Education in conflict zones is often disrupted by violence,displacement, and insecurity, depriving children of safe learning environments.This loss deepens existing inequalities and hinders long term recovery.Yet, education remains a crcial pathway to hope, resilience,and peace.
Skill education is the cornerstone of achieving Viksit Bharat by 2047. As India aspires to become a developed nation, empowering its youth with industry-relevant skills is crucial. Skill-based education bridges the gap between academic learning and practical application, fostering innovation, entrepreneurship, and employability. By nurturing a workforce that is adaptable, future-ready, and globally competitive, India can drive sustainable economic growth and social progress. Investments in vocational training, digital literacy, and upskilling initiatives will unlock the nation’s demographic dividend, ensuring inclusive development. A skilled India is not just a vision—it’s the engine that will power Viksit Bharat into reality.
Ayush Burnwal, Zaheen Qureshi, Sanjula D, Pankhudi Jha Introduction Education has been recognized as a human right across the world under numerous conventions, declarations and laws. The universal declaration of human rights guarantees everyone the right to education under article 26. In the Indian context, the Right to Free and Compulsory Education Act highlights the importance of education for children between the age of 6 to 14 years in India. This right is guaranteed to every citizen under article 21A of the Indian Constitution. Government intervention helps ensure that all children, regardless of their socioeconomic background, have access to education. This is crucial for reducing societal inequities. Education can be considered as an investment in the future of a nation. Well educated citizens will be productive members of a nation and will contribute to its stability and growth. Besides, the government of India is actively working towards ensuring that every citizen receives education to support their own needs and wants. To achieve the goal of full literacy, the government has been introducing a number of policies and programmes every year. One such programme which has been successful throughout the years is Sarva Shiksha Abhiyaan (SSA) which is the Government of India’s flagship programme for achievement of Universalization of Elementary Education in a time bound manner, as mandated by the 86th amendment to the indian constitution making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right. It aims to address the problems faced during the initial phase of a child’s education, which is, elementary schooling, where children begin to develop their cognitive and social skills. SSA focuses on providing quality elementary education while bridging regional gaps in literacy by partnering with state governments throughout the country. To address the nutritional needs of children, the government of Tamil Nadu introduced the mid-day meal scheme, which was soon implemented across the nation. By providing meals, this scheme increased the enrollment rates as hunger no longer served as a barrier to education. Furthermore, the Indian government introduced Kasturba Gandhi Balika Vidyalaya or KGBV which reduced gender disparities in education. Setting up residential schools with boarding facilities has been of assistance in encouraging girls from disadvantaged sections to get educated. All the above-mentioned policies are a few among many policies being introduced by the Indian government to make education accessible to every child in the country. Research Methodology 1. Research Design This study employs a descriptive and evaluative research design to assess the effectiveness of the Education system and Sarva Shiksha Abhiyan (SSA) based on public perception. The study does not focus on quantitative indicators such as enrollment rates or dropout rates but rather evaluates stakeholders’ opinions regarding SSA’s implementation and impact. A mixed-method approach was used, integrating quantitative survey responses with qualitative insights from personal interviews and discussions. The data was refined using a double-random selection process to enhance accuracy and reliability. 2. Data Collection The research relies on primary data collection, gathered through random selection of participants across various states using both online and personal investigations. 2.1. Primary Data Collection: (a) Online Surveys: A structured questionnaire was designed to collect responses from students, teachers, school administrators, and parents about their opinions on SSA’s effectiveness. The survey included questions on: Accessibility and inclusivity of education under SSA Perceived improvements in school infrastructure and facilities Quality of teaching and teacher training programs Challenges faced in policy implementation Overall satisfaction and suggestions for improvement (b) Personal Interviews & Field Surveys: In-person discussions and interviews were conducted to gain deeper qualitative insights into the challenges and successes of SSA and the education system. Respondents were encouraged to share their personal experiences with the policy’s impact. 2.2 Data Selection Process After the initial data collection, a random selection technique was applied at two levels: First Selection: An initial 100 responses were collected from various states. Final Selection: To eliminate potential biases and data inconsistencies, a computer-based random selection process was used to filter and refine the dataset. A final 30 responses were selected for analysis to ensure a more accurate and representative understanding of public opinion. 2.3 Secondary Data Collection Although the study primarily focuses on primary data, secondary sources such as government policy documents and past research reports were reviewed to understand the context of SSA’s implementation. 3. Data Analysis The collected data were subjected to general analysis to assess stakeholders’ opinions about SSA’s effectiveness. 4. Study Limitations Limited Sample Size: The final selection of 30 responses may not fully capture national trends. Subjectivity of Opinions: The study relies on personal perceptions, which may not always align with actual policy outcomes. Regional Variations: Since responses were collected from different states, regional disparities in SSA’s effectiveness may not be fully accounted for. 5. Policy Implications and Future Scope The findings provide a people-centric assessment of SSA’s impact, offering valuable feedback for policymakers. The study highlights key strengths and challenges in policy implementation, which can inform future education reforms. By employing random selection at multiple stages, this methodology ensures objectivity and reliability in evaluating public opinion on SSA. Findings and Insights The study analyses the real-world impact of the government policies aimed at the education sector, specifically focusing on Sarva Shiksha Abhiyan. The dataset encompasses educational qualifications, general awareness, and personal experiences with the education system. The objective is to analyse the effectiveness of policy implementations and assess the level of awareness of the education policies across different demographic groups. There were 100 responses, and a sample of 31 was randomly selected, taken in an online and physical interview format, of individuals from diverse backgrounds. Mainly, the data comes from Tamil Nadu, Madhya Pradesh, and West Bengal. By gender distribution, 74% were female and 26% were male. The majority were graduates (48%), while others had completed higher secondary. 1/2 of the individuals were between the 20-40 age group. Among state-specific schemes, Kanyashree Prakalpa, Sabooj Saathi, Prakalpa, Mid-Day Meal Scheme were most well known in West Bengal and Gaon ki Beti yojana was
By Antony Rithick, Asmita Singh and Sanga Putatunda ABSTRACT: Inclusive education in the Indian context is guided by the Government of India, aligning with the global push for educational equity and seeks to ensure that children with disabilities can access and benefit from quality education alongside their peers. Various models fostering inclusive education aim to include children with disabilities into the general classroom to create a richer and more diverse learning environment. This paper explores the significant strides for expanding educational opportunities for children with special needs (CSWN) in rural areas, with special reference to tribal children demonstrating a strong commitment to inclusivity and equity. Policies like Right to Education and initiatives under the Samagra Siksha Abhiyan highlights India’s commitment for inclusivity and integration. Additionally, this paper underscores the roles of the local governments, self-help groups (SHGs) and non-governmental organizations (NGOs) in supplementing education to the CWSN. While substantial progress has been witnessed and despite policy advancements, inclusive education in India faces numerous barriers, particularly in rural areas. Widespread social stigma, limited resources, and a lack of trained educators remain significant hurdles. By addressing these gaps, this study analyses the spheres of improvement, for India to move closer to a truly inclusive education system where every child, regardless of ability or background, has the opportunity to learn and thrive. INTRODUCTION: India has made significant strides in expanding access to education in rural areas, with various policies and grassroots initiatives working together to reach underserved communities. Among the most vulnerable are disabled children and tribal children with disabilities, who often face compounded barriers due to both their physical or cognitive challenges and their socio-economic background. In this context, the role of local governments, self-help groups (SHGs), and NGOs becomes crucial. Their on-ground efforts in awareness building, inclusive teacher training, transportation support, and community engagement have started to bring meaningful change. This article aims to explore the multifaceted problems faced by disabled and tribal children with disabilities under the broader framework of rural education, while also highlighting the need for inclusive policies and community driven solutions. Besides, international mandates and policy proclamations have spurred changes at the national level in India. Over the last 25 years, numerous laws and policies have directly impacted the education of persons with disabilities. Critically important has been the Right to Education Act (Ministry of Law and Justice), which is legally binding, and a 2012 amendment categorized children with disabilities under ‘disadvantaged group’. The Rights of Persons with Disabilities Act (Ministry of Law and Justice [MLJ], 2016), underscored the government’s commitment to inclusive education, stating: Students with and without disability learn together and the system of teaching and learning is suitably adapted to meet the learning needs of different types of students with disabilities (Section 18 of 23). These laws and policies have been implemented through a number of national programs, focusing on different stages of schooling primary (years 1 to 8) and/or secondary (years 9–12). The most recent, Samagra Shiksha Abhiyan, oversees the implementation of the Right to the Education Act from preschool to year 12. It has a broader goal to improve school effectiveness in terms of equal opportunities for tribal disabled students, and equitable learning outcomes. This also states that, general school teachers will be sensitized and trained to teach and involve children with special needs in the general classroom. This is not a new idea, as teacher training has been mentioned as a facilitative measure for inclusive. ROLE OF LOCAL GOVERNMENTS AND SELF-HELP GROUPS: Local Governments through the Panchayati Raj Institutions (PRIs) and Self-Help Groups (SHGs) play a pivotal role in fostering education to Children with Special Needs (CWSN). It should be one of the top priorities of PRIs to get every child with disability enrolled into a primary school for their comprehensive evaluation. This is done by a team consisting of a qualified physician, clinical psychologist and a special educator. The process of evaluation also determines the best setting of education suited to each of child – from children with mild to moderate disabilities and severe disabilities joining normal schools and special schools respectively while children who drop out or have problems learning in the normal school have an option to join either an open or remedial school. Some of the initiatives taken under the government of India are: The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS), under the Samagrah Siksha Abhiyaan, launched in 2009-10, provides assistance for the inclusive education of the disabled children in classes IX-XII. This scheme has now subsumed under Rashtriya Madhyamik Shiksha Abhiyan (RMSA) from 2013. The States/UTs are also in the process of subsuming under RMSA as RMSA subsumed Scheme. ‘Simulation Park’ in Tamil Nadu, under the Sarva Siksha Abhiyaan have been built to facilitate inclusion where local schools has been involved in building those which can be used by all children. The main aim of this simulation park is to give CWSN and their peers a chance to be able to experience various kinds of play equipment jointly. Since this playground is for the benefit of both disabled and able-bodied children, each BRC in the State has this playground at a low cost. (Sanjeev and Kumar, 2007) The Child Friendly Panchayat Initiative (CFPI) in Rajasthan, launched by the Rural Development and Panchayati Raj Department (RDPR) to institutionalize children’s participation in local governance, works on 5 primary principles set out by the United Nations Convention on the Rights of Child (UNCRC) including discrimination and respect for the views of the child. This has created space and opportunities for child participation where a proportion of children with special needs actively participate in Bal Sabha and other forums of children. The Nayanthara Village level SHG in Assam and Sampige Vikalachetanara Sangha in Karnataka exemplified self-reliance achieved through collective action by facilitating education for children with disabilities, these SHGs demonstrate the transformative power of coming together as a community. The Eklavya Model Residential Schools (EMRS) were initiated as a response to the educational disparities faced
Student Dropout Rate in Rural India Gargee Deshpande, Parth Mayekar, Priyanshi Jha and Rewa Sharma Abstract The student dropout rate in rural India is one of the major challenges of society. It affects the growth and future of the young population and sustainable development of the nation. This research aims to study the socio-economic, cultural, infrastructural challenges. The method of Secondary Data Analysis has been used for the study. It includes the available data from similar studies and reports. The research is significant because of its understanding of challenges of the rural students regarding their education. It also attempts to provide possible solutions for them. IntroductionEducation is most important factor for the development of every person. As per the SDG-4 of United Nations Sustainable Development Goals, quality education should be provided to all. India has a Youthful Demographic Profile. Its young population has impact on the nation’s economy, workforce, and social dynamics. While the urban youth is enjoying the benefits of education, the rural one is getting away from it day-by-day. From the previous studies, it has been seen that a greater number of students from the rural area of India are quitting schools than the urban. Which makes an urgent call for the development in education infrastructure. In this article we are addressing the challenges and solutions for this issue.Literature ReviewThe dropout rate in rural India is influenced by various socio-economic factors like poverty, lack of access to quality education, gender disparities, early marriages in girls, financial responsibilities in early age, lack of awareness, etc. (Sukanya Mahalanabis and Shreejita Acharya, 2021) Efforts are being taken from the side of government such as Direct Benefit Transfer (DBT), multilingual education in early-grade education to ease the understanding of students. (NEP 2020) Along with these measures, there is a need to improve teaching quality, infrastructure and awareness and involvement of people is necessary tasks. MethodologyThe study uses the method of Secondary Data Analysis. The data is collected from the similar studies, survey reports of government ministry, governmental institutions and international organization. It is a qualitative secondary research as it is based on the data published and gathered previously by others. The sources have been used are:Governments Reports: Data collected by the Ministry of Education, Governments websites of Government of India.International Organizations: Such as UNESCO.Existing Research Studies: Research work from the International Journal of Policy Science and Law. In the next step, we analyse the findings and try to build possible solutions that can help reduce the dropout rate and improve the educational opportunities.ResultsThe study results in the finding of the challenges faced by the rural students i.e. the factors affecting the students to quit schools. Also, it discusses the possible solutions to be built for the improvement.CAUSES FOR HIGHER DROPOUT RATES IN RURAL INDIA Poverty & Financial ConstraintsA significant number of dropouts is seen due to financial hardships. According to the census “Annual Status of Education Report (ASER) 2021” highlights that round-about 27.4% of children tend to discontinue education due to financial issues. Although free-schooling is available families struggle with expenses related to uniform, books, transport, etc. Child Labour & Seasonal MigrationMany children in most rural families are expected to knock off household bills and part-take in household income. The International Labour Organisation, an independent United Nation (UN) body during its survey in India concluded that around 101 lakh children aged, 5-14 are engaged in child labour. *According to the ILO 2020 census. Seasonal migration, when parents are transferred from once branch to another, it disrupts the education of the child, Due to the frequent transfers children have to repeat multiple grades. Social & Cultural FactorsGender DisparitiesIndia being a majorly dominated patriarchal society, there has always been slight inclination towards the dominance of the male gender, even when it comes to education girls are usually forced to drop out, due to societal pressure. The UNICEF report on Girl’s Education (2021) stated that 40% of the girls drop out before completing even secondary education. (That is 10th grade.) This Often occurs due to early marriage, household responsibilities & other concerns. Caste & Social DiscriminationAlthough India has far progressed into the 21st century, there is still heavy discrimination occurring in the country, children from marginalised communities such as scheduled tribes (ST), scheduled castes (SC) often become victims of discrimination in schools. The National Family Health Survey (NFHS-5, 2019-21) found that only 68.3% of SC & 65.7% of ST children complete Secondary Education. Compared to 79.5% of General, OBC & Open caste students.Challenges in The Educational SystemInadequate School FacilitiesA number of rural schools do not have basic amenities like toilets, drinking water, and suitable classrooms. The Ministry of Education (2021) stated in their survey that 21% of government funded schools in rural regions of India lack toilets, and 16% have unhealthy & unsanitary drinking water facilities.Lack of Competent TeachersSchool dropout and untrained teachers is one of the biggest issues. UNESCO Global Education Monitoring Report (2021) states that India has approximately only 10lakh trained teachers in rural regions, which causes degradation of education standards.Nutrition and Health IssuesConcerns on Malnutrition and HealthTargets for health and nutrition are very crucial to school attendance. The stunting malnourished children suffer in rural India, affects over 35% children below the age of five, significantly hampering their ability to learn and develop intellectually (Global Nutrition Report, 2021).Limited Facilities for Hygiene During MenstruationThe lack of facilities for hygiene during menstruation is another factor that results in adolescent girls dropping out of school. As per the Water Aid India Report, 2020 more than 23% of girls stop attending educational institutions because of absence of proper sanitation and menstrual hygiene education. TRENDS IN STUDENT DROPOUT RATES IN INDIA According to 2024 data India has seen significant improvement in secondary education completion rate 80 out of 100 girls and 77.2 out of 100 boys completed secondary education in rural India.Upper primary (6-8 years) with 3 percent and primary (1-5 years) with 1.5 percent, the dropout rate is higher for girls than boys at all levels
By Antony Rithick, Asmita Singh and Sanga Putatunda ABSTRACT: The National Education Policy (NEP) 2020 aims to rebuild the existing India’s education system by emphasizing holistic development. This paper emphasizes on the nuances of – multilingualism, digital learning, cultural studies and agricultural education under the broader umbrella of NEP. Barriers to implementation includes infrastructure limitations, teacher shortages, and incompatibility between public and private organizations hindering the effective implementation process. As NEP 2020 seeks to balance tradition with modernity, this paper critically analyses the underlying loopholes and highlights the need for strategic policy execution, increased funding, and stakeholder collaboration to bridge the gap between policy design and practical outcomes. INTRODUCTION: The National Education Policy 2020 aims to address the many growing developmental imperatives of India. It proposes the revision and revamping of all aspects of the education structure of the nation. Development of the creative potential of each individual is expected through this policy. It is based on the principle that education must develop not only cognitive capacities but both the ‘foundational capacities of literacy and numeracy’ and ‘higher-order cognitive capacities’, such as critical thinking and problem solving but also social, ethical, and emotional capacities and dispositions. EMPHASIS ON MULTILINGUALISM: The National Education Policy (NEP) 2020 focuses on using the mother tongue or regional language for teaching. The debate on using local languages in education started during Lord Macaulay’s time and it was the Radhakrishnan Committee (1948-49) which suggested that Indian languages should replace English as the language of higher education. Later, reports like the Official Language Commission, Emotional Integration Committee, ΝΕΡ (1968), ΝΕΡ (1986/1992), and NEP (2020) also discussed this issue. NEP pushes Indian languages to become stronger, widely used, and more respected. Private institutions are encouraged to teach in Indian languages or offer bilingual programs so that both government and private institutions follow the same standards. Teachers are encouraged to teach in both languages. The Indian Institute of Translation and Interpretation (ITI) will be set up to translate and create study materials in different Indian languages. [Mandavkar,2023] Teaching in the mother tongue will help build an equal education system for everyone. The Ministry of Education will work to make sure that students’ personal or social backgrounds do not affect their education. While Indian languages should be strengthened, students must also learn English because it is important in the 21st century. Yet, English should not replace Indian languages; instead, both should be balanced to give students the best education. Barrier to its Implementation: While NEP 2020 advocates for multilingualism through the implementation of a language formula, in response to demands from Non Hindi-speaking states of the south, such as Karnataka and mainly Tamil Nadu, yet Tamil Nadu never implemented a language formula. The language policy is not only an issue but also a barrier in education. (Nitika, 2024). Under NEP 2020, private school pupils are exposed to English at a much younger age, but, academic curriculum will be taught to government school students in their native regional tongues. (Thirupathi and Kumar, 2022). While this support for the mother tongue is good, it needs to be balanced so that students are not handicapped in a global job market in which proficiency in English and other international languages may be required. (Ahmed, 2020). Introducing mother tongues for each subject in academic institutions is a challenge because of India’s troublesome teacher-to-student ratio. Finding qualified teachers can be difficult, and the inclusion of study materials in mother tongues presents a new obstacle. (Thirupathi and Kumar, 2022) Designing a new curriculum that strikes a balance between the old and the new, yet disseminating, is a gigantic task. To shift from rote learning to a more holistic assessment system, there has to be a sea change at the level of teachers, students, and parents. Ensuring equal quality education to the marginalized communities like economically backward classes students and differently-abled is still a far-fetched dream. Engaging all children can be difficult without cultural competency-focused professional development for teachers. (Ahmed, 2020) ALLIGNMENT WITH CULTURAL STUDIES: As NEP addresses the unique needs of rural students through its focus on multilingual education – prioritizing instruction in a child’s mother tongue or regional language until Grade 5, while recognizing the significance of cultural enrichment and national integration, seeking to “decolonize education” and foster a sense of pride in our languages, culture, and knowledge. Besides, students have the freedom to choose subjects across disciplines, including vocational subjects, making education more relevant to individual career paths, have access to Internships and Apprenticeships and integrated technologically sound learning. Thus, it stipulates how imperative cultural awareness and sensitization are to education. Some potential advantages of its integration into the curriculum include: Deepens Understanding: It can deepen students’ knowledge of their cultural heritage and various cultures around them. This can foster a sense of identity and belonging, leading to social cohesion and harmony. Develops Critical thinking and Analytical Skills: Going through the prolonged process of explanation with different perspectives makes students begin to adopt a critical stance towards cultural phenomena. This helps in nurturing basic independent, creative, and innovative thinking. Engendering Empathy and Raises cultural awareness: Students will understand diversity more clearly and hence be more nurturing on learning different cultures and views. This would decrease prejudice and discrimination while promoting a mandate for society that is based upon diversity and equality. Developing Global Citizens: In this fast, interconnected world, students need to gain a global perspective and know the cultural contexts in which global issues are debated. Being able to participate effectively in this increasingly globalized world means contributing toward global peace and development. This is very closely matched with the commitment of NEP 2020 to an inclusive and equitable education. Therefore it aims not only at honoring our heritage but also strengthening our nation’s identity. (Ahmed, 2024) Is it a balanced alignment? As we discuss about the happenings and forthcomings, there lies a big gap between written documents and the actual implementation of policies. Even though, fostering cultural diversity is essential to creating
This paper highlights the critical role and outlines the free meal schemes of – India, Indonesia, Japan and Finland supplementing rural education.
Women’s education is a milestone for sustainable change. Education provides wisdom, clarity, and brings awareness into everyone’s life. Education gives empowerment to women, and empowerment creates a healthy lifestyle in women’s lives. Women play a significant role in the development of a sustainable society. At present, we couldn’t create a greater pathway without providing equitable, justifiable, and inclusive education to women. Women face a lot of challenges in their lives in regards to completing their education. In order to provide a safe atmosphere, along with government initiative, we also need to tackle all the barriers and have to remove social stigma, gender disparities, etc.
Education for All ; understanding the role of SDG 4 in improving education around the world Education is something that is a birth right of every child. It’s education that carries the utmost importance in one’s life and enables them to live freely in the world. It is the key to a better life. Sustainable Development Goal 4 or SDG 4 helps the world by making education more accessible and making the world a better place. Even though the progress is not fast enough and 58% of the population has access to good education, United Nations strives to improve it by 2030.There targets are as follows:- Target 4.1: Completion rates in primary and lower secondary level education continue on an upward curve while the percentage of young people completing upper secondary school increased from 53% in 2015 to 59% in 2023. This increase, however, is at a slower pace relative to progress in the preceding eight[1]year period and such improvements do not always result in positive learning outcomes. Between 2018 and 2022, based on learning outcomes at the end of lower secondary school across 81 OECD and partner countries, mean performance in mathematics fell by a record 15 points while in reading fell 10 points. However, reading and mathematics scores had been declining for these countries prior to 2015, suggesting that COVID-19 explains only part of the decline. A complex set of factors affect the education systems of upper-middle[1]income and high-income countries. Target 4.2: Data from 76 mainly low- and middle-income countries from 2015 to 2023 shows that approximately two-thirds of young children are developmentally on track, with no significant gender differences. However, there are wide variations among countries and regions. In 2022, globally, 7 out of 10 children participated in organized learning one year before reaching official primary school age. Despite a 1.5 percentage point decline during the COVID-19 pandemic, participation levels have started to recover and return to pre-pandemic levels. Target 4.3: In countries with recent data, around one-sixth of individuals aged 15-64 have participated in education and training. Participation is significantly higher among youth aged 15-24 compared to those aged 24-55, with an average participation rate of nearly 50% across most regions. However, less than 3% of older adults aged 25-55 engage in education and training in most regions. Target 4.5: Socioeconomic disparities are prevalent in education, affecting various indicators. Global and regional parity ratios may hide gender inequalities within countries, disadvantaging either girls or boys. Disparities based on location or household wealth are more pronounced, with rural or less affluent families facing greater challenges. These gaps widen at higher education levels, leading to increased dropout rates and fewer opportunities for those from disadvantaged backgrounds. Target 4.a: Only half of all primary schools have the basic infrastructures and materials to provide an adequate schooling experience to pupils with disabilities and one in five primary schools globally does not have single-sex sanitation facilities. On average, 44% of primary schools, 56% of lower secondary schools and 69% of upper secondary schools had access to Internet in 2022, almost double the rates in 2021. At the upper secondary level, 91% of schools have access to electricity, 81% have computers for pedagogical use and 69% of schools are connected to the internet. Impact and Improvements -: Sustainable Development Goal 4 (SDG 4), focused on ensuring inclusive and equitable quality education and promoting lifelong learning, has played a significant role in the improvement of global education systems. It represents a shift from previous global education frameworks by broadening the scope of education targets to cover pre-primary, primary, secondary, and higher education, as well as vocational and adult education, addressing not only basic literacy and numeracy but also global citizenship, sustainability, and gender equality. SDG 4’s comprehensive approach to quality education has influenced policies globally, emphasizing equality and lifelong learning as key elements to promote social inclusion and reduce inequalities (Unterhalter, E. 2019).One of the primary impacts of SDG 4 has been the establishment of measurable targets, such as ensuring free and equitable primary and secondary education for all children and the elimination of gender disparities in education. These targets have encouraged governments to prioritize education reforms, leading to improved access to education, particularly for disadvantaged groups, including women, children with disabilities, and marginalized communities(Boeren, E ,2019).However, the success of SDG 4 has been mixed. While global enrolment in primary education has increased, significant challenges remain in terms of quality, equity, and inclusivity. Many countries still struggle with issues such as teacher shortages, insufficient infrastructure, and lack of access to digital learning tools, particularly in rural areas.SDG 4 also addresses the content of education, promoting skills for sustainable development, human rights, and peacebuilding.This holistic approach has fostered educational practices that go beyond traditional rote learning, encouraging critical thinking, collaboration, and global awareness. The integration of information and communication technology (ICT) in education, for example, has emerged as a key strategy for enhancing learning outcomes, especially in remote or underserved regions. Additionally, SDG 4 has created opportunities for international collaboration and partnerships in education, as seen through initiatives that bring together governments, private sectors, and civil society organizations to share best practices and resources (Saini, M., Sengupta, E., Singh, M., Singh, H., & Singh, J 2023) Improvement in Women’s Education -: Sustainable Development Goal 4 (SDG 4) has played a critical role in improving women’s education by focusing on eliminating gender disparities and providing equal access to quality education at all levels. It has enabled global efforts to ensure that women and girls receive the education necessary to participate fully in economic, political, and social spheres. Despite some progress, significant challenges remain, particularly in regions where traditional gender roles, poverty, and social norms hinder access to education for women and girls. One of the most significant impacts of SDG 4 has been in increasing literacy rates among women. Literacy is closely linked to better employment opportunities, higher income, and greater social and political participation. It also has instrumental value, as maternal literacy correlates
Begun in January 2001, Sarva Siksha Abhiyaan (SSA) essentially focused on Universal Elementary Education (UEE). This project under the central government ranges from capacity building, quality education through time-bound implementation plan by delegating stakeholdership at local levels. The paper examines the extent of implementation while scrutinizing and highlighting the regional outlooks focusing on the conditions of rural education in three regions – Delhi, Tamil Nadu and West Bengal. To balance both, suggestions for betterment alongside few alternatives have been identified.
