SOCIAL INCLUSION AND SCHOOL EDUCATION - AN EVALUATION STUDY OF BEST AVAILABLE SCHOOLS IN TELANGANA

Abstract

This evaluation study focuses on the relationship between social inclusion and school education in Telangana, particularly emphasizing the “Best Available Schools” (BAS) scheme. The BAS initiative, aimed at promoting equitable education for students from marginalized communities, seeks to bridge socio-economic disparities by providing access to high-quality schooling. The study critically assesses the impact of this program on social inclusion, particularly for students from Scheduled Castes (SC), Scheduled Tribes (ST), and economically disadvantaged backgrounds. The research employs both qualitative and quantitative methods, including surveys, interviews with stakeholders (students, parents, teachers, and administrators), and secondary data analysis. Key areas of investigation include enrollment rates, retention, academic performance, and students' social integration within these institutions. The study also explores the role of infrastructure, teacher-student interactions, and curriculum design in fostering an inclusive environment. Preliminary findings suggest that while the BAS scheme has contributed positively to educational access, challenges remain in achieving full social inclusion. Issues such as social stigma, limited peer integration, and gaps in infrastructure and resources are noted. Moreover, the quality of education across schools varies, affecting the initiative's overall impact. The study concludes by providing recommendations to improve the effectiveness of the BAS scheme, such as strengthening teacher training on inclusive practices, enhancing support systems for marginalized students, and improving school facilities. By addressing these gaps, Telangana’s education system can better fulfill its mandate of promoting social inclusion and equity.