DAMODARAM SANJIVAYYA NATIONAL LAW UNIVERSITY

VISAKHAPATNAM, A.P., INDIA

PROJECT TITLE

Access to education (communist approach)

SUBJECT

LAW AND POVERTY

NAME OF THE FACULTY

Prof. ZAIN SALEH

Name of the Candidate

Roll No. & Semester

Jaswanth siram

2016043 & SEMESTER – 4.

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Acknowledgement

I would sincerely like to put forward my heartfelt appreciation to our respected LAW AND
POVERTY professor, Prof. ZAIN SALEH for giving me a golden opportunity to take up
this project regarding ''ACESS TO EDUCATION''. I have tried my best to collect
information about the project in various possible ways to depict clear picture about the given
project topic.

CHAPTERISATION:

Abstract

Introduction: Education and povertỵ........................................................................4.

A relation between education, poverty and income................................................5.

Determination to have access to education..............................................................6.

Determinants of non-particpation in Schools .........................................................6.

Communist approach to have easy access to education...........................................7.

The schemes of the government to promote elementary education..........................8.

Conclusion..................................................................................................................9.

Recommendations .....................................................................................................10.

Access to education in India

Introduction: Education and poverty:

Poverty is a state of deprivation. Generally policy makers and planners use objective criteria
to measure poverty. It is conventionally defined in terms of income poverty, i.e., number of
people below the poverty line and is measured in different ways, predominantly in terms of
inadequacy of income to procure a minimum level of calories. The concept of poverty line in
terms of income is interpreted as referring to a very minimum level of calories for the people

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to live, so that they do not die out of hunger, but not adequate to lead a human life with
dignity. Quite a few indices are developed in the literature that broadly relate to this
phenomenon. Many scholars have also highlighted the limitations of income poverty as a
measure of the complex phenomenon of poverty. An Expert Group of the Planning
Commission in India (Government of India, 1993) recommended the broadening of the
concept of poverty, so as to include, inter alia, education needs. The World Bank also
recognised, "Poverty is not only a problem of low incomes; rather, it is a multi-dimensional
problem that includes low access to opportunities for developing human capital and to
education..." The World Summit for Social Development met in 1995 also opted for a
broader definition of poverty and correspondingly for a broader integrated strategy for its
eradication. As UNDP commented, " ‘income poverty' is only a part of the picture. Just as
human development encompasses aspects of life much broader than income. So poverty
should be seen as having many dimensions" and accordingly developed the concept of
'human poverty'. It observed, "human poverty is more than income poverty; it is a denial of
choices and opportunities for living a tolerable life" In this sense, denial of opportunities and
human rights itself constitutes poverty, and accordingly a rights-based approach to poverty
eradication is being increasingly argued.1

However, education poverty is discussed in the name of deprivation, exclusion etc.,

mainly in terms of illiteracy and primary/elementary education. While those who are
deprived of literacy and primary education constitute educationally the poorest, those who
have just literacy or just primary education cannot be considered as ‘non-poor.’ Literacy and
primary education impart abilities to read and write; but they are sufficient for people neither
to speak and write with any comprehension, and understand serious writings and to get
intelligently involved in any serious discussion on any matter, nor to lead any economically
dignified life as mere literacy3 and primary education are not much valued in the labour
market.

Secondly, internationally and more particularly nationally in India and in a several other
countries, elementary education of eight years duration, that includes primary and upper
primary (middle) levels of education, is recognised as a minimum need. So people who do
not have at least elementary education can be considered as living below the educational
poverty line, or simply as educationally poor, though a somewhat satisfactory education

1
Poverty and Education: Finding the Way Forward,
https://www.ets.org/s/research/pdf/poverty_and_education_report.pdf last seen on 11th april 2018.

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poverty line can be drawn somewhere at the end of the secondary/senior school cycle of
education.

A relation between education, poverty and income:

Education poverty and income poverty are also closely related. Poverty of education is
a principal factor responsible for income poverty; and income poverty does not allow the
people to overcome poverty of education. Income poverty forces children to be out of school
for various reasons, and thus they are denied the opportunity of participating in schooling.
Thus the relationship between income poverty and education poverty is mutually
reinforcing.2

This mutually reinforcing relationship is also true both at macro level and at household levels
-- including at the individual, the family, the community, the regional and the wider nation-
society levels. At macro level nations with illiterate and less educated masses cannot progress
or increase their output substantially, and as a result remain at low standards of living. At the
micro level, illiterate and less educated individuals or households are less productive, join
less paying occupations, thus earn less, and remain at very low levels of living, mostly below
poverty.

Available research in the last couple of decades (e.g., Fields, 1980a, 1980b; Tilak, 1978,
1986, 1989a, 1994) clearly shows that education and poverty are inversely related: the higher
the level of education of the population, the lower would be the proportion of poor people in
the total population, as education imparts knowledge and skills that are associated with higher
wages.

In addition to this direct effect of education, the effect of education on poverty could be
indirect through its fulfillment of basic needs like better utilisation of health facilities, shelter,
water and sanitation, and its effects on behaviour of women on decisions relating to fertility,
family welfare and health etc., which in turn enhance the productivity of the people and yield
higher wages, taking them above the poverty line.

It has also been observed historically that education helps to broaden the base of
understanding among people, and thereby helps to strengthen the democratic process, which
in turn could pave the way to the promotion of sustainable development, through a better

2
Helen Murray, School Education Breaking the Cycle of Poverty for Children?, Factors Shaping Education
Inequalities in Ethiopia, India, Peru and Vietnam, Policy Paper 6 September 2012 last seen on 14th april 2018.

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understanding of the intimate relationships between environment, ecology and sustainable
development. Thus by strengthening democratic forces, education would help in promoting
sustainable human development, making rapid social progress, including abolition or
containment of the elite's discretionary power.

For example, nearly all of the poor in Pakistan were illiterate; and in Thailand,
almost 99 per cent of the poor had no education or less than middle/secondary education
(Fields, 1980a, pp. 158-60). Poverty was found varying inversely with education and training
and household income in India (Harris, Kannan and Rodgers, 1990, p. 102). In short, poverty
is predominant among the illiterates and it is almost a non-existent phenomenon among the
higher educated households. As Galbraith (1994) observed, there is "no well educated literate
population that is poor, [and] there is no illiterate population that is other than poor."
Education and incidence of income poverty are inversely related.

1. Education as a need: In order for school education to start fulfilling its promise as a
route out of poverty, there is a need for more equitable, better-quality schooling and
training that can translate into realistic opportunities for young people.
2. Problem in sending a children to school: It is also a primary motivator in the far-
reaching financial sacrifices that families often make to send their children to school.

Yet as we get closer to achieving universal access to primary education in many countries,
questions are being raised about the impacts of expanding education systems, the quality of
schooling on offer and the persistent inequalities that lie beneath national enrolment
averages.3

Determination to have access to education:

Learning outcomes are strongly shaped by household-level factors. At the same time
aspirations for education remain persistently high across all groups in spite of poor-quality
schooling and limited opportunities, but young people are not relying on the promise of
education as their sole route to employment.

Can poverty be exist if education is given: Poverty was found varying inversely with
education and training and household income in India. In short, poverty is predominant
among the illiterates and it is almost a non-existent phenomenon among the higher educated

3
JANDHYALA B G TILAK, Post‐Elementary Education, Poverty and Development in India, Working Paper Series ‐
Nº 6 (Revised), November 2005 last viewed on 14th april 2018.

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households. As Galbraith (1994) observed, there is "no well educated literate population that
is poor, [and] there is no illiterate population that is other than poor."

BACK DROP TO WITHDRAW OR CONTINUE TO HAVE EDUCATION:

particularly for poorer children. These girls and boys are doing less well in school because of
intersecting factors including wealth, location, caste, ethnicity, language and gender; they are
also dropping out of school earlier, often with limited skills gained.

Communist approach to have easy access to education:

In India, the Government has introduced the largest ongoing Education.For All
programme in the world to increase school access for disadvantaged groups (Sarva Shiksha
Abhiyan), while the 2009 Right to Education Act reaffirms the right to education for all
children between the ages of 6 and 14 years old. This research explores two particularly
contentious areas of debate:

The role of the private sector in education (Woodhead et al. 2012) and the relationship
between school and child work (Morrow and Vennam 2009). We also see that persistent
inequalities remain in relation to education access, quality and outcomes.

The findings on interstate and inter-household disparities have immediate relevance for
policies aimed at implementing the Free and Compulsory Elementary Education Law of
2010.

Children in child labour an alternative scheme to have access to education:

Children in each of the groups are divided into those who are attending school, those who are
in full time work (child labour) and those who are doing neither, we call Nowhere children.
Consistent patterns observed in household size and number of children observed above is
evident in school attendence, incidence of child labour and proportions of nowhere children
as well.

Out of a total child population of 223.5 million in 2004–05, 2.9 million children or 1.3 %
were ultra poor, 66.7 million children or or 29.8 % were poor; 124 million children or 55.48
% were in the non-poor low category, and 29.9 million children or 13.38 % were in the
nonpoor high category. Thus, the proportion of children (31.1 per cent) who are poor is

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greater than the proportion of the total population that is poor (28.7 % for the rural sector and
25.9 % for the urban sector.

This higher incidence of poverty among children is further reinforced when we

consider non-attendance in schools. In the population as a whole while 82 % of children aged
5–14 are in school only 71% of children in ultra-poor households and 72 % in poor
households are in schools. A comparison of the pie charts for 2004–05 with those for 1993–
94 suggestes that participation in schooling has improved for each of the four groups.

Determinants of non-particpation in Schools

We now try to understand the determinants of non-attendance in school. Two broad

classes of econometric models are estimated. In the first we use a probit model with the
binary variable being at least one child in the age group 5–14 years from the household not
being in school, i.e., these children are either in the labor force or ‘nowhere’. In the second
case we use a multinomial model of the child being in school, in child labour or ‘nowhere’.
Our broad conclusions are that states with high concentration of child poverty are more likely
to have children out of school.4

FIELD STUDY

The author went to the village of gottivada, subavaram and did the research with the students
of government schools and private schools and dealth with their problems.

Nowadays the aauthor seen the same exploitation of the past in Russia were the individuals
the proletariats exploited like that the privatisation has been prevailing in the present scenatio.

The private schools are requesting to paying huge chunk of amount to the school for primary
education while the government schools are providing the same education for free some
schemes are mentioned below.

The fee structure as noticed in private schools one school named chalapatthi high has been
charging rupee 16000 and other expences of 4000 includion books and uniform etc., and
whereas the government is encouraging by way of free education and nutritious food the
students.

4
D.P. Chaudhri, Raghbendra Jha, Child Poverty and Compulsory Elementary Education in India: Policy Insights
from Household Data Analysis https://crawford.anu.edu.au/acde/asarc/pdf/papers/2011/WP2011_04.pdf last
seen on 13 april 2108.

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The schemes of the government to promote elementary education:

Elementary Education

Samagra Shiksha Abhiyan means universal access and retention, bridging of gender and
social category gaps in elementary education and improving the quality of learning. Samagra
Shiksha Abhiyan interventions include inter alia, opening of new schools and alternate
schooling facilities, construction of schools and additional classrooms, toilets and drinking
water, provisioning for teachers, regular teacher in service training and academic resource
support, free textbooks& uniforms and support for improving learning achievement levels /
outcome. With the passage of the RTE Act, changes have been incorporated into the Samagra
Shiksha Abhiyan approach, strategies and norms.

Mid Day Meal With a view to enhancing enrolment, retention and attendance and
simultaneously improving nutritional levels among children, Mid Day Meal Scheme under
which every child in every Government and Government aided primary school was to be
served a prepared Mid Day Meal with a minimum content of 300 calories of energy and 8-12
gram protein per day for a minimum of 200 days.

Strengthening of Teachers Training Institute

Originally, the Government launched the Scheme of Restructuring and Re-organisation of

Teacher Education in 1987. The aim of this scheme was to create a sound institutional
infrastructure for pre-service and in-service training of elementary and secondary school
teachers and for provision of academic resource support to elementary and secondary
schools. The scheme had the following components like Setting up of District Institutes of
Education and Training

Mahila Samakhya means education will be used as an agent of basic change in the status of
woman. In order to neutralise the accumulated distortions of the past, there will be a well-
conceived edge in favour of women. The National Education System will play a positive,
interventionist role in the empowerment of women. It will foster the development of new
values through redesigned curricula, textbooks, the training and orientation of teachers,
decision-makers and administrators, and the active involvement of educational institutions.
This will be an act of faith and social engineering…” NPE, 1986 and also recognised that the
empowerment of women is possibly the most critical pre-condition for the participation of
girls and women in the educational process.

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The Model School scheme aims to provide quality education to talented rural children
through setting up of 6,000 model schools at the rate of one school per block as benchmark of
excellence.5

National Scheme of Incentives to Girls for Secondary Education

To promote enrolment of girl child in the age group of 14-18 at secondary stage, especially
those who passed Class VIII and to encourage the secondary education of such girls, the
Centrally Sponsored Scheme. National Scheme of Incentives to Girls for Secondary
Education was launched in May, 2008. The amount can be withdraw after attainment of 18
years.

Conclusion:

Though an important first step, expanding school enrolment does not, on its own, enable
education to fulfill its transformational potential. School access, progression, and outcomes
remain strongly shaped by household factors. Educational inequalities are set in motion in
early childhood and tend not to reverse, while gaps in achievement relating to location,
ethnicity, wealth, parental education, and gender persist throughout children’s school
trajectories. For school education to start fulfilling its promise as a route out of poverty, there
is a need for decisive strategies for equitable and quality schooling that translate into broader
opportunities for young people. Unless such strategies are pursued, there is a danger that the
gains of the last decade may not be sustained.

Recommendations:

The state should interfere in the quality of education even the merit is being appointed as a
teacher in t he school, the mechanism should be created that should lead them to teach by
way of ranks of inter schools, competitions between two or more same schools so that it
creates a positive competition and should reward the faculty of the schools for their students
achievements.

The state also must implement intra level games. They should give the teachers a kind of
credits like on the basis of average grade they secured in thatyear in each subject in the class.

5
Department of school education and literacy MHRD Website <http://mhrd.gov.in/model_school> last viewed
on 14th april 2018.

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A squads facilities to be conducted they should visit each school during the class hours to
know the regularity of the school.

Like private schools the government should conduct parents meeting so that it encourage a
kind of responsibility over the students and towards the parents a kind of responsibility
towards teachers.

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