It is important to note the persistence of a high level of poverty and underdevelopment in India, despite its achievements in the economic sphere and the income growth for a relatively smaller section of the society.
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?
According to the 2013 ASER report, Rayagada (Odisha), a district with a high ratio of tribal population, was ranked a low 25th out of 30 districts in terms of the percentage of children in class I and II who could read letters, words or more. The district also has the highest percentage of out-of-school children in the 6-14 age group in Odisha.
Before starting a development action, it is important to honestly question one’s own motivations. This is true for individuals as well as organizations…
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).
Rudrapur is more urban than many other district headquarters. It has in the recent years, become an industrial hub because of the SIDCUL Industrial area in Pantnagar where a number of leading companies have set up factories…
‘In the clash between community and school, the ones to suffer will only be the children. Please do not bring politics into the school. We will get a good name and your children will do well.’
The world over, marine fishing communities which inhabit the coastal fringes of their countries, have adopted occupational and work practices which establish a special socio-cultural ethos for them and which tends to be different from that of the mainstream society.
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.
There is a tendency to make generalizations such as, `People are poor, and hence there is a need for intervention’ or `people don’t have a source of safe drinking water, and hence the need for action’ or `people don’t use safe child-delivery practices and something has to be done about it’; and so on. And though these can be important starting points for development actions, there is a need to assess the requirement of such actions with respect to specific contexts.
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