Status of education participation and learning achievement of slum children in Punjab

Abstract

The study is focused on access and equity of elementary education for slum children. The present study has observed and assessed infrastructure facilities, participation and learning achievement levels of slum children and in order to assess the relationship between the educational opportunities, access equity, participation and achievement levels of children in slums, a sequential explanatory mixed-method research design has been used. With the help of purposive sampling, seven government schools near the vicinity of slum areas have been selected for the study. Further, the study consisted sample of 256 children studying in Class VIII, 30 teachers and 30 parents. The findings of the study show that the educational backwardness of slum children is not an eventual phenomenon rather it is a process which has multiple reasons for educational backwardness and disparities. The analysis of the study clearly concluded that the slum schools had poor infrastructure or facilities, were overcrowded and teachers were not adequately trained to deal with the learners who reside in temporary settlements with poor physical facilities. Further, data reveals that the learning achievement and participation of the slum children is meager and below the expected level. Findings show that the school and home factors such as parental education, home support, teaching-learning process, food, class size and economic conditions have positive effects on learning outcomes as well as participation of urban deprived children. newlineThis study will also try to fill the gap in research on slum education in Punjab. newline newline