Mainstreaming Education of Marginalized Children Through a Coherent Policy Framework- A Study in North Bengal

Abstract

The National education policy 2020 places a strong emphasis on the quality aspect of education. One of the criteria recommended by Viksit Bharat-2047 to transform India into a developed nation was equitable access to quality education. Despite various initiatives, the goal remains far from being reached. One of the reasons is the major regional disparities in the participation of marginalized children in mainstream primary education in India. So, the present study analyses the learning engagement of marginalized children and also the gaps in integrating marginalized children into mainstream primary education. The study also explores strategies to integrate disadvantaged students into mainstream primary schools and ensure quality primary education for them. The study was conducted in 16 govt. aided primary schools from the underprivileged areas of four districts of North Bengal region of West Bengal namely, Alipurduar, Cooch Behar, Jalpaiguri and Plains of Darjeeling. 16 Head teachers, 32 assistant teachers, 80 students and 20 parents were chosen purposively. Classroom observation, self-made achievement test, semi- structured interview schedule are used to collect first hand data. The second-hand data were collected from existing govt policies, published documents in govt. websites, research reports and so on. Simple percentage analysis and narrative analysis were used. Our findings highlight that lack of socio emotional and cognitive engagement disrupts children’s learning in schools. Moreover, teachers’ incompetence, irrelevant curriculum, language barrier and socio-economic inequality have worsened the situation. Study reveals that a comprehensive and coherent policy framework will be effective, instead of one-sided policies, for the overall development of marginalized children.