Chapter VIII
EQUITY IN QUALITY IN ELEMENTARY EDUCATION
8.0.0. Introduction:
In the previous chapter, cost of schooling at primary level e.g. per child per
year cost of elementary education in UP, cost of primary schooling cycle per child
and outline of major terms of expenditure in elementary education was presented.
In addition to the above, in the chapter four and chapter six as well, an
overview of efforts made to improve the quality of elementary education in UP along
with its cost implications under the Basic Education Project (BEP), District Primary
Education Programme (DPEP) and Sarva Shiksha Abhiyan (SSA) was presented. As
mentioned earlier, under DPEP and SSA in UP, efforts made to address the quality
issues revolved largely around the quality of infrastructure and support services,
teacher characteristics, in-service training of teachers, revision and development of
curriculum and teaching learning material, textbooks and teacher handbooks,
classroom processes, pupils evaluation, monitoring and supervision.
In the present chapter, issue of equity in quality will be discussed. Although,
in Uttar Pradesh, large scale expansion of schooling facilities has taken place resulting
in increased coverage, gross enrollment has increased very significantly, gender and
social gaps in enrollment have narrowed down. However, as it was demonstrated in
chapter six, there are vast differences in terms of learning levels of students enrolled
in primary schools. Students’ achievement levels are far below the expected level.
Children are completing the education cycle without attaining the required
competencies and skills. Perception of parents towards government schools is such
that role of private sector is increasing in the elementary education sector. Specific to
rural Uttar Pradesh, Harma (2010) reports that poor children attend fee charging
private schools because of dissatisfaction with the quality and functioning of
government schools in rural areas as well.1
Thus issue of quality in primary education has become central. In this
background, potentialities of ensuring equity in quality in primary education in the
state of Uttar Pradesh would be presented in this chapter.
8.1.0 Concept of Equity and Equality in Elementary Education:
UNESCO has looked at analysing equity through three specific “objects” of
equity. One is a measure of access (enrollment ratios) and two are measures of
resources allocated to education (expenditure per pupil and pupil-teacher ratios). It
emphasises on two main principles of equity–horizontal equity and equal educational
opportunity. Horizontal equity is related to disparities in access to education and
1.
J. Harma (2010) “School Choice for the Poor? The Limits for Marketisation of Primary
Education in Rural India”, Create Pathways to Access, Research Monograph No. 23, available at
www.create.org.
166
resources for education. Equal educational opportunity can be assessed through the
relationship between wealth and the three objects of equity, as well as urban-rural
differences in the provision of access to educational facilities.2
Equity refers to fairness whereas equality refers to sameness or absence of
discrimination3. Equity is also described in terms of its absence or the presence of
educational inequities. While equity as a philosophical concept has been deliberated
upon by many scholars, centrality of these arguments has revolved around notions of
‘fairness’ and ‘justice’.
‘Equal educational opportunities’ has been the most recurring theme in
discussions on equity, however it denotes only the ‘sameness’ component of equity,
as it does not take into account that all individuals may not necessarily have the
enabling conditions to access the opportunities which have been provided. However,
equal educational opportunity is regarded as the minimum threshold for achieving
equity.4
The concept of equity is not limited to providing equal opportunities for
access, process or outcomes in educational experience, it goes beyond these. Because
of this complexity in understanding what constitutes equity, different scholars have
enriched the debate by defining equity as also need -based /desert (merit) based
(Gewirtz, Ball and Bowe 1995)5 as vertical and horizontal equity (Berne and
Stiefel,1984)6, or as variations of equity in educational outcomes (Burbules et el.
1982).7 Broadly the criteria of need, merit, equality and minimum thresholds have
been regarded as measures of equity.
The term equity has qualitative connotation, if equity is a theoretical construct,
equality is a practical one. If equity is the guiding force, equality is the operating
force. Equity is used to mean just and fair treatment based on need. It may imply
unequal or preferential treatment in favour of socially disadvantaged groups. Access
to opportunities and resources are constrained by the position of the child based on
caste, gender and economic status. It somehow leads to inequity. By equity, it means
not only equal opportunity, but also creation of conditions in which the disadvantaged
sections of the society – children of SC, ST, Muslim minority, landless agricultural
2.
3.
4.
5.
6.
7.
Joel D. Sherman and Jeffrey M. Poirier (2007) ‘Educational Equity And Public Policy:
Comparing Results From 16 Countries’, UNESCO Institute of Statistics, Montreal 2007 page iii
Walter. G. Secado, (ed.) (1989), ‘Equity in Education’. The Falmer Press, UK
N.C. Burbules, B.T. Lord and Ann Sherman (1982). ‘Equity, Equal Opportunity and
Education’, Education and Policy Analysis Vo l4, No.2 169-187
S. Gewitz, Stephen J. Ball, and R. Bowe (1995) ‘Markets, Choice and Equity in Education’,
Open University Press, Buckingham, UK
Robert Berne and Leanna Stiefel (1984): “The Measurement of Equity in School Finance’ The
Johns Hopkins University Press
Burbules et el. 1982
167
workers and children with special needs, etc. – can avail of the opportunity and
processes.
Any major equitable and socially just process of educational development has
to aim at ensuring achievement of identified minimum levels of educational outcomes
or attainments across regions and social, economic, linguistic, ethnic and religious
groups. Financial resource allocations alone cannot ensure improved outcomes or
reduction of disparities. However they do provide an indication of the commitment of
a programme or scheme towards bridging disparities.
It would not be out of place to recollect that the Kothari commission (196466) recommended establishment of separate girls schools if co-education was not
acceptable in places. National policy on education (1968) stipulated that girls’
education receive emphasis, not only on grounds of social justice but also because it
accelerated the process of social awakening ultimately resulting in improving their
status in society. In the Fifth Five Year Plan (1975-79), the initial commitment for
providing free and compulsory education for all in the age group 6-14 was prioritized.
Under the different programmes aimed at universalising elementary education in the
state, interventions focused on girls’ education had been implemented.
In 2000, the World Education Forum, Dakar, reiterated the commitment of
“eliminating gender disparities in primary education by 2005, and achieving gender
equality in education by 2015. Its focus was on girls’ full access to and achievement
in basic education of good quality’ (UNESCO, 2000). The Millennium Development
Goals (MDG) has also focussed on “promoting gender equality eliminating gender
disparity in primary education, preferably by 2005.”
The policy makers in education have tried to infuse the element of equality in
social and educational context by concepts of neighbourhood schools. But somehow
this concept was transferred into common school concept. There is nothing like
educational equality and hence it is a myth. It does not exist and cannot exist.8 There
has been a constitutional commitment to avoid inequality: The Fundamental Rights,
provisions in the Directive Principles of the Constitution, RTE Act 2009 are
enumerations of this commitment. The RTE Act 2009 provides a justiciable legal
framework that entitles all children between the ages of 6-14 years free and
compulsory admission, attendance and completion of elementary education. It
provides for children’s right to an education of equitable quality, based on principles
of equity and non-discrimination.
RTE Act provides that “Every child of the age of 6-14 years shall have a right
to free and compulsory education in a neighbourhood school till completion of
elementary education”. Free education is defined as “removal of any financial barrier
8.
U.C. Vashishtha (2010) ‘Equality of Educational Opportunities/ Empowerment of the
Disadvantaged’, in Advances in Educational Research in India, (ed), Dibakar Kundu, Vol 2.
page 183, Yash Publications, New Delhi,.
168
by the state that prevents a child from completing eight years of schooling’.
‘Compulsory education’ means obligation of the appropriate government to provide
free elementary education and ensure compulsory admission, attendance and
completion of elementary education to every child in the six to fourteen age group”9.
To ensure equity in education, one aspect can be of creating adequate
infrastructure, circumstances, enabling conditions and availability of relevant learning
material. It would require setting of conditions, and opportunities in a way that its
potential beneficiaries may feel them to be adequate enough. In the context of
education it would mean the rules of admission, learning, teaching, evaluation etc.
besides cash incentives like scholarships, fees etc.
One aspect of planning for universal access directly flowing from the thrust on
a rights and equity oriented approach is the need for creation of capacity within the
education system and the school for addressing the diversified learning needs of
different groups of children who are now in the school system. The learning needs of
children cannot be compromised because of limitations of the system.
8.2.0 Equity Issues: Gender, Disadvantage, and Exclusion:
Gender is an issue cutting across the categories of disadvantaged groups as
well as weaker sections. In the RTE Act, some of the relevant provisions in this
regard are: no discrimination against children from ‘disadvantaged groups and
‘weaker sections’ on any grounds (including gender); inclusion of women in school
monitoring committees; provision of good quality education that includes equity
issues, curriculum development in conformity with constitutional stipulations,
training, enrollment in age appropriated classes (which will largely apply to girls,
especially from disadvantaged communities).
Addressing equity issues in elementary education forms that exclusion takes,
and the different ways in which it is manifested, have not been sufficiently addressed
across the components of access, participation, retention, achievement and completion
of elementary education. This makes exclusion the single most important challenge in
universalising elementary education. Inequality manifests in classrooms. There have
been a plethora of recent studies on how children from extremely disadvantaged
communities are caught in the web of exclusion.10 In order to have socially inclusive
classrooms, the curriculum needs to bridge the family-school divide.
The RTE Act, 2009 has defined children belonging to disadvantaged groups
and children belonging to weaker sections as follows:
“Disadvantaged groups are defined as those that belonged to the “SC, ST,
socially and educationally backward class or such other groups having disadvantage
9.
10.
Right to Education Act, 2009
M. Majumdar and J. Mooij (2011) ‘Education and Inequality: A Classroom View’. Routledge
Contemporary South Asia Series. London and New York.
169
owing to social, cultural, economic, geographical, linguistic, gender, or such other
factors as may be.
Weaker Sections are defined as those belonging to such parent or guardian
whose annual income is lower than the minimum specified by the appropriate
Government by notification”.11
The Act requires the appropriate government and every local authority to
“ensure that the child belonging to weaker sections and the child belonging to
disadvantaged groups are not discriminated against and prevented from pursuing and
completing elementary education on any grounds”.
The enactment of the RTE requires addressing gender and social equity within
a framework that is holistic and systemic. Approach in this regard as per revised SSA
implementation framework is as follows12:

Equity will mean not only equal opportunity, but also creation of conditions in
which the disadvantaged sections of the society – children of SC, ST, Muslim
minority, landless agricultural workers and children with special needs, etc. can
avail of the opportunity.

Access will not be confined to ensuring that a school becomes accessible to all
children within specified distance but implies an understanding of the educational
needs and predicament of the traditionally excluded categories –the SC, ST and
other sections of the most disadvantaged groups, minority, and girls in general,
and children with special needs.

Gender will be a critical cross-cutting equity issue and will imply not only making
efforts to enable girls to keep pace with boys but to view education in the
perspective spelt out in the National Policy on Education 1986 /92; i.e. a decisive
intervention to bring about a basic change in the status of women.

Centrality of classroom practices and processes where the culture in the
classroom, and beyond the classroom, will produce an inclusive environment for
children, especially for girls from oppressed and marginalised backgrounds and
free from discrimination.
After passage of RTE Act, guidelines of SSA have been revised and it notes
that equity agenda of SSA would work towards moving from an ‘incentives and
provisions’-based approach to a ‘rights and entitlements’ approach. It emphasises on
developing a deeper understanding on issues contributing to exclusion and
disadvantage, prevalent stereotypes and the challenges faced by children from
disadvantaged communities. SSA guidelines reiterate the necessity of assessing needs
of different excluded and marginalised groups and communities and consequently
11.
12.
RTE Act 2009
Sarva Shiksha Abhiyan, Framework for Implementation, Based on the Right of Children to Free
and Compulsory Education Act, 2009, Department of School Education and Literacy, MHRD,
Government of India, March (2011)
170
addressing these needs through innovative thinking and contextualised strategies to
address issues of gender, equity exclusion that will cut across the different SSA goals.
SSA focuses on encouraging up-scaling and institutionalisation of interventions and
strategies found effective, viable and sustainable with a view to strengthening the
mainstream education system.
In order to focus on equity, SSA would mean to address exclusion of girls and
children belonging to SC/ ST, minority children, children in difficult situations, issue
of migrating children, urban deprived children, homeless children, and children with
special needs (CWSN). Under SSA, reaching out to the girl child is central to the
efforts to universalise elementary education. The revised SSA framework of
implementation points out that gender has become an accepted category in policy and
programme formulation, however it is largely seen in terms of provision of
opportunities so that girls can ‘catch up’ with boys and ‘close the gap’. Thus,
achieving gender parity has been an overarching concern of the education system.
Girls are not a homogenous or singular category and gender does not operate
in isolation but in conjunction with other social categories resulting in girls’ having to
experience multiple forms of disadvantage. The dimensions of location (rural-urban),
caste, class, religion, ethnicity, disabilities etc. intersect with gender to create a
complex reality. It needs to be pointed out that curriculum, textbooks, classroom
processes and pedagogic practices, need to capture the entire web of social and
economic relations that decide the life experiences.
Despite significant improvement in the enrollment of girls, girls from
disadvantaged communities continue to form the bulk of out of school children.
Therefore access continues to be an equity issue in the case of girls. Also, there is a
need to consider retention as an equity issue, as SC, ST, Muslim girls, are vulnerable,
and most likely to dropout. Parents from such communities often due to limited
resource, opt for not enrolling the girl child at first and in majority of cases compelled
to leave the system. The hidden discrimination in the classrooms makes schooling a
difficult experience for girls.
In the background of phenomenal growth in enrollment of students, it has been
shown that attendance of students remains an unresolved issue. Students’ not
attending school is an indicator of the quality of school, as without any learning,
students have little incentive to be in the school. Studies have shown that the quality
of inputs has a substantial impact on child learning and provides incentives for
children to attend the school regularly. When not in school, students were asked
reason for not being in school, 16 percent said the reason was ‘lack of proper
education’ in schools which reflects the importance of quality education to ensure
retention. However, 51 percent parents said that the education that their child was
171
receiving was not of good quality.13 It should be reiterated that children not attending
the schools regularly are prone to drop out, making their retention difficult. Classroom
processes intertwined with this fact ultimately result in poor learning levels. It is
further manifested in lower transition rates from primary to upper primary and then to
secondary level. Therefore equity has to be ensured not only in access and
participation but in learning also.
Expansion of schooling facilities has probably ignored the provision of
adequate physical and academic resources, many schools have inadequate resources
and the children who are enrolled in these schools are more likely to be at the risk of
low learning outcome and falling into the zone of silent exclusion, these children are
enrolled however learning vary little and are at risk of drop out.14
Issue of equity is equally concerned with components of enrollment, access,
participation, retention, and quality. As evident, exclusion takes different forms
according to the context and background of children, strategies to achieve equity and
inclusion will have to take account of the local situation within which a particular
form of inequity or exclusion is manifested.
8.3.0 Equity in Quality in Elementary Education in Uttar Pradesh:
In the chapter six, issue of quality had been discussed at length. Indicators of
quality, factors that affect the quality in elementary education, learning levels of
students, subject wise competency levels, interventions under different programmes
of the state focused at quality improvement were presented.
State of Uttar Pradesh is committed to ensure free and compulsory elementary
education to all children in the age group of 6-14. Although discrimination on the
basis of gender in society is prevalent, equality for the girl child in education has been
one of the objectives of initiatives in primary education in Uttar Pradesh. In addition
to the SSA provisions, state government is addressing the issue of financial barriers
by providing incentives in the form of uniforms, textbooks and workbooks, stationary,
school bags, and scholarships. However, the incentive based approach would need to
shift to an entitlements perspective. Reduction in dropout rate, changes in curricula at
primary stage, making the textbooks gender neutral are some of the indicators of
positive steps in the direction of equality. To bring equality- curricular
transformations, curricular transactions, with regard to aims, content, method and
evaluation system can go a long way. Under DPEP and SSA, focus has been on
revision of curriculum and textbooks for elementary levels; however, teacher training
was central to the pedagogical renewal process in the state in pursuit of quality
improvement. Idea of regular academic support to teachers paved the way for creation
13.
14.
Study of Reasons of Low Attendance and Low Retention in Primary Schools of Uttar Pradesh,
SIEMAT.
K.M. Lewin, (2007): Improving access, equity and transitions in education: Creating a research
agenda. CREATE pathways to access monograph No. 1. Falmer: CREATE.
172
of new structures, in addition to District Institutes of Education and Training namely
Block Resource Centres (BRC) and Nyaya Panchayat Resource Centres (NPRC).
These structures were aimed at, under the leadership of District Institute of Education
and Training, identifying the pedagogical problems and finding their solutions in the
local context. Lot of investment was made to develop these institutions as per their
envisaged roles in the state. Available literature, annual reports of SSA, classroom
studies, observation of teacher training, and some experience of school visits present
the following scenario in the state:

The quality of the school has been the focus in DPEP and SSA, classrooms
appear better, teachers are aware of the need to improve teaching learning and
attempts are being made in this regard

Availability of textbooks and material has improved significantly, quality of
textbooks, activity books, teacher handbooks are generally appreciated.
Issues of equity and quality are inextricably linked. It is important to
understand that poor quality impacts on equity and poor equity reinforces poor
quality. Improving the quality of education within a broader equity perspective
requires two key shifts in education provision. One is to improve the governance of
education services, improving the accountability of educational managers, and
strengthening the ‘voices’ of parents. There is no assurance to what children should
have learnt by the end of five or eight years of schooling. There are provisions to
ensure the right to free education but nothing to insure the learning. The second is to
develop a vision that underlies the provision of quality schooling.
In order to make education lead to empowerment, concepts of equity and
equality need to be at the centre of education.
Revised framework of implementation for SSA stresses quality with equity. It
states that equity will be seen as an integral part of the agenda on improving quality
and will therefore encompass not just looking at issues pertaining to teacher training
and education, curriculum, language, educational planning and management. With the
passage of the RTE 2009, the rights framework implies that the ‘compulsion’ is on the
State to ensure learning of equitable quality for all children. It is important to note
that, the RTE Act requires an emphasis on ‘equitable’ quality.
It has been observed that there is a disadvantage to girls in elementary
education level outcomes, and it remains a major issue. Needless to say, gender and
wealth interact to create disadvantage for girls. In its pursuit of addressing equity
issues in primary education, two important programmes implemented in Uttar Pradesh
are as follows:

National Programme for Education of Girls at Elementary Level (NPEGEL) is a
focused intervention of Government of India, to reach the ‘hardest to reach’
girls, especially those not in school. NPEGEL is a separate, gender-distinct but
integral component of SSA, which provides additional support for enhancing
173
girls’ education over and above the investments for girls’ education through
normal SSA interventions. The scheme is implemented in Educationally
Backward Blocks (EBBs) where the level of rural female literacy is less than the
national average i.e. 46.13% (Census, 2001) and the gender gap in literacy is
above the national average i.e. 21.67 % (Census, 2001); in blocks of districts
which are not covered under EBBs but have at least 5% SC/ST population and
where SC/ST female literacy is below 10%; and also in selected urban slums. In
Uttar Pradesh, this programme is being implemented in 680 educationally
backward blocks.

Kasturba Gandhi Balika Vidyalaya (KGBV), a residential upper primary school
(classes 6-8) for girls are set up in educationally backward blocks. KGBV
provides for setting up residential schools at the upper primary level for girls
belonging predominantly to the SC, ST, OBC and minority communities. In
Uttar Pradesh, 746 KGBVs has been established to provide free education and
residential facilities to the girls in classes 6-8.
‘Maa & Beti’ melas have been organized at NPRC level to sensitize the
community about the importance of girl child education. Community mobilization
campaigns towards the girls’ education have been carried-out to promote girls
enrollment through parents meeting and enrollment drives. Books, bags and uniforms
have also been distributed at the school level to enhance the girl’s enrollment. All
these initiatives have shown positive impact on promoting gender equity in
enrollment at primary and upper primary schools.
It would be relevant to mention that level of achievement of girls in KGBV
has been higher in comparison to the achievement level of girls studying in upper
primary schools. However, this has to be kept in mind that per student cost in KGBV
is much higher than that of upper primary schools.
In addition to enrollment, transition of girls from primary to upper primary
and from upper primary to secondary level has been a critical indicator. In this
situation availability of secondary schooling facility has significance in this regard.
Gender parity index at upper primary level as per the DISE data, in Uttar
Pradesh has been 1.03, 1.02, 1.02, and 1.09 in 2010-11, 2011-12, 2012-13, and 201314 respectively. It shows the tilt in GPI in favour of girls, however this needs further
probing. One of the possible reasons may be increase in girls’ enrollment in
government schools and boys opting out of government schools to join private fee
charging schools. This trend also has an implication for the financing of elementary
education while planning for opening of new schools/ creating additional schools
places.
174
8.4.0 Expenditure on Equity Focused Interventions under SSA in Uttar
Pradesh:
At this stage, expenditure on certain activities under SSA focused at
addressing equity issues would be presented. As mentioned earlier, specific
programmes and activities focused at girls’ education have been designed and
implemented under SSA. To improve the participation of children from minority
community, various interventions have been implemented; in addition, Maktab /
Madarsas have been strengthened in the state. To include the children with special
needs in main stream education, efforts have been made. Children in urban slums
need focused interventions to bring them in the stream of elementary education.
Funds are being allocated to various interventions which focus on equity
concerns under SSA, including girls’ and integrated education for children with
special needs. Year wise expenditure on such activities is given below:
Table-8.1
Outlay and Expenditure on Activities Focused at Equity
(Figure in Lakh)
Name of
Activity
Girl's
Education
SC/ST
Minority
Intervention
Urban
Deprived
Children
EGS
RBC
NRBC
(Special
Training
AIE
Maktab/
Madarsa
2009-10
2010-11
2011-12
2012-13
2013-14
Out lay
Exp.
Out lay
Exp.
Out lay
Exp.
Out lay
Exp.
Out lay
Exp.
1065.0
659.7
1065.0
484.2
1080.0
517.1
1125.0
499.3
0.0
0.0
525.0
303.2
345.0
254.5
360.0
0.0
0.0
0.0
0.0
0.0
110.0
100.8
88.0
64.8
88.0
87.2
100.0
79.5
0.0
0.0
44.2
0.0
60.0
1.9
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
1023.3
480.1
3002.6
1272.9
1173.2
456.1
512.8
313.9
0.0
0.0
0.0
0.0
0.0
0.0
650.4
360.2
1208.1
978.8
0.0
0.0
0.0
0.0
8739.1
11937.9
6386.6
9328.7
9514.2
4196.2
5840.4
794.1
3440.1
0.0
3017.5
0.0
740.1
583.1
IED
4316.7 2425.0 7254.1
2988.2
NPEGEL
13295.9 9795.2 13748.4 11274.4
Source: SSA Annual Plans, different years.
A perusal of the table shows that there is a wide gap in outlay and expenditure
especially with respect to girls’ education; it has an implication to the programme
implementation as well. This is important as these activities are focused to girls’
education, education of the minority children, of out of schools children.
The above discussion presents the overall framework within which equity in
quality primary education can be ensured for the children of the state of Uttar Pradesh
and the status of efforts made in the state toward the equity issue in primary
education. Government schools cater to most of the disadvantaged groups and weaker
sections of the society. Children studying in government and aided schools do have an
entitlement of free textbooks, uniforms, mid-day-meals. Other entitlement for girls in
175
the state is free school bags under the NPEGEL scheme. These entitlements and
facilities are available for those who are in the schools. However there are children
who are not in the schools. These are the children who belong to the most under
privileged groups: i) Urban deprived children, ii) Child labour, and domestic workers,
iii) Children in ecologically deprived area where they are required to fetch fuel, water,
fodder and do other household chores, iv) Children in very poor slum communities,
and uprooted urban habitations, v) Children of families of scavengers and other such
stigmatised professions, vi) Children of migrant labours like construction workers,
road workers and workers on large construction sites, vii) Children of landless
agriculture labour. One appropriate learning opportunity for them could be well
established hostels and residential schools as well as transportation to and from school
besides other integrated and participatory interventions in collaboration with
government agencies, NGOs and community.
In addition to above, it is necessary to tackle the issue of urban deprived
children. Urban areas have special challenges like the education of street children, the
education of children who are rag pickers, homeless children, children whose parents
are engaged in professions that makes children’s education difficult, education of
children living in urban working class slums, children who are working in industry, in
households, children at tea shops, garages etc. Mapping and identification of out of
school children in urban areas may require special efforts.
In this backdrop, some of the strategies to ensure equity in quality in primary
education could be: as a first step in the exercise of bringing children from
marginalised backgrounds into school, a careful mapping of these children will have
to be undertaken. While Special Focus Districts (SFDs) have been identified, with
concentration of SC, ST and Muslim community, a further unpacking of the layers of
exclusion that exist within these districts will be required.
Under the SSA, the ‘Innovation’ component that provides untied funds for
context-specific interventions for disadvantaged groups is largely underutilized in the
state. Effective use of SSA funds up to the tune of Rs. 50 lakh per district can be
utilised for innovative activities for equity to support mainstream interventions to
include children belonging to marginalised communities and disadvantaged groups.
To bring these children closer to school, a collective effort of school and
community is needed for addressing emotional alienation of children from
marginalized communities.
Pedagogic practices, classroom transactions, student –teacher relations in the
classroom, textual material has a positive bearing over the learning attainment of
students. Integration of context specific technology in classroom processes will be
helpful. Schools need to help in skill development of children from disadvantaged
backgrounds.
176
Appropriate textual, supplementary material and bridge courses are needed for
better comprehension of subject. Gender review of textual material is required and it
should attempt to neutralize gender stereotypes. Children should be involved in
classroom management irrespective of their socio-economic background and it should
be gender neutral. There should not be any distinction between the good learners and
not-so good learners. Children should be allowed to raise questions, voice their
opinions, feelings in the classroom and any kind of intimidation should be avoided.
Children should gain confidence that they would be heard properly in the classroom.
They should be part of the knowledge being constructed in the classroom. Thus
challenge is to move from increasing enrollment to achieve greater inclusion and
quality of elementary education through providing equal opportunity to learn.
School timetable should allow the flexibility to accommodate the agricultural
cycle, seasonality and harvesting seasons. Local community should be involved in the
management of the school, thus school management committees have a greater role to
deliver in this regard.
Equal in quantitative terms, opportunities to every learner would be an attempt
of equalization of educational opportunities; however, in a classroom situation a
teacher cannot be expected to provide mathematically equal feedback to all students
as they are at different learning levels, and abilities. Therefore, equalization of
educational opportunities may implicate for two things in this context: firstly, the
teacher should provide the minimum basic or essential to all children irrespective of
their abilities or potential. Secondly, as per the need, context and demands of the
learners, the teacher should provide additional inputs.
In this chapter, issue of equity in quality has been discussed. As we have seen
large scale expansion of schooling facilities, strengthening of infrastructure, provision
of free and compulsory education, increase in coverage, and significant increase in
gross enrollment has taken place in the state. However, differences in terms of
learning levels of students enrolled in primary schools have been noticed. Perception
of parents regarding government school system has been such that the role of private
sector is increasing in the elementary education sector. Some of the steps taken in the
state to ensure equity in quality have been presented in the chapter. Children from the
marginalised and communities in difficult situations are hardest to reach. In
elementary education; approach of ‘incentives’ has to be replaced with the approach
of ‘entitlements’. Appropriate strategies will have to be devised and that too in
addition to offshoot the burden of poverty and disadvantages.
177
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