Abstract:
The emphasis on education assumes importance given the recent
recognition of human capital, human rights and human development
perspectives of development. Hence educational deprivation is recognised
as the primary agent of human deprivation and all necessary measures
are required to ensure minimum education for every child. Such a
universal recognition emanates from the given magnitude of
educationally deprived children all around the world. On this premise,
this is an attempt at examining the levels and inequities associated with
the phenomenon of educational deprivation of children during 1990’s in
India. This exercise provides a detailed exposition of the household
characteristics of the deprived children based on information obtained
in National Sample Survey Organisation (NSSO).
The persistence of educational deprivation among children in India
is due to socio-economic deprivation in general; however, it remains
debatable but whether the remedy lies in making the schooling provision
universal. This paper argues that the provision may be necessary but not
a sufficient condition to accomplish the dream goal of universal
elementary education. Alternatively it argues for a greater role of the
state to ensure the enabling conditions in the household domain; in other
words, the state has the responsibility of ensuring the well-being of all
children on an equal footing. The state’s responsibility is of equal
importance of that of the parents.
