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Extended Education at College in India: Advancing Equity Through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups

Nidhi S. Sabharwal

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Abstract


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Abstract

The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students’ academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society.

Keywords: academic support programmes, supplementary instruction, caste, socially and economically disadvantaged groups (SEDGs), India

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Bibliography: Sabharwal, Nidhi S.: Extended Education at College in India: Advancing Equity Through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups, IJREE – International Journal for Research on Extended Education, Vol. 8, Issue 2-2020, pp. 156-172. https://doi.org/10.3224/ijree.v8i2.05

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Open Access License: This contribution is available in Open Access under the Creative Commons license CC BY 4.0 (Attribution 4.0 International) as of 18.10.2022. More information about the license and the terms of use can be found here.


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