Digital divide in schools in India

Challenges Faced by Economically Disadvantaged Parents in Sending and Retaining Their Children in Schools in India: A Critical Analysis


Introduction

Achieving universal school education by 2030, as envisaged in the National Education Policy (NEP) 2020, is crucial for India’s socio-economic development. However, poor and economically disadvantaged parents face significant challenges in sending and retaining their children in schools, particularly in government schools, which remain their only viable option due to financial constraints. These challenges are deeply rooted in poverty, illiteracy, lack of awareness, and socio-economic marginalization. Despite legal provisions like the Right to Education (RTE) Act, 2009, which mandates free and compulsory education for children aged 6–14, millions of children, especially first-generation learners, struggle to complete their schooling, and many of them drop out without completion of a grade/level of education. This article critically examines the issues such parents face and explores their implications for achieving universal education in India.

Challenges Faced by Economically Disadvantaged Parents

  1. Financial Constraints

Despite free education under RTE, parents still bear indirect costs such as uniforms, books, transportation, and examination fees, making schooling unaffordable for many. For daily wage laborers and low-income families, sending children to school often means a loss of potential earnings, leading to high dropout rates.

  1. Lack of Awareness and Illiteracy

Many poor parents are illiterate or have minimal education, limiting their understanding of the importance of formal education. This lack of awareness often results in low enrolment, irregular attendance, and early dropouts, as they fail to recognize the long-term benefits of schooling over short-term economic needs.

  1. Poor Quality of Government Schools

While government schools are the only option for economically disadvantaged families, they often suffer from inadequate infrastructure, teacher shortages, overcrowded classrooms, and poor learning outcomes despite improvement. The absence of digital resources, sanitation facilities, and quality teaching methods discourages parents from continuing their children’s education.

  1. Child Labour and Household Responsibilities

In many economically weaker households, children are required to work to supplement family income or assist in domestic chores, or alternatives to education are available. Girls, in particular, face additional barriers due to gendered expectations of managing household duties, leading to lower retention rates among female students.

Do we have or not have Child Labour in India, 2022?

  1. Social and Cultural Barriers

Caste-based discrimination, societal norms, and early marriages (especially among girls) further limit access to education. First-time learners from marginalized communities often struggle with language barriers, cultural alienation, and lack of academic support at home, contributing to low transition rates from primary to secondary education.

  1. Inadequate Implementation of RTE

Though a landmark legislation, the RTE Act 2009 faces several implementation gaps. Many schools lack proper monitoring mechanisms, and provisions like 25% reservation for disadvantaged children in private schools are not fully enforced. For one or other reasons, such reserved seats remain vacant. Corruption, bureaucratic inefficiencies, and limited accountability mechanisms may hinder the Act’s effectiveness in ensuring inclusive education.

Admission under Educationally Weaker Section (EWS) Quota: Meaning, Criteria, Eligibility & Sources of Data

  1. The Digital Divide and Barriers to Online Education

With the increasing integration of technology in education, the digital divide has become a significant barrier for economically disadvantaged families. While online learning has expanded educational opportunities for privileged students, mainly during the COVID-19 pandemic, low-income families lack access to devices, internet connectivity, and digital literacy, further widening educational inequalities.

Transforming Education through Digital Infrastructure 2023

  1. a) Lack of Digital Access Among the Poor

  • Many low-income families do not own smartphones and those who do often have only one shared device among multiple children.
  • Mobile data packages are expensive, making online learning unaffordable for daily wage workers.
  • Limited digital literacy among parents prevents them from assisting their children with online learning.

  1. b) School Infrastructure and Digital Readiness

According to the Unified District Information System for Education-Plus (UDISE+ 2023-24):

  • About 92% of schools in India have electricity, affecting the use of digital resources.
  • Only 57% of schools have computers for students.
  • Internet connectivity is available in only 54% of schools, with rural schools having even lower access.

This lack of digital infrastructure disproportionately affects government school students, making blended and online learning ineffective for poor children. While policies like PM eVidya, SWAYAM, and DIKSHA aim to promote digital education, they remain inaccessible to many first-generation learners from marginalized communities.

Case Studies and Research Findings

Case Study 1: Dropout Crisis in Rural Bihar

A study by ASER (Annual Status of Education Report, 2022) found that 42% of children from low-income families in rural Bihar dropped out before completing secondary education due to economic hardships and lack of proper school facilities. Parents cited poor teaching quality, distance to schools, and hidden costs as significant factors influencing their decisions.

Case Study 2: Gender Disparities in Rajasthan

A research report by UNESCO (2021) highlighted that nearly 60% of girls from economically weaker families in Rajasthan do not complete their schooling. The primary reasons included early marriages, household responsibilities, and schools’ lack of separate toilets. Despite government initiatives like Kasturba Gandhi Balika Vidyalaya (KGBV), retention rates among girls from low-income families remain low.

Digital-divide-in-India

Digital-divide-in-India


Implications for Achieving Universal School Education by 2030

To achieve universal school education as per NEP 2020, the government must adopt multi-faceted strategies that address financial, social, and institutional barriers. The policy emphasizes foundational literacy, digital inclusion, and skill-based education, but its goals remain unattainable without targeted interventions for people experiencing poverty.

Key reforms may include:

  • Strengthening RTE Implementation: Ensuring strict enforcement of free education provisions and better monitoring mechanisms.
  • Improving Government School Infrastructure: Continued upgrading facilities, recruiting trained teachers, and introducing technology-driven learning to enhance quality.
  • Financial Assistance and Incentives: Expanding mid-day meal programs, providing free learning materials, transportation, and scholarships to reduce economic burdens on parents.
  • Parental Awareness Campaigns: Conducting community outreach programs to educate illiterate parents about the long-term benefits of education.
  • Girls’ Education Initiatives: Strengthening schemes like Beti Bachao Beti Padhao and providing hostel facilities, sanitary hygiene, and vocational training for girls.

Concluding Observations

Education is a fundamental right in India and a significant tool for breaking the cycle of poverty. While government efforts like RTE, NEP 2020, Samagra Shiksha initiative, and mid-day meal schemes have improved enrollment rates, retention remains a significant challenge for low-income families. Addressing economic, social, and institutional barriers is essential to ensure that no child is deprived of education due to financial, societal, or other constraints. A holistic approach involving government, civil society, and local communities is necessary to achieve the goal of universal school education by 2030, but it cannot be achieved without the active participation of parents.

References

  • ASER Report 2022. Annual Status of Education Report, Pratham Foundation.
  • National Education Policy 2020. Ministry of Education, Government of India.
  • RTE Act, 2009. Department of School Education & Literacy, Government of India.
  • UNESCO. (2021). State of the Education Report for India: No Teacher, No Class.
  • Dreze, J., & Sen, A. (2013). An Uncertain Glory: India and its Contradictions.
  • Education for All in India.

Frequently Asked Questions (FAQs) on Disadvantaged Parents in Sending and Retaining Their Children in Schools in India

  1. Why do poor parents struggle to send their children to school?

Poor parents struggle due to financial constraints, lack of awareness, illiteracy, poor school infrastructure, child labor, & cultural factors such as gender discrimination and early marriage. Even though education is free in government schools, indirect costs like uniforms, books, and transportation make schooling unaffordable for many.

  1. How does poverty affect school retention rates?

Poverty forces many children to drop out of school to support their families through labor or household chores. Families in economic hardship prioritize survival over education, leading to high dropout rates, especially in rural areas.

  1. What role does the Right to Education (RTE) Act play in supporting poor children?

The RTE Act (2009) mandates free and compulsory education for children aged 6-14 years in government schools and reserves 25% of seats in private schools for disadvantaged children. However, implementation issues such as lack of awareness, poor infrastructure, and inadequate monitoring limit its effectiveness.

  1. Why do low-income families mainly send their children to government schools?

Government schools provide free education, mid-day meals, uniforms, and books, making them the only viable option for economically disadvantaged families. However, inconsistent teaching quality, lack of resources, and infrastructure challenges discourage parents from sending their children regularly.

  1. How does the digital divide impact disadvantaged children’s education?

The digital divide has worsened inequalities in education. Many low-income families lack smartphones, internet access, or digital literacy, preventing children from benefiting from online learning initiatives like DIKSHA, SWAYAM, and PM eVidya. According to UDISE+ 2021-22:

  • Only 60% of schools have electricity
  • Only 33% have functional computers
  • Only 24% have internet connectivity

This means millions of children are excluded from digital education, widening the gap between privileged and underprivileged students.

  1. What are the primary reasons for high dropout rates among poor students?

Some key reasons include:

  • Economic hardships (children forced to work)
  • Poor school infrastructure (lack of teachers, facilities, and quality learning)
  • Gender discrimination (girls being forced into early marriage or domestic work)
  • Lack of parental awareness (illiterate parents not valuing education)
  • Inaccessibility of schools (long distances in rural areas)
  1. How does the government support first-generation learners from low-income families?

The government runs several programs, including:

  • Samagra Shiksha Abhiyan – improving school infrastructure and teacher quality
  • Mid-Day Meal Scheme – encouraging enrollment and retention
  • RTE Act (2009) – ensuring free and compulsory education
  • Scholarships & Incentives – such as pre-matric scholarships for SC/ST/OBC students
    Despite these efforts, more support is needed to improve learning outcomes and retention rates.
  1. What must be done to improve school retention among poor students?

To improve retention rates, India needs:

  • More substantial financial support for low-income families (subsidized transport, uniforms, scholarships)
  • Better school infrastructure (electricity, digital classrooms, more teachers)
  • Flexible learning options for children engaged in labor
  • More community engagement to raise awareness about education’s importance
  • Stricter implementation of RTE to ensure schools comply with regulations
  1. How does NEP 2020 address issues faced by disadvantaged students?

The National Education Policy (NEP) 2020 aims to:

  • Achieve universal school education by 2030
  • Improve Early Childhood Care and Education (ECCE) to ensure school readiness
  • Increase flexibility in learning (multiple entry/exit points)
  • Promote digital learning through initiatives like PM-eVidya
  • Encourage vocational training to reduce dropouts

However, for NEP 2020 to be effective, implementation at the grassroots level is crucial, especially in rural and tribal areas.

  1. What role can society play in improving education for disadvantaged children?

Society can help by:

  • Raising awareness about the importance of education
  • Providing financial aid and mentorship for underprivileged students
  • Encouraging corporate and NGO partnerships to fund school improvements
  • Supporting digital inclusion efforts to reduce the technology gap

Education for All in India