Access to Elementary Education in India. Country Analytical Review

Autor/inn/en	Govinda, R.; Bandyopadhyay, Madhumita
Institution	Consortium for Research on Educational Access, Transitions and Equity (CREATE)
Titel	Access to Elementary Education in India. Country Analytical Review
Quelle	(2008), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-9018-8115-5
Schlagwörter	Equal Education; Foreign Countries; Sex Fairness; Access to Education; Gender Bias; Trend Analysis; Social Bias; Dropouts; Immigrants; Child Health; Nutrition; Governance; Elementary Education; Educational Facilities; Special Needs Students; Teacher Supply and Demand; Teacher Recruitment; Educational Finance; Rural Areas; Accountability; At Risk Students; Quality of Life; Child Labor; Attendance Patterns; Parent Influence; Illiteracy; Social Status; Poverty; Disadvantaged Youth; Developing Nations; India + Suchen Sie Ihr Suchwort? Ausland; Sexualaufklärung; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterstereotyp; Trendanalyse; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Immigrant; Immigrantin; Immigranten; Ernährung; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Elementarunterricht; Bildungsstätte; Sonderpädagogischer Förderbedarf; Lehrerbedarf; Lehrerrekrutierung; Bildungsfonds; Rural area; Ländlicher Raum; Verantwortung; Lebensqualität; Child labour; Kinderarbeit; Analphabetismus; Sozialer Status; Armut; Benachteiligter Jugendlicher; Developing country; Developing countries; Entwicklungsland; Indien
Abstract	This analytical review aims at exploring trends in educational access and delineating different groups, which are vulnerable to exclusion from educational opportunities at the elementary stage. This review has drawn references from series of analytical papers developed on different themes i.e. regional disparity in education, social equity and gender equity in education, problem of drop out, education of the children of migrants, inequity in educational opportunities, health and nutrition, governance of education and so on. The first and second section of the paper presents brief review of the state of elementary education in the country with particular focus on regional disparities and social inequities in provision. The third section delineates different zones of exclusion highlighting the nature and magnitude of the problems of access, transition and equity. Fourth section captures the profiles of the varying groups of children responding to the questions of who are excluded from schooling and why are they excluded. In the final section, the paper makes an effort to identify gaps in our understanding of the issues pointing to the need for further research as well as identifying strategies that seem to work in addressing issues of access to elementary education in India. (Contains 16 footnotes, 31 tables and 10 figures.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10