Addressing the achievement gap and ensuring equitable access to resources in India

The achievement gap refers to the disparities in academic performance and educational outcomes between students from different socioeconomic backgrounds. In India, this gap is influenced by factors such as economic disparities, rural-urban divides, and varying educational infrastructures. Recognizing and addressing this gap is crucial to ensure that every student has an equal opportunity to thrive academically.

The ASER 2023 ‘Beyond Basics’ survey, conducted across 28 districts in 26 states, highlights the stark reality of educational inequities in rural India. Surveying 34,745 youth aged 14-18, it found that while 86.8% are enrolled in educational institutions, enrolment drops sharply with age—32.6% of 18-year-olds are not enrolled. The survey also revealed that more than half of these students struggled with basic mathematics, a fundamental skill expected to be mastered by Classes 3 and 4.

It will be not right if we don’t acknowledge the efforts made by the Government in trying to address this issue. The government is taking the right and necessary steps to bridge these educational gaps despite the significant challenges they face. For example, the National Education Policy (NEP) 2020 aims to tackle these challenges head-on. By promoting inclusive, relevant, and engaging education, the NEP seeks to develop critical thinking and problem-solving skills among all students. Acknowledging the underrepresentation of socio-economically disadvantaged groups (SEDGs), the NEP introduced policies like targeted scholarships, conditional cash transfers, and providing bicycles to increase enrolment and representation. However, it also faces criticism for its broad classification of SEDGs and insufficient acknowledgment of structural barriers and ongoing prejudices.

Gendered identities and individuals with special needs are also given special consideration under the NEP 2020. Recognizing the adverse impact on women and transgender persons, the policy suggests measures such as forming cycling clubs and walking groups for community involvement and safety. Additionally, a “Gender-Inclusion Fund” is proposed to improve educational opportunities for these vulnerable groups. For students with special needs, the NEP supports their inclusion in regular educational settings and aligns with the Rights of Persons with Disabilities (RPWD) Act 2016, advocating for special educators and homeschooling options for children with severe learning difficulties.

One of the most notable recommendations of the NEP is the creation of Special Educational Zones (SEZs) in areas with high populations of socio-economically disadvantaged groups. These zones aim to provide education to the most isolated and distant regions of India, potentially transforming educational access in underdeveloped areas. However, the criteria for these zones and their distinction in urban and rural landscapes remain unspecified.

However, these policy decisions are not enough. Addressing the achievement gap also involves tackling significant barriers to quality education. These include equitable access, quality teachers, relevant curriculum, infrastructure and resources, parental and community involvement, inclusive education, life skills development, continuous assessment and feedback, flexibility and adaptability, investment, and policy support. Overcoming these barriers requires a collaborative effort from governments, civil society, the corporate sector, and international organization’s.

The 2030 Agenda for Sustainable Development highlights the importance of inclusive and equitable quality education (SDG 4), emphasizing lifelong learning opportunities for all. India, committed to this goal, must redesign its educational system to facilitate learning and address the challenges of achieving inclusive, equitable, and relevant education for all learners.

In the context of Industry 4.0, where the nature of work is rapidly transforming due to technological advancements, continuous learning and adaptability are paramount. The World Economic Forum predicts that while 83 million jobs may become obsolete by 2027, 69 million new roles will emerge. As India strives to become a $10 trillion economy by 2030, it is crucial to prepare and skill the youth for this new era. The proportion of the workforce receiving vocational training has increased threefold since 2017, reflecting a growing emphasis on skilling, upskilling, and reskilling students right from high school.

Bridging the skills gap requires identifying future jobs in high-growth sectors like manufacturing, logistics, healthcare, BFSI, hospitality, and life sciences. With the potential to create millions of jobs in these sectors, India’s youth cohort is poised to drive not only national growth but also global economic progress. Prioritising education and skill development is essential to foster national competitiveness and ensure employability, particularly for women.

Addressing the achievement gap in India involves a multi-faceted approach, encompassing policy reforms, targeted interventions, and collaborative efforts across various sectors. By ensuring equitable access to resources and fostering an inclusive educational environment, India can pave the way for a brighter, more equitable future for all its students.

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