Elementary Education and Literary: The Northwest India Experience

Why, despite repeated attempts of introducing mega policy programmes and legislations across the country, do significant gaps remain in educational statistics across different groups? Why, year after year, do the surveys on the education status of India divide states into highand lowachieving categories? Why is the debate surrounding education unable to transcend from quantity of inputs to quality of outcomes? Numerous attempts have been made to comprehend and contextualise the consistent and recurrent patterns that characterise the course of education development in India. Still, the debate of inclusion in education continues to overshadow the entire course of education development. The book examines different dimensions of educational inequalities persistent in the country, specifically in the Northwest region, which represents a miniature India, stressing the need for a more pragmatic and targeted approach.

To highlight the extent of disparity, the author offers a threetier analysis of the primary and secondary data. Disparity at the national level is examined, followed by inter and intrastate disparity in Northwest India and, lastly, educational development at district level is assessed based on quantitative data. Delving further into the nuances of creating an inclusive, equitable education system, the book enquires into the issues, problems and factors leading to the present educational scenario of selected districts from each state and offers an interesting and thoughtprovoking interpretation of the views and opinions expressed by the executors of policies on varied themes related to educational development.

It is this indepth analysis of quantitative data and innovative approach of including the voice of districtlevel officials that makes this book insightful reading not only for policy planners and researchers, but for students of education and sociology, research scholars, teachers, educationists and all those who strive to make a difference in the country`s goal of achieving the universal aspiration for Education For All.