ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

Geetha B NambissanSubscribe to Geetha B Nambissan

Private Schools for the Poor

Over the last decade the unregulated private school sector in India has been the target of advocacy groups that are projecting budget/low fee schools as a cost-efficient and equitable solution to the education of the poor and as a site for viable business options. The advocacy is couched within the neo-liberal discourse of educational markets, parental choice and school vouchers. This paper looks at some of the evidence that is available on budget/low-cost schooling in India, and the edu-business emerging around this sector in the light of aspirations of low-income parents for private education for their children. The paper concludes that while the picture on low-cost schooling is fragmentary, there appears to be little evidence or possibility of the promise of high quality education for a low fee from private players in this sector.

Equity in Education-Schooling of Dalit Children in India

Equity in Education? Schooling of Dalit Children in India Geetha B Nambissan The educational backwardness of the dalit communities is generally attributed to poverty and illiterate home environments prevailing among them. This article draws attention to the effect the learning environment within the format educational system has been having on the dalit pupils. It argues that besides poor infrastructural facilities. lack of effective pedagogic supports to acquire linguistic, numerical and cognitive competencies adversely affect the schooling of dalit children. More importantly, despite active encouragement from impoverished family members, the apathetic treatment by teachers and school administrators largely shape the learning experiences of these socially disadvantaged groups. By creating a separate sphere of non-formal education for such groups, the government of late has abdicated its responsibility to generate equity within the formal school system.

Language and Schooling of Tribal Children-Issues Related to Medium of Instruction

Issues Related to Medium of Instruction Geetha B Nambissan Although the Constitution in 1956 recognised the need for primdry education in the mother tongue for linguistic minorites, today education still is being imparted primarily in the 15 'official' languages and English, The denial of schooling in the mother tongue to children of tribal communities assumes significance in the context of their poor response to formal education and high attrition rates. A growing body of research on language and education of ethnic minorities in western societies highlights the crucial role played by home languages in early learning. This paper discusses some critical issues pertaining to the medium of instruction at the primary stage and reviews policy and practice relating to mother tongue education for tribal children in India.
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