Indian Journal of Economics and Development

Open Access Open Access  Restricted Access Subscription Access

Multidimensional Disparity in Elementary Education:A Study of East and South Indian States


Affiliations
1 Central University of Orissa, Koraput, India
2 National Institute of Educational Planning and Administration, New Delhi, India
 

Objectives: To study the multidimensional disparity in elementary schools of the East and South Indian states in terms of gender gap ratio, literacy, enrolment and dropout rates. Besides, the study has also tried to explore the multidimensional disparity in educational attainment caused by scarcity of basic educational infrastructure and low educational expenditure therein.

Methods: The study has taken both East Indian States (West Bengal, Odisha, Bihar, and Jharkhand) and South Indian States (Andhra Pradesh, Karnataka, Tamil Nadu, Kerala, and Telangana) for analysing multidimensional disparity. Statistical tools such as annual compound growth rate, average, ratio, percentage etc have been used for the empirical analysis by taking secondary data collected from different sources like various reports of Ministry of Human Resource Development (MHRD), GoI, Elementary Education Statistics; U-DISE, NIEPA, New Delhi, and Census of India 2011.

Findings: The study found that high disparity persists in government and private schools in terms of enrolment of both boys and girls among the states. The dropout rate is high in the East Indian states and less in the South Indian states. South Indian states are well ranked in comparison to East Indian states in terms of Educational Development Index (EDI). Excluding Karnataka, in all other states the recruitment of teachers has increased in the assessment period, but the percentage of teacher training during in-service has declined significantly. Due to different time-bound programmes implemented by the state governments in both the regions, literacy and enrolment rates have increased significantly, but the multidimensional disparity is still a major concern today. Thus this is the high time to focus upon the regional disparity in educational development and make necessary policies for balanced regional development.

Application: The government should not only increase the percentage of expenditure on education but also have to make comprehensive plans for per capita student expenditure and per capita school expenditure for bringing equity, efficiency and quality in elementary education across all states of East and South India.


Keywords

Multidimensional Disparity, Education Development Index, Educational Infrastructure, Educational Finance, Educational Outcome.
User
Notifications

  • Contemporary India and Education. https://learningclassesonline.blogspot.com/2018/06/bed-contemporary-india-and-education.html. Date accessed: 25/06/2018.

  • J.B.G. Tilak. On allocating 6 percent of GDP to education. Economic and Political Weekly. 2006; 41(7), 613-618.

  • A. Das. How far have we come in Sarva Siksha Abhiyan? Economic and Political Weekly. 2007; 42(1), 21-23.

  • G. Psacharopoulus. Returns to investment in education: A global update. World Development. 1994; 22, 1325-1343.

  • The Right of Children to Free and Compulsory Education. http://righttoeducation.in/sites/default/files/Right%20of%20Children%20to%20Free%20and%20Compulsory%20Education%20Act%202009%20%28English%29.pdf. Date accessed: 27/08/2018.

  • P.K. Behera &R. Khatei. An analysis of public finance on education sector in India. VISION: Journal of Indian Taxation. 2018; 5(2), 72-83.

  • Present Status of Infrastructure Facilities in Schools in India: From National and State Level Perspective, Draft prepared for sub-committee on CABE on improving conditions of government schools. http://www.dise.in/Downloads/Paper_on_Physcial_Facilities_(Draft_prepared_for_CABE)_-_Report.pdf. Date accessed: 15/09/2018.

  • V. Ramachandran. Inside Indian schools: the enigma of equity and quality. Routledge Publication, New Delhi. 2018.

  • P. Acharya. Problems of universal elementary education. Economic and Political Weekly. 1994; 29(49), 3098-3105.

  • Regional disparities in the post reform India. http://www.moderngeografia.eu/wp-content/uploads/2015/04/2015_II_03_ripudaman.pdf.Date accessed: 20/10/2018.

  • A.K. Ghosh. The gender gap in literacy and education among the scheduled tribes in Jharkhand and West Bengal. Sociological Bulletin. 2007; 56(1), 109-125.

  • Education for All: Towards Quality with Equity.Ministry of Human Resource Development, Government of India. http://mhrd.gov.in/teacher-education-overview.Date accessed 12/01/2019.

  • Press Information Bureau, Ministry of Human Resource Development. http://pib.nic.in/newsite/PrintRelease.aspx?relid=158326. Date accessed: 09/08/2018.

  • D. Blazar, A.K. Matthew. Teacher and teaching effects on students’ attitudes and behaviour. Educational Evaluation and Policy Analysis. 2016; 39(1), 146–170.

  • The Class Size Controversy. Working Papers. https://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1024&context=workingpapers. Date accessed: 10/11/2018.

  • Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California. https://www.researchgate.net/publication/279509781_Haves_Halves_and_Have-Nots_School_Libraries_and_Student_Achievement_in_California. Date accessed: 21/12/2018.

  • 230 students fall ill after consuming mid day meal at school. https://indianexpress.com/article/india/eighty-students-fall-ill-after-taking-mid-day-meal-in-odisha-4844906/. Date accessed: 15/09/2018.

  • One student dead, 100 fall ill after ‘eating mid-day meal’ in Jharkhand’s Koderma district. https://www.hindustantimes.com/ranchi/one-student-dead-100-fall-ill-after-eating-mid-day-meal-in-jharkhand-s-koderma-district/story-UpGY3JCFCS3aJ1JjIOUymL.html. Date accessed: 31/08/2018.

  • T.P. Schultz. Educational investment and return. Hand Book of Development Economics. 1998, 1, 543-630.

  • R. Singh. Under investment, low economic returns to education and the schooling of rural children: Some evidence from Brazil. Economic Development and Cultural Change. 1992; 40, 645-665.

  • G. Loury. Intergenerational transfers and the distribution of earnings. Econometrica. 1981; 49(4), 843-847.


Abstract Views: 253

PDF Views: 121




  • Multidimensional Disparity in Elementary Education:A Study of East and South Indian States

Abstract Views: 253  |  PDF Views: 121

Authors

Prasant Kumar Behera
Central University of Orissa, Koraput, India
Jnyan Ranjan Sahoo
National Institute of Educational Planning and Administration, New Delhi, India

Abstract


Objectives: To study the multidimensional disparity in elementary schools of the East and South Indian states in terms of gender gap ratio, literacy, enrolment and dropout rates. Besides, the study has also tried to explore the multidimensional disparity in educational attainment caused by scarcity of basic educational infrastructure and low educational expenditure therein.

Methods: The study has taken both East Indian States (West Bengal, Odisha, Bihar, and Jharkhand) and South Indian States (Andhra Pradesh, Karnataka, Tamil Nadu, Kerala, and Telangana) for analysing multidimensional disparity. Statistical tools such as annual compound growth rate, average, ratio, percentage etc have been used for the empirical analysis by taking secondary data collected from different sources like various reports of Ministry of Human Resource Development (MHRD), GoI, Elementary Education Statistics; U-DISE, NIEPA, New Delhi, and Census of India 2011.

Findings: The study found that high disparity persists in government and private schools in terms of enrolment of both boys and girls among the states. The dropout rate is high in the East Indian states and less in the South Indian states. South Indian states are well ranked in comparison to East Indian states in terms of Educational Development Index (EDI). Excluding Karnataka, in all other states the recruitment of teachers has increased in the assessment period, but the percentage of teacher training during in-service has declined significantly. Due to different time-bound programmes implemented by the state governments in both the regions, literacy and enrolment rates have increased significantly, but the multidimensional disparity is still a major concern today. Thus this is the high time to focus upon the regional disparity in educational development and make necessary policies for balanced regional development.

Application: The government should not only increase the percentage of expenditure on education but also have to make comprehensive plans for per capita student expenditure and per capita school expenditure for bringing equity, efficiency and quality in elementary education across all states of East and South India.


Keywords


Multidimensional Disparity, Education Development Index, Educational Infrastructure, Educational Finance, Educational Outcome.

References