One step forward, two steps back: transitions between home, pre-primary and primary education in rural India

Alcott, Benjamin; Banerji, Manjistha; Bhattacharjea, Suman; Nanda, Mansi; Ramanujan, Purnima

doi:10.1080/03057925.2018.1527214

Cited by 15 publications

(11 citation statements)

References 24 publications

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“…He found that while there are observable changes in the classroom in the use of instructional aids and activities during instruction, the essential characteristics of traditional practice, namely, rote and repetition has not changed. Alcott et al (2020) indicate that children's participation trajectories in the early years do not reflect the age or grade norms specified by national educational policies. And far from being linear, children's educational path ways entail considerable break.…”

Section: Literature Surveymentioning

confidence: 92%

Quality and Determinants of Primary Education in Rural India

Das

Biswas

2021

Indian Journal of Human Development

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India’s achievement in the elementary level of education has been praiseworthy in terms of enrolment. This article tries to examine whether or not India’s performance is equally impressive from the qualitative perspective. It is based on secondary cross-section state level data on the ability of the students to read (vernacular) and calculate. The study identifies the high and low performing states in India and analyses their performance over the years, especially after the introduction of right to education (RTE) Act, 2009. It also discusses the factors that have positive or negative impacts on the learning outcomes. The analysis unveils retrogression of the quality parameter over the years. The policies have emphasised on steady expansion in enrolment without paying required attention to the standards of learning. The compromise on the quality of primary education diminishes the splendour of India’s achievement in education.

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Section: Literature Surveymentioning

confidence: 92%

Quality and Determinants of Primary Education in Rural India

Das

Biswas

2021

Indian Journal of Human Development

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“…There is deterioration in the situation, which is causing delayed progress in school completion (Aina et al, 2018). Although participation in structured pre-primary schooling is increasing (Alcott et al, 2020). In terms of numbers, it has risen from 65 percent in 2010 to 73 percent now (in 2019) (Chatterjee et al, 2020).…”

Section: The Current State Of Sdg 4 Implementation and Accomplishmentmentioning

confidence: 99%

Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm

et al. 2022

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Sustainable Development Goals (SDG) are at the forefront of government initiatives across the world. The SDGs are primarily concerned with promoting sustainable growth via ensuring wellbeing, economic growth, environmental legislation, and academic advancement. One of the most prominent goals of the SDG is to provide learners with high-quality education (SDG 4). This paper aims to look at the perspectives of the Sustainable Development Goals improvised to provide quality education. We also analyze the existing state of multiple initiatives implemented by the Indian government in the pathway to achieving objectives of quality education (SDG 4). Additionally, a case study is considered for understanding the association among the observed indicators of SDG4. For this purpose, exploratory data analysis, and numerical association rule mining in combination with QuantMiner genetic algorithm approaches have been applied. The outcomes reveal the presence of a significant degree of association among these parameters pointing out the fact that understanding the impact of one (or more) indicator on other related indicators is critical for achieving SDG 4 goals (or factors). These findings will assist governing bodies in taking preventive measures while modifying existing policies and ensuring the effective enactment of SDG 4 goals, which also will subsequently aid in the resolution of issues related to other SDGs.

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“…However, household surveys do provide information on enrollment of children in different services. Studies have indicated that preschool-aged children are over-age or underage for the class in which they are enrolled (Alcott et al, 2018;Kaul et al, 2017). Notably, the Annual Status of Education Report 2018 (Rural) (ASER, 2019) required responses to questions related to whether 3-to 6-year-olds were in preschools and/or schools and the grade they attended .…”

Section: Government-funded Programsmentioning

confidence: 99%

Fostering equitable access to quality preschool education in India: challenges and opportunities

Rao

Ranganathan

Kaur

et al. 2021

ICEP

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This paper focuses on the provision of center-based preschool education for children ranging in age from 3 to 6 years in India. It estimates access rates to various services and highlights issues related to equitable access to preschool services and the quality of preschool education. While India has made great strides in improving access to preschool education, numerous challenges have to be addressed to enhance its quality. The National Educational Policy 2020 and the country’s commitment to meet UN Sustainable Development Goal Target 4.2 by 2030 and ensure that all girls and boys have access to quality pre-primary education provide opportunities to ensure equitable access to quality preschool education. Central to meeting national targets is the enforcement of the National Quality Standards for Early Childhood Care and Education. Further, increased budget allocations to preschool education, prioritizing professional preparation of the early childhood work force and harnessing technology to monitor government programs have considerable potential to enhance the early childhood system.

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One step forward, two steps back: transitions between home, pre-primary and primary education in rural India

Cited by 15 publications

References 24 publications

Quality and Determinants of Primary Education in Rural India

Quality and Determinants of Primary Education in Rural India

Sustainable Development Goal for Quality Education (SDG 4): A study on SDG 4 to extract the pattern of association among the indicators of SDG 4 employing a genetic algorithm

Fostering equitable access to quality preschool education in India: challenges and opportunities

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