EDUCATION AND THE POVERTY TRAP IN RURAL AREAS Dr. Ritu Chandra - PowerPoint PPT Presentation

EDUCATION AND THE POVERTY TRAP IN RURAL AREAS Dr. Ritu Chandra Institute of Education And Research Shri Ramswaroop Memorial University Barabanki, Uttar Pradesh, India

In the words of A.P.J. Abdul Kalam “ Almost half of the population of the world lives in rural regions and mostly in a state of poverty. Such inequalities in Human development have been one of the primary reasons for unrest and in some parts of the world, even violence .”

Brief Background  Agrarian Economy - Almost 80% of the poor, living in rural areas  Linking education to the grass-root level is the only way to transform any nation  Educational development of rural individual can empower him to reap the fruits of government schemes and interventions for his economic progress

Role of Education to tackle poverty The Education must contribute :  for creating awareness among the masses  for the upliftment of socio-economic status  for the development of rural areas  for specialized vocational / skill based training  in guiding the rural masses in decision making process for their betterment

…….Role of Education to tackle poverty  for creating more opportunities of employment and livelihood  to increase in income generation sources  for finding ways to enhance productivity  to trigger public participation of the rural people  for entrepreneurship so as to reduce burden on social system & become a contributor for its prosperity

The Challenges ahead in imparting Inclusive Quality Education  Ignorance of family members, especially parents leads to irregularity in attending schools  Parent‟s Education level  Environmental factors  Socio-economic factors  Cultural factors  Lack of trained teachers  Lack of Outcome based learning (more focus on rote learning)

Multi-dimensional poverty index (MPI)  The 2018 multi-dimensional poverty index provides the most comprehensive view of the many ways in which 1.3 billion people world-wide experience poverty in their daily lives.  There are about 271 million poor people in India  In 10 years, India has nearly halved its number of multidimensional poor.  a massive climbing down to 27.5 percent from 54.7 percent between 2005-06 and 2015-16 was evident  Hence Poverty can be tackled if addressed with effective tools on all fronts

Education And Poverty Lack of Education Poor Socio Economic Status No Access to Quality schools, books, Other Infrastructural facility. Malnutition Failure in Human Capital Formation Stunted Growth Less productive Individuals Low IQ Low Academic Achievement

Poverty Trap Escape from Poverty Trap is possible as follows  Educational programs pertaining to local needs  development of family, community and society  Education to trigger social change and transformation  Thrust on primary education through various channels  Focus on Skill-based education  Use of Suitable Pedagogy  Provision of Nutritional Diet  Emphasis on minimum level of education of at least 01 member of each family  Education pertaining to Agri practices

Stefan Ceci’s Bio- Ecological Theory  According to this theory IQ is dependent on context  Intelligence is a biological disposition, which develops within an environment  Children from low SES have stunted growth due to malnutrition and environment and are not able to perform well academically  They are bound to lag behind economically & socially  They will remain poor as adults too and it is bound to get transmitted to the next generation as well.

Comparisons of Academic Achievement scores of Low, Average and High Socio Economic Status Students T-Value Standard SES Category High Average Low N Mean Deviation 13.344 6.487 ---- Low SES 39 52.62 11.329 12.265 ------ 6.487 Average SES 312 64.48 10.696 ------- 12.265 13.344 High SES 263 74.91 9.484 Total 614 68.19 12.094

Comparative Academic Achievement scores of Low, Average and High Socio Economic Status Students 350 300 250 200 150 100 50 0 N Mean Standard low Deviation Average High

Comparison of Academic Achievement scores of Low, Average and High IQ Students T- Value Standard Variable N Mean Deviation High Average Low High IQ 54 78.24 9.371 ------- 5.638 11.745 Average IQ 458 69.00 11.605 5.638 ------- 7.883 Low IQ 102 59.25 9.727 11.745 7.883 ------- Total 614 68.19 12.094 -- -- --

Comparative Academic Achievement scores of Low, Average and High IQ scores 500 450 400 350 300 High IQ 250 200 Average IQ 150 Low IQ 100 50 0 N Mean SD

Pratham’s Annual Status of Education Report (ASER) data  The Gross Enrolment Ratio (GER) in 2015-16  forgrades I-V was 99.2%  for grades VI-VIII was 92.8%.  Pupil-Teacher ratio at national level for elementary schools was 24:1  for secondary schools it was 27:1   Learning outcome  The proportion of children in grade III who can read at least a grade I level text dropped from 50.6 in 2008 to 40.3 in 2014, before increasing marginally to 42.5 in 2016  The proportion of children in grade III who can do at least subtraction fell from 39% in 2008 to 25.4% in 2014, and again increased slightly to 27.7% in 2016.

Learning Outcome based Education  Outcome based education according the learning objectives  Effective innovative pedagogy  Differentiated Instruction  Critical pedagogy  Student Voice and Engagement of students  Participatory Approach of learning.  focuses on teaching at the right level.  governance will enable the system to operate smoothly.

Transformational change in Rural areas  By Linking Education to socio-cultural factors of that area  Provide Inclusive Education that determines the level of prosperity, welfare and security of the people  Focus on revival and progress of the rural economy with thrust on agriculture in particular  SDG‟s must be localized to reach the most marginalized persons by participatory approach

Sustainable Development Goals and National level strategies  The government of India has introduced development strategies which address National priorities aligned with SDG targets  To meet these targets, Government has introduced certain flagship programs  This showcase the government‟s commitment for ensuring equitable society.  Also ensures that development reaches one and all.

The Flagship Programmes of Government of India Sarva Shiksha Abhiyan (UEE)  Right to Education Act 2009  Samagra Shiksha Abhiyan  Unnat Bharat Abhiyan  Swachch Bharat Mission  Beti Bachao beti Padhao  Pradhan Mantri Awaas Yozna,  Pradhan Mantri Gram Sadak Yozna  Pradhan Mantri Jan Dhan Yozna  Deen Dayal Upadhyay Antyodaya Mission  Pradhan Mantri Ujjwala yozana  MGNREGA  PMKVY 

The major interventions, across all levels of school education proposed under the scheme  Universal Access including Infrastructure Development and Retention;  Gender and Equity;  Inclusive Education;  Quality;  Financial support for Teacher Salary;  Digital initiatives;  (RTE Entitlements including uniforms, textbooks etc.;  Pre-school Education;  Vocational Education;  Sports and Physical Education;  Strengthening of Teacher Education and Training;  Monitoring;  Programme Management; and  National Component.

Aim of Basic Education  A good quality basic education equips pupils with literacy skills for life and further learning;  literate parents are more likely to send their children to school;  literate people are better able to access continuing educational opportunities;  literate societies are better geared to face challenges.

Sarva Shiksha Abhiyan  Sarva Shiksha Abhiyan (SSA) is the Government of India‟s ( GoI) flagship elementary education programme. Launched in 2001, it aims to provide universal education to children between the  ages of 6 to 14 years.  SSA is the primary vehicle for implementing the Right of Children to Free and Compulsory Education Act (RTE), passed in 2009.  Funds are shared between GoI and state governments in a 60:40 ratio.  In Financial Year (FY) 2018-19, GoI allocations for SSA stands at 26,129 crore, an 11 per cent increase over the previous FY. In FY 2016-17, SSA budgets towards quality related interventions accounted for  only 9 per cent of total approved budgets and 69 per cent of this budget was spent.  According to the National Achievement Survey (NAS 2015), only 36 per cent of Class V students across India scored more than 50 per cent in reading comprehension and 37 per cent scored more than 50 per cent in Mathematics in 2014.

GoI allocations for SSA stands at 26,129 crore, an 11 per cent increase over the previous FY.

MDM (Midday Meal)  Government of India has taken many initiatives like Midday Meals  to provide nutritional diet for better health and well-being  to increase enrolment in schools  for maintaining regular attendance in school.