A slippery slope: early learning and equity in rural India

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2022-10-12 DOI:10.1080/03054985.2022.2101442
Y. Zhao, S. Bhattacharjea, B. Alcott
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引用次数: 2

Abstract

ABSTRACT There is near consensus that early childhood education and care (ECEC) is essential to children’s early development. A common corollary is that early learning will be pivotal to helping redress inequities in educational outcomes. We examine whether this is true among rural communities in the Indian states of Assam, Rajasthan, and Telangana. Specifically, we assess whether learning gains for the most disadvantaged are retained in comparison to more advantaged children who had lower initial learning levels. We find that lower-achieving, more advantaged children (as measured by mother’s education) soon overtake higher-achieving but less advantaged children. In contrast, higher-achieving girls remain ahead of lower-achieving boys in Assam and Telangana, although they are caught up in Rajasthan. Given the differing patterns across the states, we explore the extent to which these may be shaped by their respective social and policy contexts.
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滑坡:印度农村的早期学习与公平
儿童早期教育和护理(ECEC)对儿童早期发展至关重要,这一观点已接近共识。一个普遍的推论是,早期学习将是帮助纠正教育成果不平等的关键。我们研究了在印度阿萨姆邦、拉贾斯坦邦和特伦加纳邦的农村社区中是否存在这种情况。具体而言,我们评估了与初始学习水平较低的优势儿童相比,最弱势儿童的学习成果是否得以保留。我们发现,成绩较差但条件较好的孩子(以母亲受教育程度来衡量)很快就会超过成绩较高但条件较差的孩子。相比之下,在阿萨姆邦和特伦甘纳邦,成绩较高的女孩仍然领先于成绩较低的男孩,尽管在拉贾斯坦邦,她们赶上了。鉴于各州的不同模式,我们探讨了这些模式在多大程度上可能受到各自社会和政策背景的影响。
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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