Education for the Economically and Socially Disadvantaged Groups in India: An Assessment

In recent years sustained and high levels of economic growth provide a unique opportunity and momentum for faster social sector development. An investing in education plays a key role in meeting the World Bank's social development objectives, which support inclusive growth, social cohesion, and accountability in development. Education as an important parameter for any inclusive growth in an economy, the policies have to focus on inclusive rather than divisive growth strategies. For promotion of educational and economic interests of Scheduled castes and Scheduled Tribes and other weaker sections, the State shall promote with special care the educational and economic interests of the weaker sections of the people and in particular, of the Scheduled Castes and the Scheduled Tribes and shall protect them from social injustice and all forms of exploitation. Regarding the expression “weaker sections of society” the Supreme Court has directed the Central Government to lay down appropriate guidelines. Even though the total number of girls and SC children who enrolled in schools rose substantially, several girls and children from deprived communities (working children, residents of far flung habitations, SCs/STs and nomadic groups) never enrolled. Severe social barriers to meaningful participation of children from some communities continue to exist. In order to achieve inclusive growth, the Centrally Sponsored Schemes for elementary education have been streamlined and rationalised, through a Zero-based budgeting exercise and all the schemes have been converged under five major schemes: District Primary Education programme (DPEP), and the subsequent Sarva Shiksha Abhiyan (SSA) launched in 2001; National programme for Nutritional Support to Primary Education (Mid-Day Meals Scheme); Teachers Education Programme; Kasturba Gandhi Balika Vidyalaya (KGBV); and Mahila Samakhya-most of these activities under the National Literacy Mission as well as special programmes for promotion of Early Childhood Care and Education, Inclusive Education etc. Therefore, some concerted efforts is all that is required in particular in rural areas where the problem is at large to improve the quality of education for the weaker sections. Community elders with their positive participation and involvement can help solve many existing problems both financial and physical.