Page 178 - 5th APA Conference Program Book Final

reduce gender inequality.

540 Inequality in Educational attainment in India

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Mausam Garg , Poulomi Chowdhury
1 International Institute for Population Sciences, Mumbai, India. University of Canberra, Canberra, Australia
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Categories

13. Others (Education, Wellbeing and Happiness etc.)

Abstract

Education has been long known important factor for human development, contributes in well-being of individual
significantly. India has been struggling to achieve universal level of education, despite having several policies and
programs concerning equitable access to education. The present study utilises the three rounds of NSSO data to
study the extent of educational attainment and inequality in India. For educational attainment average years of
schooling of population aged 18 years and above has been considered. Further, the educational inequality is
calculated using Education Gini method. The mean years of schooling have improved and reached to 7.77 years,
while in 2007 it was 5.53 years. Furthermore, the education Gini shows that education attainment in India constitutes
50% inequality in 2007-08, which has reduced by 23.5% and reached to 38.5%. The social groups and sector are
the contribute major in the education inequality, especially in within group inequality. Considering, the present
inequality level, there is dire need for universal level of education which is affordable and accessible to all.

296 Gender, Sanitation and Public Policy in India

Sulochana Pednekar
Goa University, Panaji, Goa, India

Categories

13. Others (Education, Wellbeing and Happiness etc.)

Abstract

In India about 23 % of girls drop out of school when they start menstruating (Global Policy Forum, 2013). Women
suffer from numerous hurdles to social mobility and education is one of the few mechanism by which they could be
empowered to break the glass ceiling. And yet, just the absence of sanitation infrastructure in school could pose a
challenge for girls to attend the school. In India, three biggest reasons reported for school drop-out rate among
girls are: Expectations of Domestic work, safety of the girl’s while travelling to school and also in the school and
infrastructure barriers in schools (Bala 2014). The main objective is to study the availability and standards of WASH
facilities in schools and how far RTE Act has been successful in improving the school infrastructure
facilities especially sanitation in India with reference to four states in India. Our study relies on Unified District
Information System in Education (U-DISE) national level school data collected by National University of Educational
Planning and Administration (NUEPA), New Delhi. The data from four states was used namely Goa, Kerala with high

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