November 2012 Understanding Access to Education Sursa Block, Hardoi, Uttar Pradesh EXECUTIVE SUMMARY 1. Background In May 2012 the Annual State of Education Research (ASER) Centre at Pratham carried out two interrelated studies at the request of the Kusuma Trust UK. The studies carried out were an education mapping of 100 villages and an education census of two villages. The findings will provide useful inputs for planning future programmes and research initiatives in the area of post-primary education in Uttar Pradesh. 2. Purpose and Methodology The purpose was to generate data on education provision and patterns of participation of young people aged 5 to 20 in education. These two studies aimed to provide crucial insight into the demand and supply of education and issues of access to education and transition. In the education mapping of 100 villages, all primary and post-primary education institutions, including tuition and vocational training centres, were listed and mapped in Sursa block, Hardoi district. Mobile phone based technology was used for data collection. Subsequently, two villages with contrasting socio-economic characteristics were selected from the mapped villages to carry out an education census. This activity involved a complete household survey of all residents of the villages with particular emphasis on the experience of education of those in the 5 to 20 year age group.
Transcript
November 2012
Understanding Access to Education Sursa Block, Hardoi, Uttar Pradesh
EXECUTIVE SUMMARY
1. Background
In May 2012 the Annual State of Education Research (ASER) Centre at Pratham carried out two interrelated studies at the request of the Kusuma Trust UK. The studies carried out were an education mapping of 100 villages and an education census of two villages. The findings will provide useful inputs for planning future programmes and research initiatives in the area of post-primary education in Uttar Pradesh. 2. Purpose and Methodology
The purpose was to generate data on education provision and patterns of participation of young people aged 5 to 20 in education. These two studies aimed to provide crucial insight into the demand and supply of education and issues of access to education and transition. In the education mapping of 100 villages, all primary and post-primary education institutions, including tuition and vocational training centres, were listed and mapped in Sursa block, Hardoi district. Mobile phone based technology was used for data collection. Subsequently, two villages with contrasting socio-economic characteristics were selected from the mapped villages to carry out an education census. This activity involved a complete household survey of all residents of the villages with particular emphasis on the experience of education of those in the 5 to 20 year age group.
3. Findings Education provision decreases at higher levels of schooling, and is reflected in a corresponding decrease in enrolment. While primary provision in Sursa is universal and upper-primary provision is sufficient to meet the requirements of the Right To Education (RTE) Act, secondary and senior secondary schools are relatively scarce, with only 17 available across the 100 mapped villages. Education provision is increasingly reliant on the private sector at higher levels of schooling. Privately managed institutions comprise almost 25% of primary schools, 33% of upper primary schools and virtually all secondary schools in the mapped villages of Sursa block. The lack of government schools reduces opportunities for the higher education for students from poorer socio-economic backgrounds. Education access is constrained by socio-economic status and gender expectations. Young people from poorer families are particularly vulnerable to dropping out of the education system. Girls are less likely to continue to the highest levels of schooling and are more likely to explicitly cite issues of access and safety as the reasons. Disparities in education access and attainment have been established between the two surveyed villages based on their socio-economic characteristics. Most children currently in school lack critical capabilities in basic competencies, even in higher grades. The vast majority of enrolled students were several years behind their expected grade- level. Of all the students tested in Standard 6 to 8, almost half were unable to read more than basic letters in Hindi and recognise more than single digit numbers, and 40% were unable to read anything at all in English. This shows that the vast majority of students, even at the upper primary level, are three to five grade levels below that expected for their age. 4. Recommendations Increase public provision of education at the post-primary level. Nearly all secondary schools in Sursa block are private institutions, creating issues of access for those students who do not have the means to pay school fees. Given the high primary and upper primary school completion rates as a result of the RTE Act, the demand for secondary schools is expected to increase in future years. Large-scale remedial efforts and curricula aligned with students’ abilities. In Sursa block, most young people fail to acquire even the basic competencies in language and Mathematics in primary grades and this situation has not been adequately addressed. There is a need to build strong foundations in the ability to read and perform basic Mathematics. Among children who were previously enrolled in school a lack of interest in studies was a common reason cited for dropping out, pointing to the likelihood that the curriculum taught was beyond their ability. Programmes for young people who have left the formal education system. Issues of access, overambitious curricula and social and economic pressures push many young people out of the formal education system. Vocational skills building programmes, in lieu of a formal education system, should be accessible so that those who are not in education can become self-reliant.
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