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Inclusive Education is a policy of expanding and broadening of economic, geographic and social access of education for all.

Some studies on the basis of improved enrolments at various levels of education point out that the access to socially underprivileged has improved(Dholakia and Iyengar, 2008 ). Measuring participation only by taking the enrolments into consideration is not sufficient.

Educational Attainment Rate could serve a better measure. Human Development Index gives only 1/3rd weightage to GER and 2/3rd weightage is given to Mean Years of Schooling. Theoretically the concept of Education Production Function which tries to define educational output as a function of certain inputs is expressed as EPF= f (Home resources, School resources, Community characteristics, Student resources, Peer group characteristics)

This has been tested empirically and the findings indicate that the home background is the most important input determining the educational output. Variations in cognitive achievements are highly correlated with variations in home background variables. This is the most consistent findings.(PROBE Report) Colemans landmark study (1966) in USA also concluded that Socioeconomic status is the most important determinant of educational achievement.

These finding are very crucial as in case of socially underprivileged the educational outcomes are poor because of constraints posed by the home background and hence GER is not a sufficient measure. One has to go beyond this and take in to consideration the educational attainments to examine the extent of inequalities which exists between SCs and others.

Year 1983 1987 1993 1999 2004

ST 0.55 0.86 0.98 1.91 1.94

SC 0.6 0.85 1.11 1.97 2.38

Non SC/ST 3.27 3.91 5.29 6.63 7.29

All India 2.6 3.12 4.18 5.32 5.91

Percent change

252.73

296.67

122.94

127.31

14

12 10 8
6 4 2 0 Non SC/ST SC ST

1983

1987

1993

1999

2004

Rural
NSS 200708@

Urban

State

Male

Female Person

Male

Female Person

Male

Female Person

All

82.2

63.3

73

93

82.8

88.2

86.6

71

79.1

SC

81.7
68.7

61.9
47

72
58.2

88.3
87.7

72.9
71.5

81.2
79.9

84.7
71.3

66.7
50.3

76.1
61.1

ST

OBC

84.2
86.4 81.9

66.5
67.8 58.4

75.5
77.4 70.4

94.3
94.1 91

82.1
86.5 79.1

88.5
90.5 85.5

87.4
90.4 86

71.3
77.3 67

79.5
84.2 76.9

Others Census 2001 #

Source : Economic Survey of 2008 - 09 @ State sample data of NSS 64th round # Registrar General of

25

20

15

Rural Gap

10

Urban Gap
State

All

SC

ST

OBC

Others

The distribution of education is extremely skewed, particularly in the rural regions and also among the socially backward sections. The caste-based inequality is sharper in rural areas. There is already enough indication that basic educational needs of the SC and ST are getting seriously undermined under the new dispensation adversely affecting life chances of vast sections of those who have yet to make the shift to first generation learning.

The state is withdrawing from social sectors of education and health and delegating its social commitments and trying to push the responsibilities to private agencies and nongovernmental organizations.

Time period 1980-90 1991-2000 2000-2010 1980-2010

AAGR 16.86 13.20 15.55 16.02

State/ UT
Maharashtra India

Literacy of SC in the State 56.46


37.41

GER for SCs (I-IV) 104.77


87.05

Drop Out Rate (Primary)


30

25

20 All 15 SC ST 10

0 2005-06 2006-07 2007-08

Drop Out Rate (Upper Primary)

60

50

40 All 30 SC ST 20

10

0 2005-06 2006-07 2007-08

Category
FemaleRural(others)

Not Literate Primary 20.1 37.5 9.3 19.9 28.3 29.5 14.2 19.6

Middle
24.6 19.7 27.2 29.5

Higher Secondary secondary Graduate 17.3 9 22 15.5 7.8 3.5 16.2 9.5 1.9 0.7 11.1 5.9

Female-Rural (SC)
Females Urban(others)

Femalesurban (Sc)

40

35
30 25 20 15

10
5 0

Females-Rural (SC) Females-urban (Sc)

Category malesRural(others) Males-Rural (SC) Males Urban(others) Males-urban (Sc)

Not Literate Primary 6.2 19.8 4.4 8.4 14 18.6 13.9 12.1

Higher Middle Secondary secondary Graduate 28.2 32.6 26.7 38.1 31.7 19.5 25.2 21.9 13.8 6.7 17 12.9 6.1 2.8 12.8 7.5

45 40 35 30 25 20 15 10 5 0

males- Rural(others)
Males-Rural (SC) Males Urban(others) Males-urban (Sc)

45 40 35 30 25 20 15 10 5 0

Males Urban(others) Males-urban (Sc)

EA for females(SC) in the rural area is the lowest. EA for rural men(SC) is also relatively lower as compared to males in the urban areas. EA for urban males is the highest especially for education level beyond middle level of education. EA for males(SC) is substantial only up to middle level of education however the deprivation is evident and disparities are sharper for secondary and higher education. This is true for both males and females belonging to SC.

Being the most advanced and most urbanized and the so called Most progressive state, Maharashtra is expected to do better in improving the access of education to socially deprived classes. It seems to have achieved it but to a very limited extent. Disparities exists at various levels of education and disparities have reduced only for primary and Middle level education. Disparities are sharper in case of females especially SC females.

It is imperative that much greater attention be paid to improving educational attainment and reducing disparities across social groups significantly . Unfortunately a high growth state like Maharashtra has not succeeded in achieving this. After all, whereas growth is essential it needs to

be inclusive in the sense that it must provide equal opportunities to the deprived sections . Conceptually, this is an issue that is well understood but precious little has happened on the ground.

Thank You.

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