INEQUALITY IN

SCHOOLING
PRESENTED BY,
AISWARYA S
RESHMA M S
BLESSY SANTHOSH S S
JOTHISHA M K
ABHIRAMI A S
INTRODUCTION
The education system is pestered with a lot of problems. One of
these problems is the increasing dimension of inequality in the
education. This inequality can be expressed in many ways. These
persists the problem of poor access to schoolings. A significant
percentage of school going population remains unenrolled in
regular schools. Enrolment in general and of scheduled Caste and
scheduled Tribe children and girl in particular is very low. All
India Educational Survey show that schools in rural areas and
slums in the cities lack basic schooling facilities-
building,furniture,blackboard,toilet facilities for girls,drinking
water etc. Poor attendence,low retention,low learning
achievement indicate poor ‘index’ of quality of schools.
Meaning Of Inequality
 Educational Inequality is the unequal distribution of
academic resources including but not limited to;school
funding qualified and experienced teachers,books and
technologies to socially excluded communities.
 More times than not individuals belonging to these

marginalized groups are also denied access to the

schools with abundant resources.
 Inequality leads to major differences in the educational

success or efficiency of these individuals and

ultimately suppresses social and economic mobility.
DEFINITION
 The unequal distribution of educational
opportunity,financial and educational
resources,qualified teachers or digital assests
that results in lessening of a student or
population educational,academic success or
performance.
 It is the unequal distribution of academic

resources that would include school

funding,qualified teachers,books(textbooks and
library)and technology in disadvantaged
communities.
HISTORICAL TYPOLOGY OF
“INEQUALITY”
Two types of factors which address to this
phenomenon.
(i) Exogenous factors
 These are factors that exist outside the
education system.
 These are economic,social,political,technological
and cultural factors.
 Education system,delivery of education etc have
been seen to be adressely or positively affected
by it.
(ii) Endogenous factors
 These are those factors which lead inequality
from within the educational domain.
 These are
 Absence of schooling facilities
 Poor organizational climate of the school

system.
 Monotonous learning
 Irrelevant unpleasant learning to a child
 Truancy/absence of the child
 Low achievement and droupouts
(iii) Qualitative Inequalities
It include
 social barriers
 Malnutrition
 lack of guidance

(iv) Quantitative Inequalities

It include
 Low income
 Low achievement grades
CONSEQUENCES OF INEQUALITY IN
EDUCATION
Economic consequences
 Poverty
 Low intake of food
 Low calories
 Poor health
 Poor purchasing power
Social consequences
 Lack of education
 Low educational status
 Social stratification
 Oppression in terms of caste
 Religion
 Social groups
 Gender
 Urban and rural population
 Communal riots
 Social crime

 Political consequences
 Low participation of people in poliical process
 Corruption
 Criminalization of politics
 Cultural consequences
 Alienation of social groups
 Cultural degradation

 Educational consequences
 Negation of equal opportunities
 Ignorance
 Absence of motivation
 Absence of enlightened and progressive

outlook
 Weak educational demand
 Poor adaptation of modern technology
INTERVENTION STRATEGIES TO
REDUCE INEQUALITY IN EDUCATION

i. Micro-planning

It means disaggregated setting where target

blocks are identified and these in family wise
and child wise design of action.
It would imply:
 Mobilizing community participation in villages

i.e,cleanliness drives,healthand nutrition

camps.
 Decentralizing educational administration so
that it is accountable to the local community.

 Inviting and strengthing local administrative

and support system.

 Finding educational requirements of the area

ii. Minimum levels of learning[MLL]
 Assessment of the existing levels of learning
achievement
 A definition of MLLs for the area and the time

frame within which it will be achieved

 Clear –cut definition of the role of the teacher

and curriculum
iii.Structural changes

 The more relevant questions are how to raise

the availability to school inputs,how to
distribute them more fairly and how to ultilize
them efficiently. The basic questions related
to these two aspects according to
Nalogounden are;
 How to raise the availability of school inputs
 How to distribute them more fairly
 How to utilize them efficiently
iv.Effects of teacher traning

Improvement in teacher training

Upgrowing of existing teachers by provision of
enrichment materials
Inservice training and retraining of teachers for
new curricula
Some more steps to remove
educational inequalities
 Free education
 Other personal expenses
 Provision of scholarships
 Other helps for students
 Education for CWsNs
 Remove state based imbalance
 Education for girls\women
 Education for schedule castes and backward classes
 Education for schedule tribes
 Provision of adult education
Causes of inequality in educational opportunites

 Regional imbalance
 Poverty of parents
 Differential standards of educational

institutions
 Differences in the home environment
 Gender display
 Disparity between the advantaged and

disadvantages group
Conclusion
 Our current educational system is not
performing as well as it could be many
students ,especially those who come from low
income families,ethnic backgrounds,and urban
communities are often left behind by a system
that fails to meet their educational
needs .Educational inequality is deeply
correlated with overall inequality as those who
came from lower income quintiles a tend to
perform worse at school and are less likely to
complete higher levels of education
Reference
 Contemporary Indian Society
By Dr.Anga padu
Mr.Narender singh
 www.wikipedia.org

 https://www.yogiraj.com