Social Inclusion and The Unique Experiment At Kiss Odisha
Public policy on education in India has addressed two major concerns of the 12th Plan viz. universal access and equity amongst different sections of the society. India has been also been one of the few Emerging Market Economies (EMEs) which has fulfilled the mandate of universal access and equal empowerment across gender, as mandated by the Millennium Development Goal (MDG) (2000). Education is the strongest pillar for employment, empowerment and fastest elevator for human development. The Right to Education Act (RTE) has been the most significant catalyst in this regard. However, in respect of the tribals, who constitute 23% of Odisha’s population, they are multi dimensionally deprived due to their remote habitation, recalcitrance of teachers to teach these children, poor infrastructural facility and significant dissonance in culture and language. This paper tries to bring out (a) Impact of education policy and planning (b) Myriad dimension of deprivation in respect of the tribal population (c) A case study of Kalinga Institute of Social Sciences (KISS), encapsulating the unique social entrepreneurship (d) Global lessons and the way forward. The paper strongly argues that individual entrepreneurship must be complemented by empathetic handholding by the state and for fostering a culture of Public Private Partnership (PPP) in the educational sector. The unique challenges of quality, underlined by Sustainable Development Goals (SDG) at the Oslo summit, can be achieved through sustained societal commitment and allocational priority by the government. As education is a significant launch pad for improving Human Development Index (HDI), the author emphasizes the role of girl child education, vocational training and thrust on extracurricular activities as the public policy leitmotif for the socially deprived sections of the society.
Keywords- EME, MDG, RTE, KISS, PPP, SDG, HDI