The schooling of tribal children in conflict zones is riddled with severe challenges. We study the work of a relatively small and new NGO, Shiksharth, which is trying to support the public education system. In light of this, we present the situation, the challenges and some possible solutions.
What are the challenges in achieving `quality schooling for all’ in the remote parts of the world? How does ‘remoteness’ affect the supply of or the demand for schooling?
The process of reforming government schools is a continuous one and there have been consistent efforts to improve their performance. One way to do this is to enhance the capacity of the school leadership, mainly the head teachers (UNESCO, 2009).
The Scheduled Tribe (ST) is one social group in India that faces the most difficult challenges in schooling. Though there are efforts being made to address some of these, like providing education in their native languages in the primary grades (I-III), there are many other challenges that keep emerging. The absence of a necessary number of teachers among them; the requirement that mathematics and other subjects be taught in the mainstream language, and; the imposition of the mainstream language in higher grades are some of the serious hurdles in the education of the tribal children.
Mizoram is one of the states in India which has been successful in bringing almost all children to at least the primary school and ensuring reasonably adequate infrastructure and other facilities for school education at a reasonable distance for most inhabitations…
It has been recognized that some states in India have been successful in bringing most children to school and in ensuring reasonably adequate infrastructure and other facilities for school education at a relatively close distance from most inhabitations…
The state of Himachal Pradesh (HP) is known for its relatively better achievements in schooling in India. Based on the Annual Status of Education Report (ASER) 2014, the non-enrolment in schools among children in the 6-14 years age-group is only 0.3% in the state whereas, the all-India figure is eleven times higher, at 3.3%.
This report analyses this by drawing parallels between various aspects enabling education and work participation of girls in Indonesia with those in India, which have emerged from my fieldwork in parts of India and Indonesia.
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