Abstract:
After seventy-three years of independence, India is still struggling to ensure equitable
access to education. This is apparent from the fact that the socio-economically weaker
(SEW) sections of the society have the lowest educational attainments. Several
interventions in the form of policies, schemes, and law have tried to address this issue,
with little or no results. Against this backdrop, this dissertation tries to examine whether
the provision of inclusive private schooling, through Section 12(c) of the Right to
Education (RTE) Act, impacts the factors affecting educational attainment positively,
to ensure SEW children achieve better educational attainment. Further, the study
attempts to bring the noted impact into perspective, by providing weightages to the
identified factors and indicators, based on their level of contribution towards future
educational attainment of SEW children at school.
