FROM POLICY TO PRACTICE: A CRITICAL ANALYSIS OF PRIMARY SCHOOLING IN MAHARASHTRA'S TRIBAL CONTEXT

Abstract

Education holds a paramount position among the national priorities in India, recognized as an indispensable tool for achieving developmental goals. The pursuit of national objectives in the contemporary world is intricately linked to the quality of education imparted to children and youth, especially in developing nations. The constitutional directive principle outlined in Article 45 underscores the imperative of offering free and compulsory education to all children until they reach the age of fourteen. This commitment has spurred the Indian government, since the time of Independence, to earnestly endeavor towards realizing the vision of widespread education. In alignment with this goal, a comprehensive strategy has been devised to encompass all children in the age group of 6 to 14 under the umbrella of elementary education. In a concerted effort to ensure inclusivity, the government has implemented various measures, including the provision of incentives to underprivileged pupils. Notable among these incentives are the mid-day meal program, hostel facilities, free textbooks, stationary, and uniforms. The rationale behind these initiatives is not only to foster enrollment but also to create an environment conducive to sustained learning. This paper delves into the historical trajectory of educational initiatives in India, emphasizing the governmental commitment to achieving universal elementary education. By providing an overview of the multifaceted approach adopted, encompassing both infrastructure development and socio-economic support, the study aims to shed light on the challenges faced and progress made in realizing the constitutional mandate.