Educational Deprivation and Opportunity Structures in Urban Slums of Ananthapuramu City, Andhra Pradesh,India.
DOI:
https://doi.org/10.5281/zenodo.20441626Keywords:
Slum dwellers, Literacy, Educational inequality, Gender disparity, Urban poverty, AnanthapuramuAbstract
This study examines how access to education serves as a key driver of economic and social mobility and a fundamental catalyst for personal growth among underprivileged populations in metropolitan areas. Slum residents of Andhra Pradesh's Ananthapuramu City are the subject of the present study, which looks at their literacy rates, gender gaps, and what factors influence their decision to further their educational pursuits. Three hundred homes in six different Ananthapuramu Municipal Corporation ghetto zones were surveyed using a four-stage random selection method to gather primary data.With an overall literacy prevalence rate of 28.67 percent, the results show that academic achievement among slum residents remains considerably low. Many people have only completed elementary or upper-level primary school, and even fewer have had the opportunity to pursue further education. Across all levels of schooling, the survey found that female literacy rates were persistently inferior to male rates, highlighting the persistent gender gaps. Some of the most significant obstacles to educational advancement are low levels of awareness, inadequate educational infrastructure, and social and economic limitations.The report goes on to say that most educated parents do in fact send young children to school, thus there must be a substantial positive correlation between parenting education and school enrollment. There is some indication that the number of students dropping out of school has been going down, but many kids are still not in school because of social and economic issues.According to the report, slum residents still don't have enough educational opportunities, even if literacy rates have gone up nationally. This calls for more focused governmental initiatives. Promoting comprehensive growth in cities requires bolstering access to high-quality education, increasing female literacy, and bettering socioeconomic circumstances.
JEL Classification: I21, I24, I25, J16, O15, O18.
References
1. Cohen, M. (2014), The City is missing in the Millennium Development Goals. Journal of Human Development and Capabilities, 15, pp.261–274.
2. DasB (1997), Slum Dwellers in Surat City, A Socio Demographic Profile, Indian Journal of Social Work, Sage Publications, New Delhi.
3. DasB (2001), Poorin Urban India: Life in the Slums of a Western India City, Rawat Publications, New Delhi, District hand book census Ananthapuramu.
4. Tilak, J. B. G. (2002). Education and poverty. Journal of Human Development, 3(2), 191–207.
5. Dreze, J., & Sen, A. (2013). An Uncertain Glory: India and Its Contradictions. Princeton University Press.
6. Banerjee, A. V., & Duflo, E. (2011). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. PublicAffairs.
7. UNESCO. (2015). Education for All 2000–2015: Achievements and Challenges. UNESCO Publishing.
8. World Bank. (2018). World Development Report 2018: Learning to Realize Education’s Promise. World Bank.
