Equity and Inclusion in Education: An Analytical Study with special reference to Delhi NCR

Abstract

Equity and inclusion have to be considered as essential cornerstones of a modern education system. They promote equitable access to quality education for all learners, including those from disadvantaged groups such as socio-economic status, disability, gender, caste and religion. This paper looks at the concept, need and the obstacles in the Indian education system of equity and inclusion particularly in Delhi NCR. The method used in the present study is descriptive and analytical that is based on the mixed method of qualitative and quantitative methods. This study is secondary data analysis of patterns of equity and inclusion in education. Disparities in enrolments, attendance and learning outcomes are explored using the secondary data available from the UNICEF-UNESCO-Shelter and Health Unit Statistics 2022, and the Government and ASER 2023 at the primary and secondary levels. The Chi-Square test is used to measure the association between gender and school attendance in secondary level using secondary data. The study indicates that though policy interventions such as RTE 2009, NEP 2020 etc. have been implemented, the inequalities are deep-rooted and targeted interventions are needed.