The Right of Children to Free and Compulsory Education Act of 2009 guarantees school for all children between the ages of 6 and 14.

Poorer children were more likely than less poor children to be punished Thegovernment of India commissioned research that included more than 3,000children aged from 5 to 18, asking about physical abuse by teachers.

Younger children were significantly more likely to have witnessed and experienced corporal punishment than the 14to 15-year-old cohort, with over two-thirds of the younger children having been physically punished at school in the past week, compared with one-third of the older young people.

 

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Poorer children were more likely than less poor children to be punished.

Among children aged 14-15, we found that girls and boys alike experience routine corporal punishment, with boys experiencing particularly high levels.

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The violence children and young people experience in schools may not be visiblygendered but it may reinforce gender differentiation because of the ways inwhich it is employed by male and female teachers.

The reality is that young boys and girls alike are physically abused in schools,and it is being children that make them vulnerable, rather than their gender. Read more…

Original Article: http://www.theguardian.com/global-development-professionals-network/2015/may/22/tough-boys-and-docile-girls-corporal-punishment-in-indias-schools

Virginia Morrow is a senior research officer at Young Lives and a University of Oxford associate professor.

 

 

Educational Initiatives

Educational Initiatives

Founded by a group of IIMA alumni, with ample personal experience of educational institutions, Educational Initiatives (EI) is an effort to ensure every child learns with understanding.

Established in 2001, Educational Initiatives believes in making a difference in education through personalized learning and ensuring that students learn with understanding.

EI has over 15 years of expertise in education, with a deep understanding of child psychology and efficient methods of teaching, based on detailed research and a formidable database of student learning through ASSET.

Our detailed research has proven that children today respond to rote-based questions relatively well, however, they fail to answer unfamiliar or application based questions due to unclear core concepts.
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