Education Exclusion in a Social-Class Framework: An Inquiry into the Major Sub-Sectors of the Professional Self-Financing Sector in Kerala

Autor/inn/en	Rajasenan, D.; Bijith, G. A.; Rajeev, B.
Titel	Education Exclusion in a Social-Class Framework: An Inquiry into the Major Sub-Sectors of the Professional Self-Financing Sector in Kerala
Quelle	In: Higher Education for the Future, 3 (2016) 1, S.2-25 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2347-6311
DOI	10.1177/2347631115613245
Schlagwörter	Social Class; Inquiry; Student Surveys; Student Attitudes; Access to Education; Regression (Statistics); Professional Education; Profiles; Student Characteristics; Family Income; Skill Analysis; School Choice; Educational Benefits; Performance Factors; Program Costs; Foreign Countries; Factor Analysis; India + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Schülerbefragung; Schülerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Regression; Regressionsanalyse; Berufsausbildung; Charakterisierung; Profilanalyse; Familieneinkommen; Choice of school; Schulwahl; Bildungsertrag; Leistungsindikator; Ausland; Faktorenanalyse; Indien
Abstract	Education and education exclusion are two mammoth social and political challenges in a society characterized by diverse social groups. Although "self-financing regime" helped to barricade the outflow of money from the state, it also hampered the "social equity" in education and hence germinated the seed of education exclusion in Kerala. The data for the study have been collected through a field survey involving 900 students belonging to three professional study disciplines in a social-class framework based on multi-stage stratified random sampling. Factor analysis, correspondence analysis and binary logistic regression have been used to epitomize the significant factors that play a key role in the process of education exclusion in a social-class framework based on student perception. Empirical realities affirm significant relations for the presence of education exclusion among the marginalized social groups. Skill rating based on social category shows a clear inter-community difference with Scheduled Castes (SCs)/Scheduled Tribes (STs) coming in the low/medium and low skill index, whereas the general and the Other Backward Class (OBC)/other eligible communities (OEC) featuring closer to medium-high and high-skill index. A demand supply evaluation is necessary for policy nesting, with a view of understanding the gap involved in the process as part of the professional education planning in the state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01