Contents:

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List of Tables:

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Abstract:

The Study intends to cover a certain part of The Education Policy of India which talks about; What  is holistic Education? What are the major challenges for education and its effectiveness in a  developing country? How are the other developed states managing education as a basic human  need or Fundamental right? And how can India Preserve this right so as to maintain the social  symphony? In these parameters we went through an overall analysis of government education  and came across Municipal education as one of the significant and effective area to rejuvenate  such complexes within the Country. To clear the fog, it became necessary to asses, the process  of education and especially the Municipal education system. After Assessment of the nearby  slums in Yerwada and the Municipal Schools, it is been noticed that there is a higher decrease  in the retention rate of students especially the SC/ST community, as the enrolment of students  has dropped. Retention Rate is nothing but the Rate at which the students in a specific school  retake or continue their schooling or admission for the next consecutive year with respect to  their distinction over factors such as academic year and the class they are into. Similarly, the  research tries to counter several issues like, students enrolled as Open, OBC and Minority who  basically belong to the SC/ST Category with an exception that these students are migrants and  not enlisted in the SC/ST category, through case study and survey method. It is evident that  Government Schools in Maharashtra has been increased since last 2 years however, these  schools only have applicability for Primary schooling and do not have essential facilitation for  the students. To counter such issues and demarcate policy gaps the research uses a Mixed  Method including a Case Study approach, Survey, and Quantitative methods of analysis, and  derives Policy outcomes with Budget analysis and finding` Bridges through overlapping  policies and Schemes.

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Introduction:

The very first idea of what can be considered as education is that the formal way to make the  youth learn the aspects of life along with skills to earn a living in the society. However, it can  also be preaching for wisdom or knowledge which can be considered as education. This paper refers to Formal education which is in inline to the schooling, pedagogy, quality, and  equality in the system of Education. The most vital feature of education is schooling and its  facilitation which creates an access as well as takes care of the reach toward Education for the  population wherein every part of the society is covered and brought under one roof which  makes the youth more capable in the sense earning a living as well as upgrading their  standard of living to the societal normal and enjoying every basic human right without  discrimination. For Ambedkar, “Education is something which ought to be brought within  reach of everyone”. Here the word everyone has a deep meaning. Everyone means everyone,  with no discrimination based on caste and the social division of people. Because the Indian  society had snatched all the rights of the Dalits, he was in favour of making a policy to make  education reachable to all. In his words, “The policy, therefore, ought to make higher  education as cheaper to the lower classes as it can be made. If all these communities are  brought to the level of equality, then the only remedy is to adopt the principle of equality and  to give favoured treatment to those who are below level”. Ambedkar considered the denial of  education as an injustice to the down-trodden. Education is fundamental for achieving full  human potential, developing an equitable and just society, and promoting national  development. Education keeps the bedrock for forming up of a vision for the nation’s youth  and its capacity for future evolution. Providing universal access to quality education is the  key to India’s continued ascent, and leadership on the global stage in terms of economic  growth, social justice and equality, scientific advancement, national integration, and cultural  preservation. Universal high-quality education is the best way forward for developing and  maximizing our country’s rich talents and resources for the good of the individual, the  society, the country, and the world. India will have the highest population of young people in  the world over the next decade, and our ability to provide high-quality educational  opportunities to them will determine the future of our country (NEP 2020).² The principal  institutional mechanism for developing human skills and knowledge is the formal educational system. Most Third World nations have been led to believe or have wanted to believe that the 

² NEP 2020 Ministry of Human Resource Development Government of India

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rapid quantitative expansion of educational opportunities is the key to national development:  The more education, the more rapid the development. All countries have committed  themselves therefore, to the goal of universal education in the shortest possible time. You all  will agree that education is the foundation of all kinds of development, hence after  independence improving education system was one of the major concerns of Government of  India. For developing sound education system in independent India several initiatives have  been taken and forming policies are one amongst them. On the recommendations of the  education commission (1964-66), in 1968 first education policy in India was rolled out.  Subsequently the National Policy on Education 1986 was declared and after a long gap the  draft of National Education Policy has been brought out by the Government of India in 2019.  The NPE, 1986 was followed by its Program of Action (1992) which provided the road map for its implementation³. The Education Policy of India has gone through monumental  changes in the past two to three decades, namely the RTE (Right to education) Act 2009 for  free and compulsory education for children in an age group of 6 to 14 years. The than  education policy of 1968 which made regional languages an essential part of education and  the Sarva Shiksha Abhiyan 2001 which lays down benchmarks and a stage for students to  enable several incentivised schemes and programs for developing educational enthusiasm.  The RTE when lays down 25% reservation for socially disadvantaged students. However, it  does not consider any monetary mechanism or any committee to evaluate the policy  implemented which again leaves scope for social discrimination of students for  marginalisation of students. Through the secondary data analysed and the Primary  Information collected through the Local residentials and the Social Activist it has been  noticed that, out of total enrolled students in the Municipal schools almost 60-65% of the  student’s belong to the SC/ST community and Comprising of the OBC it becomes 75-80%. The Municipal School refers to schools those are funded and regulated by the Municipal  Corporation of the respected district in its judicial boundary under the state budget. In this  case there has been high dropout rate noticed in the students since last two to three years  which is highest in the SC and ST Students. The dropout rate is certainly related to several  reasons and which makes specific policy interventions very essential for the moment.

³IGNOU-Indian Education Policies

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Role Of Education in Development:

Education is universally acknowledged as one of the key inputs contributing to the process of  national and individual development. Sustainable development can be achieved by providing  universal access to quality education. Education as one of the elements of SDG (Sustainable  Development Goals) also known as the Global Goals, were adopted by the United Nations in 

2015 as a universal call to action to end poverty, protect the planet, and ensure that by 2030  all people enjoy peace and prosperity. The SDG 4 that is Quality Education mentions that  Achieving inclusive and quality education for all reaffirms the belief that education is one of  the most powerful and proven vehicles for sustainable development. This goal ensures that all  girls and boys complete free primary and secondary schooling by 2030. It also aims to  provide equal access to affordable vocational training, to eliminate gender and wealth  disparities, and achieve universal access to a quality higher education. Hence not only quality  and equality are the concern for education but also the sustainability of education policy is  essential for overall development. 

 In the SDG Indicator Report 2019-2020 states that in Maharashtra Enrolment in  primary and secondary schools per thousand population is 158 Elementary Level (Classes I VIII )103.48 Secondary Level (Classes IX-X)91.41 Higher Secondary Level (Classes XI XII)66.99 Higher Education Level (18-23 years)32.30.⁴ The average reduction in enrolment  hence becomes 31.295 students per thousand population those who dropout from formal  education every year. When the student retention is on such a low it difficult to build a  educated employee base as well as skilled workforce for holistic growth. Outsourcing has  become an inevitable reality for quality of work. The Atmanirbhar Bharat mission tends to make sense only when we generate educated and skilled masses every year along with  enough employment opportunities to assure resultant growth. The steep decrease in Higher 

⁴ SELECTED INDICATORS FOR DISTRICTS IN MAHARASHTRA AND STATES IN  INDIA 2019-20

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Secondary enrolment which is an essential qualification for employability and self-reliance yet it is very essential to look after these parameters in education through policy intervention  such as education encouragement scheme, gender and community inclusive educational space  and better financing through budgetary adjustments.

Table No. 1 Economic Survey Report Maharashtra: Indicators of Primary and Upper  Primary Education.

The Primary education has been into focus to develop an enrolment base However, the  education policy so far is not monumentally working on retention and attrition rate of the  students. To increase access to education, it is essential to create more schools for students in  that case the above table denotes plain line on the graph in new schools for students. The  density of Primary schools per 10 km area shows around 3.2 wherein 2.5 of which are Private

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management schools. The ratio for 153.9 lakh student’s enrolment with 1,06,338 schools  denotes a huge gap in which the Government management schools are very low. Table No. 2 Economic Survey Report Maharashtra: Indicators of Secondary and  Higher Secondary Education.

The impact of prolonged school closure in Lockdown on children in government schools. A  third of the students continue to be deprived of Mid-day meals while textbooks have not been  received by over 80% children. Current modes of education delivery have relied heavily on  technology, leading to the exclusion of over 80% students, who have remained disconnected  from education since schools were closed over five months ago. Interestingly, the challenges  of government school children in accessing digital education are similar to those of children  in private schools—those of poor internet speed and signal and data being unaffordable,  indicating that reliance on digital modes is not an effective solution for anyone. Evidence  from the Ebola virus outbreak shows that such prolonged school closure leads to a massive

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increase in dropouts. This is borne out by the teachers surveyed as well— 40% of whom  believe that a substantial number of children will not return once schools reopen. There is  also a real risk of migrant children and those from Dalit and Adivasi communities, turning to  child labour to support their families economically.⁵

Table No. 3 All India Survey on Higher Education 2019-20: Government of India

The Number of Stand-alone Institutions in terms of total number of colleges differs around  50%(approx.) Which signifies need for more inclusivity as the fees as and reach to these  institutes is low for the backward population. As well as increase in number of Universities might create a better apparatus to navigate higher enrolment ration in Higher education. Higher education is an essential tool to develop skilled workforce and build a self-reliant  economy. 

 The Student achievement Report bellow also shows a very monumental reduction of  children having extracurricular interest or reduced participation due to lower policy  intervention for encouragement of students in the activity space. It also calls for increase in  opportunities which are inclusive and accessible to all through government institutes and 

⁵ Status Report- Government and private schools during COVID-19: OXFAM India

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mechanisms to better the achievements graph. As well as it encourages students to enrol for  formal education.

Table No. 4 Economic Survey of Maharashtra: Students Achievement report 2022⁶

These parameters indicate education as an essential too for development as mentioned in the  SDG as well as globbaly recognised as an tool of development. One way of looking at  education is only as an expenditure. Students and their families spend on education.  Employers spend on education. So do countries. For example, in the Europe and Central  Asia region, about 12% of government spending is allocated to education. But education is  more than an expenditure line item: it is an investment – in teachers and students, but also in  a country’s future work force. Education brings a return of about 9-10%. This means that  every year of learning generates about a 10% increase in earnings annually. But the value of  education is much more than just the earnings it delivers. Education expands choices. It  transfers social values between generations. It elevates consumption in the present – and in  the future.⁷

⁶ Economic Survey of Maharashtra State 2020-21

7 50 years after landmark study, returns to education remain strong: HARRY A. PATRINOS: MAY 03, 2023

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Budgeting Municipal Education:

 For inclusive quality education, responsible need-based planning, budgeting,  management, monitoring, supervision, reporting, and maintenance is required. To have a  bottom-up approach, community mobilisation and active participation of community members  in implementation of school education is extremely critical, not only in effective planning and  implementation of interventions in schools, but also in effective monitoring, evaluation and  ownership of the government programmes by the community. UDISE reported that more than  97 percent of government and government aided schools in Maharashtra has constituted SMCs.  More than 90 percent of schools with SMCs have bank accounts to avail and facilitate the  entitlement of SMCs over grant expenditure.⁸

 The state PAB meeting minutes for 2016-17 shows that only Rs. 22.2 crore for SMC  training and community mobilisation was approved in the meeting. Scanty allocation towards  the training of SMC and SDMC members has failed to bring about effective capacity building  at the ground level. As a result, decentralised planning remains on pen and paper in  Maharashtra.⁹

 The Table No. 5 and 6 essentially denotes the incapacity of Schemes and funds  wherein several funds are highly focused on Primary education along with the encouragement  schemes life MIDDAY MEAL, WASH(Infrastructural) and Free Uniforms etc. Yet There is a higher requirement spend over Encouragement of Secondary and Higher Secondary education  for children in the age group of “6-18”, which is the age group for academic mindset  development as well as the age for students to discover their passion through exploration.

⁸ Budgeting for School Education in Maharashtra: What Has Changed and What has not? Policy Brief: Centre for Budget and Governance Accountability: Protiva Kundu : 2018 ⁹ Budget at a glance, State Budget documents for 2016-17 and 2017-18

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Table No. 5 Allocation of Funds for Schemes of encouraging education

Sarva Shiksha Abhiyan (SSA) is one of programme for achievement of Universalisation of  Elementary Education (UEE) in a time bound manner, as mandated by 86th amendment to  the Constitution of India making Free and Compulsory Education to the Children of 6-14 years age group, a Fundamental Right. SSA is being implemented in partnership with State Governments and Central Government.

The mechanism of Sarva Shiksha Abhiyan includes appointment of teachers, teachers  training, qualitative improvement of elementary education, provision of teaching learning  materials, establishment of Block and Cluster Resource Centres for academic support,  construction of classrooms and school buildings, establishment education guarantee centres’,  integrated education of the disabled and distance education. The financial assistance could be  85:15 sharing during 9th Five Years Plan, 75:25 sharing arrangement during 10th Five year  Plan and thereafter 50:50 between Central Government and State Government. The GOI State fund sharing ratio for SSA was revise d in October 2015, to 60:40 (previously 65:35).

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Table No. 6 Percentage of Each Source to Total Amount of Funds Received under SSA  to SMK Municipal Corporation

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Table No. 7 Gender Scheme Budget Allotment

Table No. 8 Pune District Report Card: National Achievement Survey 2021¹⁰

¹⁰ Pune District Report Card-National Achievement Survey 2021

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Access and Reach:

The Constitution of India has guaranteed the right for compulsory education for children  between the ages of 6–14 years, but the Constitution is not the law of every home. At the  rural family level, socio-economic and cultural factors clearly have vital impact on  continuing patterns of less literacy, perhaps specifically among tribal communities.  Government policies are concerned about statistics, are focused on achieving universalisation  of elementary education and seek to eradicate illiteracy. Lack of implementation of such  policies in a manner that suits the respective local conditions remains a main reason for high  dropout rates in primary schools at hamlet level. Enrolment of children by itself does not  solve the problem of universal primary education. Do all children continue to attend the school and complete at least five years of schooling? The evidence available on this issue is  highly disappointing. According to the All India Educational Survey of the N C E R T, conducted in 1986, nearly one out of every two children enrolled in school drop-out without  completing even five years of schooling. In fact, based on an analysis of the data available  from the 1981 census, Aggarwal (1987) points out: “The proportion of children attending  school is only 48.7 per cent, which is even slightly less than half the total number of children in the age group 6 – 14. The extent of the backlog or the non-attending children is thus more  than what is being covered through various modes of education.” Aggarwal, 1987.¹¹ The Eighth Five Year Plan also gives a new policy direction in dealing with working children  who are homeless and on the street. The policy seeks preventive actions which are  community based and noninstitutional. This is in contrast to the traditional institutional  approach of creating juvenile care homes for orphans, juvenile offenders and so on, all in one  basket. The renewed endorsement of the Government to the Urban Basic Services for the  Poor, which operates through community involvement instead of the conventional  mechanisms of bureaucratic subvention, indicates a positive move. Further, the government is  also more and more committed to using the services of Non-Governmental Organizations,  which have a better rapport with the community for implementing various components of the 

¹¹ Status of primary education of the urban poor in India: A n analytical review; Rangachar  Govinda; Paris 1995; U N E S C O: International Institute for Educational Planning

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urban development programme. But mere policy commitment would not suffice. This has to  be supported by increased allocation of resources to primary education in urban localities and  by strengthening the public administration system of the urban areas. A financially more  empowered civic administration, as envisaged in the new Bill on Panchayati Raj, should aid  in strengthening the actions of the Civic Authorities. While resource constraints are likely to  continue, increased involvement of community-based organizations and committed volunteers, coupled with necessary changes in the bureaucratic procedures and attitudes,  seem to hold the key for further development in the area. In the cases where education is  being ‘delivered’, the dominant mode is WhatsApp (75%) followed by phone calls between  the teacher and the student (38%). This is similar to how private schools have ‘delivered’  education, with their dependence on WhatsApp as the primary mode of delivery. Clearly,  these are mediums for information dissemination and cannot strictly be seen as ‘delivering’  education. Travel and movement constraints, particularly during the early days of the  pandemic is one of the key reasons why education delivery moved online. However, the fact  remains that state guidelines on education delivery have not focused on other, more inclusive,  non-digital alternatives of education, particularly in districts/regions with low-infection rates.  For instance, some teachers, of their own volition have begun Mohalla classes where they  teach 4-5 students (while maintaining physical distancing) for a few hours in an open space in  the village, reaching out to all students at least twice a week.¹² The Digital gap has been a  lightening policy issue as it has never been included in the policy framework. Several  Marginalised Communities have been overlooked from access and reach to education due to  the unavailability of Digital devices or internet services in the lockdown. Hence this can  derive attention towards increasing logistic support to the government education as these  have the highest number of marginalised and economically weaker section enrolment. The  students intend to drop out of the schools after the age of 16 as the education becomes a burden for their daily living in the low economic conditions. Even in several cases  unavailability of facilities and technological advancements in teaching that which forms an  attraction for students to avail higher education lacks in several government institutes.  Education is not only a practice of pedagogy yet an holistic space where the conditioning of 

¹² Yadav, A (2020, June 9). Delhi: More than 150 MCD schools teachers infected by  coronavirus, 4 die on Covid duty. India Today. Retrieved from

https://www.indiatoday.in/india/story/delhi-more-than-150-mcd-schools-teachers-infected by-coronavirus-4-die-on-covid-duty-1687237-2020-06-09

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students takes place along with several factors like peer groups, technology, infrastructure as  well as other logistic facilitation along with proper and safe environment to study.  The PRAJA report specifies that The Total Annual Budget allocated for education has  been falling since 2015-16. The allocated budget for 2017-18 is Rs. 2,454 crores, 9.76% of  MCGM’s overall budget of Rs. 25,138.91 crores19. A fall in the 2017-18 budget can be  understood as an attempt towards more efficient spending and higher utilisation of the  budget.¹³ Whereas in Pune the Total annual Budget for Education is 384.37cr for the Primary  and 71.72cr for Secondary education in 2020-2021 as compared to 495.88cr for primary and  75.81cr for the Secondary in 2021-2022 budget.¹⁴ However, it is quite evident of instances of  reduction in facilitation and very low performance of the Municipal schools as well as several  times getting shut due to low enrolment.

 While there has been a rapid increase in the number of private schools since 2000,  ASER reports (rural only) indicate that the ‘year on year increase in private school enrolment  seems to have stopped’ at primary level, reporting of the proportion of private schools at 31  per cent in both 2016 and 2018. The increase documented prior to this tends to have been in  low-cost private schools, the quality of which has been called into question by a number of  studies. 78 In such schools in India, teachers are often poorly paid, underqualified and the  schools themselves may also be poorly resourced. However, due in part to the different  background demographics and motivation of the families that elect to send their children to  such schools, they can often demonstrate better results than government and government aided schools nearby, despite little or no evidence of improved quality in classroom teaching.   Data analysis from a number of studies indicates that when factors such as socio economic background are controlled for, the differences in outcome falls significantly. One  recent review 80 noted that this learning-gap ‘falls but, in most studies, it does not disappear’,  also arguing that, due to the higher wages received by government-employed teachers, low cost private schools can offer better value for money in terms of ‘cost per unit of learning’. However, a study including both rural and urban contexts 81 found that ‘the private school  benefit becomes largely, statistically, insignificant’ when background factors are controlled  for. Moreover, it found specifically that children in ‘low-fee’ private schools ‘may perform  no better than their public school counterparts’. The Draft NEP (2019) proposes a number of 

¹³ State of Municipal Education In Mumbai; December 2017; PRAJA 

¹⁴ Pune Municipal Corporation Budget; from: https://www.pmc.gov.in/en/budget-0

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measures to ensure tighter regulation of private schools, expressing concern at the ‘rampant commercialisation and economic exploitation of parents by many for-profit private schools’.

Case Study of Municipal Education:

The data has been derived through UDISE+¹⁵, a central government data segregation portal for  Education in India. The UDISE report shows a higher decrease in government schools for the  secondary and Higher secondary sections of student’s which again brings up the issue of RTE  and the Directive Principle of compulsory education with a question mark. As there is higher  participation of SC/ST students in the government schools and due to unavailability, there is  an increase in the rate of dropouts and low age uneducated worker force growing in the wake

of uprising of the AI technology. The Drop out Rate denotes the rate at which the Student drops out or leave formal education or schools every consecutive year and it may be derived through  counting the enrolment of students every year and the gap between the subsequent year’s  enrolment. 

¹⁵ Unified District Information System for Education Plus (UDISE+)

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Table No. 9 ¹⁶ Number of Government Schools in Maharashtra

Source: UDISE+ Report 2018-2019 and 2021-22 (Give the link for report)

The above table is collaborated from the UDISE reports of 2019 and 2022 which specifies that  The Government Schools in Maharashtra have been increased in number (23554in 2019- 65639in 2022) however the schools for the secondary and the Higher secondary sections have  reduced remarkably. The Total Number of Schools for Secondary education have decreased by  85% and the Higher secondary schools by 93%. These schools are merged or demolished due  to lower enrolment. But which is because of the low facilitation of the students in the schools.  The school report’s when examined for the Yerwada block in Pune city it is clearly visible that:  there are only Two Municipal Higher secondary schools in the block and four in total in Pune  City as a whole. Out of total number of 33 schools only 18 of which have the ICT lab’s; 6 of  them don’t have Projector Classrooms; 8 Do not have internet in the age of AI and Machine  learning. These Government Schools Specifically are favourable ways of educating for the  SC/ST students along with other minorities. The shutting down of Municipal schools in the  state has become a grave issue for the unemployment and increase in the uneducated youth.  Youth and skilled workforce is been portrayed as the base of National development by the  government which on the other side is not facilitated with proper education.

¹⁶ UDISE+ Report 2018-2019 and 2021-22 (Give the link for report)

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 The enrolment data when tabulated for 33 school cluster in Pune city it shows  significant trends and changes in it in a Timely manner. After doing trend analysis and a  Evaluating the variables through time series study we find that:

Table No. 10 Enrolment in Municipal Schools for year 2018-19 

Source: UDISE+ School Report Cards

Table No. 10 Enrolment in Municipal Schools for year 2019-20

Source: UDISE+ School Report Cards

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Table No. 10 Enrolment in Municipal Schools for year 2020-21

Source: UDISE+ School Report Cards

The secondary data set, analysed from the time period of 2019 to 2021 with the help of primary  tabulation, percentage and ratio method denotes, reduction of 13.05% retention rate since 2019  in accordance to the enrolment of 2021 for the SC/ST students¹⁷.

Table No. 11 Retention Data: Derived From: Table No. 8, 9 and 10

¹⁷ https://udiseplus.gov.in/#/home

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Total reduction in retention for SC/ST is 13.05% which can be considered as the Dropout rate  for the students or the attrition rate as well. This has an huge implication over unequitable  growth and several parameters like Um-employment, Child labour, Unskilled work force and  a uneducated dependent youth especially for the SC/ST community paves it’s path.

Limitations To Study:

1. Unavailability of data: Overall data Analysis in the study is done through UDISE+ reports and Report-cards. However, there is no Primary data available or there is an lack of access through which information like Sarva Shiksha Abhiyan Outcomes would  have been able to develop the interpretation. The data for the year 2022 is also  unavailable on several government websites.
2. Disintegrated Information: The study had a crucial limitation to connect all the parameters through different government reports and statistics which in the tables and statements may seem dissimilar yet brought on a single point of access to education.
3. Field Work: Due to unavailability of resources as well as assistance the real-time surveys and interviews were not possible which would have been a bridge for the gap of disintegrated information in this small crunch of time. 

Recommendations:

The most Vital recommendation for Inclusive and Equal education is to maintain the set and  running mechanism of Municipal education through which state can develop an equitable and  accessible platform for education through quality education by the Government as it is an essential and unbreakable Component of SDG i.e. Sustainable Development goals.

The thrive for private education and its institutional autonomy may cause less temper to  assimilate Policy Initiatives for equity and equality of access and reach due to their superficial  presence in the Urban space. 

New Initiatives are a call for new funds and more scattered growth because of lower state  autonomy as well as the NEP2020 has completely created an apparatus to develop formal  education and skilled employability in the country however, the privatised perspective to  reduce governance over the social sector may prove in loss of social integration. This may bring  lower policy space in the sector wherein equity may be in question as well as resource  optimisation in social sector may cause higher imparity. Hence the NEP2020 may include

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Municipal education as its mechanism to indulge integral environment for education which  would reduce disparity and increase access.

The steep decrease in Higher Secondary enrolment which is an essential qualification for  employability and self-reliance yet it is very essential to look after these parameters in  education through policy intervention such as education encouragement scheme, gender and  community inclusive educational space and better financing through budgetary adjustments.

Education is the basic right of every child in country. For that purpose, Provision are also  made for free and compulsory education between the age of 6-14 years in Constitution. SSA  is a one crucial programme for the achievement of Universalisation of Elementary Education.  During the last year it is found that sufficient funds are not received and there is no  consistency in funds too as per the Financial Norms approved by PAB.

For the smooth running of elementary education and overcoming problems, grants like  teachers training grant, learning enhancement grant, grants for innovative activities and library grant are more important and expected to be receive consistently over the period of time. Inclusive education for disabled and provision for medical expenditure form them are  necessary for making successful Education to all and inclusive education.

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A Study on Flow of Funds under ‘Sarva Shiksha Abhiyan’ Scheme to SMK Municipal  Corporation (Maharashtra), Mrs. Sunita V. Naik Prin., Dr. Yojana V. Jugale Maharashtra Budget Analysis 2022-23

Role of Municipal Corporation in Education & 74th Amendment Shailendra Kumar Sharma 50 Years after landmark study, returns to education remain strong HARRY A. PATRINOS

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Status Report- Government and private schools during COVID-19, Findings of rapid surveys by Oxfam India, Ankit Vyas

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The Role of the Indian Political Regime in Higher-Education Reforms for Innovation Drive: Key Comparisons With China, Romi Jain, Eric Ping Hung Li1, and Joseph Tse-Hei Lee,  2022

Achieving SDG 4 in India: Moving from Quantity to Quality Education for All: Beena Pandey

Do More School Resources Increase Learning Outcomes? Evidence from an Extended  School-Day Reform: Jorge M. Agüero, Marta Favara, Catherine Porter, Alan Sánchez: MARCH 2021

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SELECTED INDICATORS FOR DISTRICTS IN MAHARASHTRA AND STATES IN INDIA 2019-20

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