School Education and Tribal Children of Jammu and Kashmir: Analysing Trends in Enrolment, Gender Parity and Dropout Rate

Autor/inn/en	Bhat, Z. A.; Khan, M. A.
Titel	School Education and Tribal Children of Jammu and Kashmir: Analysing Trends in Enrolment, Gender Parity and Dropout Rate
Quelle	(2021), S.657-671 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bhat, Z. A.) ORCID (Khan, M. A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2319-4979
Schlagwörter	Enrollment Trends; Dropout Rate; Tribes; Educational Trends; Trend Analysis; Elementary Secondary Education; Attendance; Educational Attainment; Gender Differences; Academic Persistence; Foreign Countries; Ethnic Groups; India + Suchen Sie Ihr Suchwort? Tribal society; Stammesgesellschaft; Bildungsentwicklung; Trendanalyse; Anwesenheit; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Ausland; Ethnie; Indien
Abstract	The paper analysed school progression, enrolment, disparity, and dropout patterns and trends of tribal school going children of Jammu and Kashmir over time. The study applies the time series approach and uses U-DISE data of Ministry of Education, Government of India. The data regarding the above-mentioned indicators published from the year 2012-13 to 2018-19 were analysed. To analyse and visualise the data, descriptive statistics and graphical representation were employed. The study found an increasing trend in school growth over these years. The study found a declining trend in enrolment patterns of tribal children in school education at primary and upper primary stage while as improvement in enrolment trends at secondary and senior secondary stages. Tribal GER rate at initial stages (primary & upper primary) showed increasing trends, while as in terminal stages (secondary & senior secondary) showed a sharp decline. Although, tribal GPI has increased over a period of time but are yet to be achieved, which shows wider gender disparity. The trend in dropout rates of tribal children at primary stages have steeply increased and with each passing stage, it becomes more severe. Moreover, the stage, gender, and district-wise variations and gaps in these parameters have been found among tribal as well as non-tribal children. The results of the study can be helpful in enhancing enrolment, reducing disparity, and dropout rates among tribal communities of Jammu and Kashmir. The study will be helpful to policy makers, educators, tribal cum social welfare organisations, researchers, and NGO's to explore the different forces (intrinsic and extrinsic) that haunt the participation, transition, and survival of tribal children in school education. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01