The success of the primary education system has a direct bearing on the upper primary, non-formal and adult and continuing education sectors; an efficient primary education system is expected to contribute significantly to total literacy: an appropriate rise in literacy levels improves the functioning of other systems of education. Effective delivery of primary education contributes to bettering India's HDI (Human Development Index), including our standing in the Human Development Index evolved by UNDP. This volume is a study of the District Primary Education Programme (DPEP) in one of the states of South India. It is a piece of policy evaluation research expected to contribute to the ongoing discussion of policy processes in primary schools. It specifically questions to what extent objectives such as access, retention, quality and equality are achieved by the implementation of the DPEP. Figures from before and after the implementation of the DPEP show a significant increase in enrolment levels in primary schools all over the state. Thus, the major impact of DPEP implementation is seen in enhanced access to primary schools. The study shows that the DPEP implementation succeeded in attaining the objective of equality. This can be observed from gender equality in dropout rates at various primary grades. The DPEP seems to have achieved only moderate success in meeting the objective of retention of students. The DPEP does not seem to have approached the quality objective very seriously.

It is an established fact that basic education improves the level of human well-being especially with regard to life expectancy, infant mortality and nutritional status of children, as well as a significant contribution to economic growth. Universal Elementary Education (UEE) has arranged a programme called Sarba Shiksha Abhiyan. It is a historic stride towards achieving the long cherished goal of Universalisation of Elementary Education (UEE) through a time bound integrated approach, in partnership with States. This book provides an in depth examination of the educational program called Sarba Shiksha Abhiyan.

With special reference to India.

Rough Estimates Indicate That Nearly 60-70 Million Children In The Age Group Of 6-13 Years Do Not Attend School In India And Remain Deprived Of The Basic Right To Learn. This Despite The Face That The Goal Of The Universalization Of Elementary Education Has Been A Stated Objective Of The Indian Nation State. Existing Information Clearly Reveals That The Majority Of Children Outside The School System Belong To Poor And Other Deprived Groups. The Study Focuses On Understanding Schooling Participation From The Perspective Of Poor And Deprived Families And Analysing The Present Policy And Interventions In The Context Of This Understanding. Basic Livelihood Insecurity, Adverse Socio-Political Positioning, Lack Of School Accountability And Oversimplification Of Equity Issues In Policies And Delivery Modes Emerge As Critical Issues.

In recent years, India has made impressive strides in increasing literacy rates and in enabling access to education. The country now seems well set to provide universal and good quality basic education. Yet, behind this otherwise rosy picture lie serious concerns relating primarily to gender and equity. /-//-/This volume provides an insightful understanding of the ground realities of primary education programmes, particularly those run by the District Primary Education Programme (DPEP). Combining secondary research with field studies conducted in six states, the contributors explore gender and social equity issues in primary education. They conclude that there is a subtle but nevertheless discernible ‘hierarchy of access’ to education, which has resulted in new forms of segregation in primary schools.

This book introduces Tao Xingzhi’s ideas and thoughts on education. Tao Xingzhi, one of the very few figures in whose name a national association has been established to commemorate his life and work, has been influential in education and social reforms in contemporary China. Over twenty articles written by Tao Xingzhi have been selected for this book and these articles touch on key aspects of Tao’s ideas on education and his plans in developing China’s educational system. Influenced by John Dewey, Tao’s writings were grounded in the Chinese social and cultural context. This book provides an important angle to examine the social and historical roots of recent educational reforms in China. Tao’s unmistakable emphasis on providing equal education opportunities to people from different social groups is especially relevant for China today.