|
Table 7.4
Change in drop-out rates between 2001-02 and 2006-07 -
Dropout Rate
|
2001-02
|
2002-03
|
2003-04
|
2004-05
|
2005-06
|
2006-07
|
Remarks
(Change from
2001-02 to 2006-07)
|
Overall (Primary)
|
39.00
|
34.9
|
31.5
|
29.0
|
25.7
|
25.43
|
13.57↓
|
Girls (Primary)
|
39.90
|
33.7
|
28.6
|
25.4
|
21.7
|
26.56
|
12.44↓
|
Overall (Elementary)
|
54.60
|
52.8
|
52.3
|
50.8
|
48.8
|
46.03
|
8.57↓
|
Girls (Elementary)
|
56.69
|
53.5
|
52.9
|
51.2
|
48.9
|
45.33
|
11.36↓
|
Source: Selected Education Statistics, Ministry of Human Resource Development, GoI, 2004-05 and 2006-07.
7A.1.2.7 Reduction of Disparities for Socially-Disadvantaged Groups
-
National Policy on Education (NPE) 1986, emphasises education as an agent of basic change in the status of disadvantaged groups like Scheduled Castes (SCs)/Scheduled Tribes (STs) and minorities. SSA provides for targeted provisioning in Districts with concentration of SCs, STs and minority population; there are 61 Districts with SC population concentration, 74 Districts with high tribal populations and 121 Districts with high minority population. These Districts have been prioritised for infrastructure provisioning. For promoting education of SC/ST/minorities, SSA provides for small schools for sparsely-populated unserved areas; residential school buildings in low-population density blocks; flexible norms for EGS/AIE to target difficult to reach children; support to Madrasa/Maqtab for transacting regular curriculum; focus on coverage of SC/ST and Muslim girls; statutory representation of the disadvantaged groups in school-based bodies and Village Education Committee (VECs)/School Development and Monitoring Committee (SDMCs)/ Parent-Teacher Association (PTAs); target provision of school infrastructure in SC-, ST-and Muslim-dominated Districts; improving learning outcomes of disadvantaged groups through sensitisation of teachers; use of primers in tribal languages; training of teachers and remedial teaching; untied funds at District level for SC, ST, Muslim and urban deprived children; and free textbooks and incentives like uniforms. The share of SCs/STs and girls at primary and upper primary level is given in Table 7.5.
Table 7.5
Share of girls, SCs and STs at primary and upper primary levels -
DISE
|
Level
|
2003-04
|
2008-09
|
Remarks
|
Share of girls
|
Primary
|
47.47
|
48.38
|
0.91 ppt
|
|
Upper primary
|
45.02
|
47.58
|
2.56 ppt
|
Share of SC students
|
Primary
|
20.84
|
19.94
|
16% population
|
|
Upper primary
|
|
19.18
|
|
Share of ST students
|
Primary
|
9.71
|
11.68
|
8% population
|
|
Upper primary
|
|
9.41
|
|
Source: District Information System for Education, 2003-04 and 2008-09.
-
The drop-out rate for SCs in classes 1-V has declined from 36.56 in 2003-04 to 31.9 in 2007-08, whereas for STs for the same period, the drop-out rate has declined from 48.93 to 32.2. Similarly the drop-out rate for SCs in classes 1-VIII shows a decline from 59.42 in 2003-04 to 52.6 in 2007-08. The drop-out rate for STs in this category also shows a decline for the same period, from 70.05 to 63.4.1
7A.1.2.8 Reduction of Disparities among Girls
-
The NPE, 1986, emphasises education for women’s equality. It states that education will be used as an agent of basic change in the status of women. It will foster the development of new values through redesigned curricula, textbooks, training and orientation of teachers, decision-makers and administrators, and the active involvement of educational institutions. This will be an act of faith and social engineering.
-
Education of girls, especially those belonging to the SCs and STs, is the primary focus in universalising elementary education through SSA. For promoting girls education, the SSA provides for free textbooks, recruitment of women teachers, promotion of Early Childhood Care and Education (ECCE), bridge courses for out-of-school children, gender sensitisation of teachers, girls’ toilets, untied funds under innovation, and remedial teaching in Districts with low female literacy.
-
Under Kasturba Gandhi Balika Vidyalaya (KGBV), launched in 2004, out of 2,573 KGBVs, 2,558 were operational as on December, 2009, in 27 States. Of the total enrolment of 0.196 million students, 27% are SC, 29%, ST, and 27% belong to Other Backward Castes (OBC). Of students enrolled in Educationally Backward Blocks (EBBs) with Muslim concentration, about 8% are Muslims.2
-
The National Programme for Education of Girls at Elementary Level (NPEGEL), launched in 2003, has been successful in development of 40,322 Model Schools; gender-sensitisation of 0.288 million teachers; support to 9,957 ECCE centres (in non-ICDS areas); remedial teaching to 24.18 million girls; bridge courses for 0.438 million girls; and distribution of free uniforms and other incentives to about 141.3 million girls.3
-
Gender Parity Index (GPI) has been improving both at primary and upper primary levels. (See Table 7.6.)
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