Educational Exclusion in Elementary Schools of Senapati District, Manipur: Access, Quality, and Equity

Abstract

Education is a fundamental human right and a critical driver of social transformation, economic development, and nation-building. Despite policy initiatives like the Right of Children to Free and Compulsory Education (RTE) Act, 2009, disparities in access, participation, and quality of elementary education persist in India, particularly in geographically remote, socio-economically backward, and culturally diverse regions. This study examines the multi-dimensional problem of educational exclusion in the Senapati district of Manipur, a predominantly hill and tribal region characterized by low literacy, dispersed habitations, and limited infrastructure. Adopting a descriptive-cum-analytical approach, primary data were collected from 131 schools across six sub-divisions through structured interviews with school authorities. Indicators analysed include Student-Classroom Ratio (SCR), Pupil-Teacher Ratio (PTR), drop-out and transition rates, availability of trained teachers, infrastructure facilities (classrooms, toilets, drinking water, playgrounds, mid-day meal kitchens), and socio-demographic factors such as caste, ethnicity, gender, disability, and parental occupation. Findings reveal that while most schools meet national standards for SCR and PTR, significant gaps exist in basic facilities, particularly in primary schools and privately managed institutions. Dropout rates are higher at the primary level, and operational challenges such as inconsistent working days further exacerbate exclusion. Socio-economic and geographic factors intersect with structural inadequacies to influence student retention and educational outcomes. The study underscores that improving elementary education in Senapati requires holistic interventions addressing infrastructure, teacher allocation, and inclusivity, alongside enhanced policy enforcement and community engagement. Context-specific strategies are vital to ensure equitable access, reduce disparities, and promote quality learning for all children in marginalized and vulnerable communities.