International Journal of Contemporary Business Studies

More documents

Recommendations

Info

International Journal of Contemporary Business Studies Vol: 3, No: 11. November, 2012 ISSN 2156-7506 Available online at http://www.akpinsight.webs.com Educational Facilities and School Dropout in Tribal Area: A District Level Analysis in Andhra Pradesh Dr.Murali Vallapureddy Associate Professor, Mahboobia Panjetan PG College, Warangal, India ABSTRACT The present paper is an analysis of school drop-out in Tribal Areas in Andhra Pradesh based on both primary and secondary data at district level. Developing a very good infrastructure is a prerequisite of a good schooling system which will be make more attractive to students and help in increasing the enrolment in schools as well as improving the quality of education. The improvement in the economic status of poor families is the pre-condition for stopping dropouts in school. In the short run, the government may consider the policy option of enrolling all the children of poor families in the residential schools compulsorily. These residential schools should be run on professional excellence. Key Words: School Dropout, School Enrolment, INTRODUCTION International Journal of Contemporary Business Studies Vol: 3, No: 11. November, 2012 pp.6-21 ©Academy of Knowledge Process Education is a key to sustainable development. For peace and stability within and among countries, and effective participation in the economy of the 21 st century education is an indispensable means for which is witnessing rapid globalization. While traditionally “Education” has meant children in schools, it is equally important to address the learning needs of adults. Combining these two components of the learning continuum, most countries around the world have enlarged the scope of educational planning to include basic education and adult literacy under the rubric of “Education for All”. As per the article 21A and 93rd Constitutional Amendments 2009, education has become a fundamental right. This article clearly spells out the responsibility of the state to the extent of providing free and compulsory education to all the children from the age of 6 to 14 years. Government is committed to achieve total literacy by 2015 and in this direction initiated several schemes for both quantitative and qualitative improvement. Education has a pivotal role to guide and induce the person to the process of self realization. An educated person carries autonomous and authentic ideas and not one who has been conditioned or indoctrinated. Education is direction but in a fashion that does not estrange or alienate oneself but puts one on to the path of meaningful learning and realizing. Copyright © 2012. Academy of Knowledge Process 6
International Journal of Contemporary Business Studies Vol: 3, No: 11. November, 2012 ISSN 2156-7506 Available online at http://www.akpinsight.webs.com For educated person we make a positive value judgment. There is an expectation that education will improve the qualities of life of a person and will behave in a better manner than one who is not educated. There is a sense of being let down, disappointment and dismay if an educated person cannot conduct himself in a manner that is rational, morally good and socially responsible. It is clear that by education is meant all-round development of a person, not merely specialization or professional training. Educationists too stress that education is a holistic process and not only a training of the intellect. It is development of moral, social, aesthetic as well as rational capacity. People might differ on the degree of importance that they place on these various dimensions but most would include all these in their notion of an educated person. Educational facilities definitely promote the prosperity of the society and contribute positively to gross domestic product and create employment opportunity. It has a positive effect on reduction of poverty, population growth, crime rate and better health condition. The knowledge possessed by the population and their capacity and training to use it effectively is also very important. Expenditure on education, training and research can contribute to the productivity by raising the quality of the workforce, and these outlays yield a counting return in the future. If this expenditure is considered as expenditure on capital then the proportion of capital formation in national income in the rich countries would be much higher. But since poor countries do not make huge investments in the formation of human capital, this broad interpretation of capital would not increase significantly in proportion to their national income spent on capital formation. While investment on human resources has been witnessing a high growth in advanced countries, the negligible amount of human investment in under developed countries has done little to extend the capacity of the people to meet the challenges of accelerated development. The characteristic of “economic backwardness” is still manifest in several ways like low labour efficiency, factor immobility, limited specialization in occupations and in trade, a deficient supply of entrepreneurship, and customary values and traditional social institutions that minimize the incentives for economic change. It has to be recognized that the wrong kind of education unaccompanied by the required complementary actions can check or reverse the process of development. To mitigating the contemporary problems of developing countries particularly in India, for the efficient utilization of human resources, education continues to be a neglected part of planning of India. To attract the down trodden such as SCs/STs, minorities communities and women, it is essential to allocate more funds for the establishment, expansion and strengthening of educational facilities like appointment of teachers, infrastructure, equipment, drinking water, sanitation, compound wall, play ground, library etc. which are available to the rural masses. The existing edge of challenge is in rural schools. More than a century ago, Jyothi Rao Phule wrote in his moving appeal to the hunter commission (1984) that conditions in rural schools were terrible. Government of India quantitatively forced a target of investing 6 per cent of national income on education on the recommendation of the Education Commission (1966) and the Kothari Commission also suggested that a higher (more than 6 per cent ) investment would need to be allocated on education in India(1986). But the goal remains elusive even today. This is one of the glaring promises that continue to remain a goal repeatedly postponed, unfulfilled and often reiterated. The present UPA Government in its Common Minimum Programme (CMP) has laid greatest emphasis on the development of social sectors to achieve a higher economic growth Copyright © 2012. Academy of Knowledge Process 7
Page 1 and 2: International Journal of Contempora
Page 5: International Journal of Contempora
Page 57 and 58:
International Journal of Contempora
show all

International Journal of Contemporary Business Studies

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?