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first generation learners and hardly any of the school-going children we interacted with could read and write, although not due to lack of motivation on the part of the child. Enhancing access without ensuring quality thus defeats the very purpose of educational access. What certainly impedes retention in school is the teachers’ harsh treatment of and negative attitudes towards the children and their families, and not just poor infrastructure. Educational Resource Unit Page 92 April 2003
SECTION FOUR: POLICY IMPLICATIONS At the outset it is important to reiterate that this qualitative study was undertaken with the objective of fleshing out the multiple factors that influence the ability of children, in particular those in diverse poverty situations, to successfully complete primary education,. As discussed in Section I, the study focuses on children from conception to 11 years – tracking key milestones in one district each in the states of Andhra Pradesh, Karnataka and Uttar Pradesh. It explores the synergy between health, education and nutritional inputs in the overall development of these children and reflects on whether the proximal and distal environment promotes holistic development of the child. Being essentially qualitative in nature, it is exploratory and illustrative, seeking to understand context specific factors at each stage of their development. The recommendations discussed herein, therefore, need to be read in this context. Institutions: The school system: Let us start with schools and learning. An important insight of this study is that a well functioning and attractive school, with basic facilities and motivated teachers, makes a major difference in the lives of poor children. Access and quality have thus to be seen as being part of the same continuum – one without the other is meaningless. This is of particular importance in government schools that cater to the majority of poor children in rural and urban areas. 80 per cent of the children in the surveyed villages / slums are attending government schools. What thus do we need to ensure in order to gear the school system to the meet the needs of these children? - The shift that we are seeking is that the school system has to gear itself to ensuring learning outcomes of children. If this is taken as a non-negotiable principle, then the school needs to function as an integrated whole where a range of inputs / activities converge in order to realise this objective. o Creating a learning environment is perhaps the key to enable this shift. For many years now this is often translated into unrelated inputs by way of infrastructure, teaching learning material, teacher training, regular supply of textbooks, content of process of education inside the classroom and community participation. While Educational Resource Unit Page 93 April 2003
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Publication released by World Bank
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Acknowledgements My first and heart
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LIST OF TABLES Table 1: ICD Concept
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GLOSSARY Ab iska kahan fayada hota
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Taluka Administrative unit - often
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concentric domains that span proxim
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Taking its cue from the above frame
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The rising cost of healthcare can h
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This emerging phenomenon of ‘hier
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day workshop in Hyderabad in late A
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Profile of the study area: Key indi
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stable, Uttar Pradesh continues to
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Village Village 1 UP Village 2 UP V
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SECTION TWO: THROUGH THE LIFE CYCLE
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implicated, wholly or partially, in
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women. Since, most children began t
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families… The incidence of low bi
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Box 4: Devdasi woman of Karnataka K
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odies. Running noses, skin rashes a
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low, as is knowledge about the link
Page 41 and 42: Box 7: Glimpse of healthcare facili
Page 43 and 44: years, in our sample, suffer from e
Page 45 and 46: Measurements taken in the course of
Page 47 and 48: The problem of irregular food suppl
Page 49 and 50: Box 10: The Aanganwadi worker of th
Page 51 and 52: other services (looking after the c
Page 53 and 54: women who are pregnant and those wh
Page 55 and 56: completed primary education, 13 nev
Page 57 and 58: The same issue was reiterated as we
Page 59 and 60: instance, let us take the example o
Page 61 and 62: gradually becoming more common. Wha
Page 63 and 64: desired. In Uttar Pradesh free text
Page 65 and 66: fuzzy. Learning outcomes are integr
Page 67 and 68: discussed earlier, dry rations seem
Page 69 and 70: mixed village pointing to the need
Page 71 and 72: and further fragment the experience
Page 73 and 74: poverty line. The households survey
Page 75 and 76: databases in recent years on the is
Page 77 and 78: and are able to cross the initial b
Page 79 and 80: contrary to current received wisdom
Page 81 and 82: - Height and weight for age an impo
Page 83 and 84: eliable and regular immunisation, m
Page 85 and 86: Table 27: Utilisation of health rel
Page 87 and 88: Aanganwadi worker irregular +++ +++
Page 89 and 90: impedes retention in school is the
Page 91: for both. Enhancing access without
Page 95 and 96: o While in-service teacher training
Page 97 and 98: Balwadis of Pratham (Mumbai, Delhi
Page 99 and 100: and monitoring, poor cold chain mai
Page 101 and 102: BIBLIOGRAPHY AND REFRENCES 1. Aggar
Page 103: 47. Sundaram, K. 2001. ‘Employmen
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