Educational Exclusion within Universal Elementary Education Policies in North East India: A Review

Abstract

Universalisation of Elementary Education (UEE) has been a central objective of India’s development agenda, reflecting its constitutional commitment to social justice, equity, and democratic consolidation. Despite significant policy initiatives and legal reforms, regional and social disparities in educational outcomes continue to persist. This paper critically examines the trajectory of UEE in India with a specific focus on North East India, a region marked by distinctive geographical, socio-cultural, and institutional challenges. Drawing upon the theoretical framework of social exclusion, the study analyses educational exclusion as a multidimensional process that extends beyond issues of access to encompass participation, quality, and learning outcomes. Using a qualitative and descriptive research design, the paper is based on a systematic review and thematic analysis of secondary sources, including academic literature, policy documents, government reports, and evaluation studies related to elementary education and social exclusion. The findings reveal that while programmes such as Sarva Shiksha Abhiyan and the Right of Children to Free and Compulsory Education Act have substantially improved enrolment, infrastructure, and formal access, these gains mask persistent regional and intra-regional inequalities. In the hill districts of North East India, educational exclusion increasingly manifests in “silent” and qualitative forms, where children are enrolled in schools but remain deprived of meaningful learning due to poor infrastructure, inadequate teacher preparation, linguistic barriers, and weak institutional capacity. Tribal, minority, and economically marginal communities, particularly first-generation learners and girls, are disproportionately affected by these intersecting disadvantages. The study also highlights gaps in policy implementation and existing research, notably the overemphasis on access indicators and the limited focus on learning processes and lived experiences in remote areas. The paper concludes that addressing educational exclusion in North East India requires a shift from an access-centric approach towards a holistic, context-sensitive strategy that integrates quality improvement, cultural and linguistic relevance, community engagement, and strengthened local institutions. Such an approach is essential for transforming elementary education into an effective instrument of social inclusion and human development.