary level can not be denied and therefore most of the government policies and initiatives are directed and implemented to ensure the 100 per cent enrolments at elementary level of education (Kumar et al, 2018). Both sides of the assessment based on the preference and pro-biasness towards male child has rendered a significant gap in private household expenditure on education supported by many studies.…”