NAME: Shaikh Areen Navid Anjum

PAPER TITLE: Education

COLLEGE NAME: Kishinchand Chellaram Law College
CONTACT NUMBER: 9920446259
EMAIL ADDRESS: areen.shaikh.21@gmail.com

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 INDEX

1.Abstract 03
2. Introduction 03
3. Review of Literature 04
4. Statement of research Problem 04
5. Objectives 05
6. Data Analysis 05
7. Conclusion / Recommendations 07
8. References 07

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ABSTRACT
To pay heed to the current status of children's education in India is a crying need of an
hour. Though it is an age-old problem nothing significant has been done to improve the
same and that is the reason it is considered as one of the significant issues that should be
dealt with with significant care and caution. Lack of adequate infrastructure and lack of
access in remote areas have a pernicious effect on the education policies that are made by
the government. Not only education but quality education must be provided.

INTRODUCTION
The development of the Nation is exclusively Based on the status of children. Not only
children are an asset to the nation but only play a significant role in Nation Building.
Education promotes employment, health, earnings and poverty reduction. It's extremely
easy for elite and privileged class people to provide top class education to their childrens
but it's disheartning that circumstances for all are not the same. Some vulnerable parts of
the population of India remain fragmented and have no access to education and the
primary reasons for it are poverty,corruption, preference of male child to female child,
uneducated parents and lack of awareness in the context of education.The RTI (Right to
education Act) or Right of Children to Free and Compulsory Education Act is an Act of
the Parliament of India enacted on 4 August 2009, that provides free and mandatory
education for children between the age of 6 to 14 years. The onus lies on center, state and
local bodies for its implementation but sadly the doors of school have been shut for many
due to failure of government to implement and uphold the provision.

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REVIEW OF LITERATURE
80% kids in 14-18 years in India reported low levels of learning during Covid
pandemic: UNICEF report
The Times of India
Published:09 September 2021

According to a UNICEF report 80% children in India between 14-18 years have reported
lower levels of learning in COVID-19 pandameic. Humongous amounts of inequalities
have emerged during COVID-19 times and closure of schools have played a significant
role in it, the report by UNICEF (United Nations International Emergency Fund) stated
that 76 percent of parents of students aged 5-13 years reported drop in learning levels
during remote learning. All of a sudden schools have shifted to online mode and closures
of Schools have forced thousands of children to drop out because of lack of access to
advanced technology in remote areas. In India, 42 percent of children between 6-13 years
reported not using any type of remote learning during school closures. At least 42 percent
of students aged 5-13 years and 29 percent of students aged 14-18 years are not in touch
with their teachers at all. COVID-19 have led to numerous school closures that had led to
dropouts and deteriorating children's progress due to lack of interaction with teachers,
playtime which are essential to their overall development and well being.

STATEMENT OF RESEARCH PROBLEM

As we are developing as a nation, some or other way we have turned a blind eye towards
education in our society. We no more provide paramount significance to education over
other issues pertaining to our growth. Poor quality education is leading to poor learning
outcomes in India, ultimately pushing children out of the education system and learning
them vulnerable to child labour, abuse and violence. Many classrooms continue to be
characterized by teacher-centered rote learning, corporal punishment and discrimination.
Even UNICEF India report of the year 2022 emphasis on the issue of girls dropout rate in
India that is alarming.

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OBJECTIVES
1. To examine the factors (Social and Economic) in child education.
2. To study the recent condition of education and steps to be taken to improve the
same.

DATA ANALYSIS
Quality education is the foundation of sustainable development and is a force multiplier
that enables self-reliance, boosts economic growth by enhancing skills and improves
people’s lives by opening up better livelihood opportunities. The Indian education and
social arrangements are very inflexible on kids and completely ignore their feelings,
thoughts and ambitions. Kids are pressed to study from the age of 3. Non-performers are
treated as dunces and detested by parents and society.
As per UNESCO data, India has one of the lowest public expenditure rates on education
per student, especially compared to other Asian countries like China.

Education in most schools is one dimensional, with an obsessive focus on marks. Added
to this is the lack of availability of trained teachers at all levels. Quality teachers are the
missing link in the Indian education system. Although pockets of excellence exist, the
quality of teaching, especially in government schools, does not meet the standards.

With a literacy rate of 77 percent, India lags behind other BRICS nations, which have
literacy rates above 90 percent. All these countries have better student-teacher ratios. So
not only does India grapple with poor quality teachers, it also has fewer total teachers in
comparison with other countries that do a better job at education.

Data from the Ministry of Human Resource Development show that only half of all
students who enter primary school make it to the upper primary level and less than half
that get into the 9-12 class cycle.

● Only 58 percent of children enrolled in classes three to five could read a class one
text.

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 ● Less than half (47 percent) were able to do simple two-digit subtraction.

● Only half of the children in classes five to eight could use a calendar.

● They were not found proficient in even basic skills; about two-thirds of the
students in class four could not master the measurement of the length of the pencil
with a ruler.

Study after study has shown that the true indicator of economic development in a country
is the education and wellbeing of its people. Although India has made rapid economic
progress over the last three decades, one area that has not received enough attention is the
quality of primary education. Despite the progress made in the last few decades in
providing quality education to all in India, several challenges remain. Imoroved
enrolment is not sufficient enough for progress.

Factors Influencing Learning Outcomes among Children

➢ EXTRINSIC FACTORS

Factors such as infrastructure do play a significant role in attracting students

towards education. Lack of infrastructure, kids friendly environment and non
availability of schools in remote areas do force childrens to travel a long distance
to their schools also lead to one of the reasons for increased rate of dropouts as
kids get exhausted because of traveling such long distances. Toilets of boys and
girls should be seperated and appropriate sanitary facilities should be provided to
girls. Girls do get dropout after begning of their menstrual cycle because of lack
of sanitary facilities available at school and social stigma associated with it. There
is no one to one interaction between teacher and students due to lack of
professional teaching staff in school and the entire burden comes on a single
person.

➢ INTRINSIC FACTORS

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 The social and religious beliefs and socio-economic context and literacy level of
parents are some of the proven redblock to the quality and continuity of education
in India. These factors play a significant role in either encouraging or
discouraging children and their families to give importance to education and are
present at community level.

CONCLUSIONS / RECOMMENDATIONS

● Enhancing school infrastructure is essential to achieve higher school enrolment,

low dropout rates, and higher learning outcomes.
● Building the capacity of various stakeholders (e.g. community leaders, faith
leaders, parents,etc) in child education is an important and often forgotten element
in many interventions related to enhancement in children's education.
● There is an opportunity for collaboration among various stakeholders to enhance
school infrastructure and mobilize communities, parents, and faith leaders to
provide better social and emotional support to children.

REFERENCES

https://thewire.in/education/is-india-finally-moving-towards-a-commo
n-school-system
https://www.childfund.org/poverty-and-education/
https://www.telegraphindia.com/edugraph/news/unicef-india-report-hi
ghlights-alarming-rise-in-dropout-rates-of-female-school-students/cid/
1858585
https://economictimes.indiatimes.com/news/india/80-kids-in-14-18-yr
s-in-india-reported-low-levels-of-learning-during-covid-pandemic-uni
cef-report/articleshow/86075639.cm

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