Vol 5 Issue 1 Feb 2015

ISSN No : 2230-7850
ORIGINAL ARTICLE

International Multidisciplinary
Research Journal

Indian Streams
Research Journal

Executive Editor
Ashok Yakkaldevi

Editor-in-Chief
H.N.Jagtap

Welcome to ISRJ
RNI MAHMUL/2011/38595
ISSN No.2230-7850
Indian Streams Research Journal is a multidisciplinary research journal, published monthly in English,
Hindi & Marathi Language. All research papers submitted to the journal will be double - blind peer reviewed
referred by members of the editorial board.Readers will include investigator in universities, research institutes
government and industry with research interest in the general subjects.

International Advisory Board

Flvio de So Pedro Filho
Federal University of Rondonia, Brazil

Mohammad Hailat
Dept. of Mathematical Sciences,
University of South Carolina Aiken

Hasan Baktir
English Language and Literature
Department, Kayseri

Kamani Perera
Regional Center For Strategic Studies, Sri
Lanka

Abdullah Sabbagh
Engineering Studies, Sydney

Ghayoor Abbas Chotana

Dept of Chemistry, Lahore University of
Management Sciences[PK]

Janaki Sinnasamy
Librarian, University of Malaya

Ecaterina Patrascu
Spiru Haret University, Bucharest

Romona Mihaila
Spiru Haret University, Romania

Loredana Bosca
Spiru Haret University, Romania

Delia Serbescu
Spiru Haret University, Bucharest,
Romania

Fabricio Moraes de Almeida

Federal University of Rondonia, Brazil

Anurag Misra
DBS College, Kanpur

Anna Maria Constantinovici

AL. I. Cuza University, Romania
Ilie Pintea,
Spiru Haret University, Romania
Xiaohua Yang
PhD, USA

George - Calin SERITAN

Faculty of Philosophy and Socio-Political
Sciences Al. I. Cuza University, Iasi

......More

Titus PopPhD, Partium Christian

University, Oradea,Romania

Editorial Board
Iresh Swami
Pratap Vyamktrao Naikwade
ASP College Devrukh,Ratnagiri,MS India Ex - VC. Solapur University, Solapur
R. R. Patil
Head Geology Department Solapur
University,Solapur
Rama Bhosale
Prin. and Jt. Director Higher Education,
Panvel
Salve R. N.
Department of Sociology, Shivaji
University,Kolhapur
Govind P. Shinde
Bharati Vidyapeeth School of Distance
Education Center, Navi Mumbai
Chakane Sanjay Dnyaneshwar
Arts, Science & Commerce College,
Indapur, Pune
Awadhesh Kumar Shirotriya
Secretary,Play India Play,Meerut(U.P.)

N.S. Dhaygude
Ex. Prin. Dayanand College, Solapur
Narendra Kadu
Jt. Director Higher Education, Pune
K. M. Bhandarkar
Praful Patel College of Education, Gondia
Sonal Singh
Vikram University, Ujjain

Rajendra Shendge
Director, B.C.U.D. Solapur University,
Solapur
R. R. Yalikar
Director Managment Institute, Solapur
Umesh Rajderkar
Head Humanities & Social Science
YCMOU,Nashik
S. R. Pandya
Head Education Dept. Mumbai University,
Mumbai

Alka Darshan Shrivastava

G. P. Patankar
S. D. M. Degree College, Honavar, Karnataka Shaskiya Snatkottar Mahavidyalaya, Dhar
Maj. S. Bakhtiar Choudhary
Director,Hyderabad AP India.

Rahul Shriram Sudke

Devi Ahilya Vishwavidyalaya, Indore

S.Parvathi Devi
Ph.D.-University of Allahabad

S.KANNAN
Annamalai University,TN

Sonal Singh,
Vikram University, Ujjain

Satish Kumar Kalhotra

Maulana Azad National Urdu University

Address:-Ashok Yakkaldevi 258/34, Raviwar Peth, Solapur - 413 005 Maharashtra, India
Cell : 9595 359 435, Ph No: 02172372010 Email: [email protected] Website: www.isrj.org

Indian Streams Research Journal

ISSN 2230-7850
Impact Factor : 3.1560(UIF)
Volume-5 | Issue-1 | Feb-2015
Available online at www.isrj.org

DISPARITY IN ACCESS TO EDUCATION

S. Yashoda
Associate Professor, DoS in Sociology, University of Mysore, Mysore.

Abstract:- Education is an important and major dimension of Development of Human

personality. The deprived sections of society struggling hard to access to higher education. The
Marginalized group of people those who are living in rural areas due to inadequate of quality of
schools, teachers are not well trained and equipped in imparting education especially in science
education. The poor scheduled caste and Scheduled tribe people are not able to afford to quality
education in rural areas. The majority of them are illiterate, ignorant and lack of awareness about
the importance of education. In view of this, access to higher education is dream for poverty
ridden people in rural areas.
Keywords: Education , science and technology.
INTRODUCTION
The importance of education to empower people hardly needs emphasis in the modern age of science and
technology. Education has always been important but perhaps never more so in man's history than today. In a world
based on science and technology, it is education that determines the level of prosperity, welfare and security of the
people (Report of the education commission 1964-66(1966).
Education is a basic requirement for capability development and functional empowerment. It enables
people to make a wider variety of choices about their lives as well as make them to avail opportunities and lead their
lives valuable. Education is therefore recognized as a fundamental human right along with other basic necessity
such as food, clothing,and shelter in the universal declaration of human rights of 1948.
Literacy rate and the level of education are main determinants of development of any country. All countries
of the world giving first priority to the education of the people.Education is not only help the individuals to develop
their personality but also provide employment opportunities for their betterment. Apart from these, the education at
present has been one of the major determinants to occupy the higher position or status in the society. In the past
education was neither necessary nor relevant to the practice of most occupations. There was no linkage between
education and occupation. In modern society most of the occupations required the formal education and training.
The formal education and training has become the door way to occupational opportunity and consequently upward
social mobility. People those who have acquired higher education they can get well remunerative jobs and improve
their socio-economic conditions. In this way they occupy better position in the society and they contribute to the
development of the country.
In the past, the Indian society was traditionally rigid and closed and didn't allow people of all categories to
get education except twice born people but when British government introduced the universal education system the
rigid Indian society was undergoing transformation due to the process of industrialization and urbanization people
moved up from their caste hierarchy through education and occupation. After independence the government of India
launched many educationalprogramme and also provided educational facilities with positive discrimination policy
to improve the literacy rate and level of education of the people who are the assets of the development of the country.
Educated people not only improved their socio-economic conditions but also pay their contribution to the
development of the country but in reality opportunity for the education are neither equal nor open to all.There is a
hierarchy of educational institutions as far as the standard and quality of education being imparted in them is
concerned. There are schools which are well equipped with the most modern facilities and a highly qualified staff,
S. Yashoda, DISPARITY IN ACCESS TO EDUCATION Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015 | Online
& Print

. Disparity In Access To Education

students from upper caste/strata tend to join these schools.On the other side there are ill equipped schools which are
admitted to the students of lower caste/strata. A similar disparities exists between colleges and universities also.
The rapid expansion of education and educational opportunitieshave not reached at all levels or different
sections of society because academic and non academic factors such as caste, poverty, rural- urban background,
educational and occupational level of parents, family influenceare playing an important role in educational
achievement.
1.CASTE
Indian government has implemented some special facilities and reservation policy for the educational
upliftments of Scheduled castes and Scheduled tribes and other backward classes of people who are deprived of
educational opportunities for centuries in Hindu society. However the level of literacy rate is not satisfactory.
According to 2001 and 2011 census, the literacy rate of Scheduled caste is 54.69 percent and 66.1 percent
respectively. Among Scheduled tribes is 47.10 percent and 59 percent respectively.When compared to the literacy
rate other caste people the literacy rate of Scheduled caste and tribes is very low. Because majority of these people
are illiterates and poor and still living in rural areas where lack of educational institutions just they allowed their
children to get elementary education in government schools and they are not encouraged to pursue higher education
or professional courses because of higher fee. On the other hand in case the children of these communities want to
join higher education but they opt forhumanities since children of these communities have studied intheir regional
language while professional courses like Engineering and Medical sciencesare taught in English medium. The only
children of this communities who's medium of instruction is English they opt professional course but their number is
very small.whereas especially the tribal people who live in forest away from civilized society, the education is a pie
in the sky because in some tribal area there is no school facilities and even some tribal children have not seen the
school there is no idea about education only Scheduled tribe people who are living near urban areas, they are able to
accesseducation in government school but they are also facing problem of medium of instructions as they have their
own tribal languages.
2. RURAL AND URBAN BACKGROUND
India being predominantly rural country the majority of the people are living in the rural areas are deprived
of educational facilities. But educational opportunities and facilities are concentrated in urban areas enjoying better
school and colleges, well equipped and trained staffs and better facilities, whereas in rural areas there is no better
school and better staff also. The private schools are very popular in urban area and they are advanced and modern
than the rural schools run by the Government. The students in the rural areas don't have clear idea of higher
education, particularly professional education and another important thing is that most of the parents don't
encourage their children to pursue higher education because they are unable to pay the fee to the higher education.
On the other hand,the urban students have the clear idea about their education since they are guided by the qualified
persons and encouraged by their parents to take up higher education even though the fee is very high.
3. EDUCATIONAL LEVEL OF PARENTS
It's well known that the education level of the parents will have strong influence on the educational
attainments of the children. Generally educated parents strive to see that their children attain an educational status
that is higher than or at least equal to their own parents with higher education will usually inculcate in their children a
sense of expectation of high performance in academic and professional fields. Educated parents not only encourage
their children to acquire more educational status but also give full co-operation and provide all facilities. Uneducated
or less educated parents will not take keen interest and their children starts their educational career with not much
advantaging situation. It seems to be a significant relation between the level of parenting especially father's
education and accessibility to higher education and the probability of its utilization.
4. OCCUPATION OF PARENTS
The education level and occupation status of the parents will have a great influence on the educational

Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015

. Disparity In Access To Education

aspirations, efforts and achievement of their children. Studies both in India and abroad have shown that higher the
occupational status of the father the greater is the chances of the child exploiting educational opportunities. Parental
occupation is no doubt a very important determinant of the child's educational aspiration and achievement.
5. INCOME OF THE PARENTS
Since, the cost of education is an important consideration in choice of the education, the income of the
parents is the important determinant of the type of education the child receives and also the level of education.
Parents those who belong to the higher income group send their children for their higher education especially
professional education by paying high fee or under management quota. Here the parents expect their children to earn
more or equal to their salary and so they struggle enough to get their children a course especially professional course
which can yield good salary. Whereas in rural area people don't invest such a huge amount of money on education as
education is not considered a very important factor of life.Since, the children of rural areas are expected to work for
the family which has got good amount of property but on the other hand there are few people who encourage their
children for higher studies as they are facilitated by various scholarship on merit and for those who belong to the
reserved category.
6. GENDER BIAS IN EDUCATION
In the past, the girls were deprived of education but now the scenario has totally been changed. Now parents
have changed their mindsets and have stepped towards providing educational support and economic security to their
daughters. Because of this remarkable change in the society women have achieved greater heights in various fields
from professional occupations like medicine, engineering to the most challenging fields of military and in civil
services etc. However, in rural areas and in some caste/communities girl child has not considered as asset they tend to
get their daughters marriage very early.Gross enrolment ratio at primary and upper primary level is satisfactory but
in elementary stage their dropout rate is very high since parents withdrawtheir daughters to lookafter their younger
ones or to do household chores.Only few percent of women who are coming from educated and rich families are able
to get higher education. Majority of the women are still lag behind of the education.
7. CONCLUSION
Education progress can be assessed in terms of access to quality of education, teacher-student ratio,
educational attainment and infrastructure. But there is a significant disparities between rural and urban, male and
female as well as between different social groups. The widening disparity persisting inequality of educational
services rendered in rural areas especially among marginalized groups. Since the government is the prominent
provider of primary and secondary as well as higher education particularly for rural and poor people, the future
policy should be to pay more attention to issues of quality and functional orientation of education as well as universal
education.
REFERENCES CITED:
1.Shanmugam, V (2011) Hindu Hegemony, Asmitha-Arhanth Publications, Mysore
2.Parvatham, C (1999) Reservation: A Pie in the Sky, DEED Publications, Hunsur.
3.Ramnandu (1988) The Mobile Scheduled caste- Rise of New Middle class, Hindustan Publishing Corporation,
Delhi.
4.Sukant, K Choudhary (2004) Tribal Identity, Rawat Publications, New Delhi.
5.Kaul, Rekh (1993) Caste, Class and Education: Politics of the Capitation Fee Phenomenon in Karnataka, Sage
Publications, New Delhi.

Indian Streams Research Journal | Volume 5 | Issue 1 | Feb 2015

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