期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：2412-2419
DOI：10.9756/INT-JECSE/V14I3.287
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：Over the years, India's access to education has significantly increased, and attempts are being undertaken to enhance learning consistency and quality. This general tendency, nevertheless, conceals inequalities encountered by some young children due to situational conditions like poverty, gender inequalities, as well as contextual disadvantages such as living in armed conflict zones across time. Studies have proved that these interacting and frequently unpredictable circumstances can work independently to restrict schooling enrolment and learning quality of a child. Furthermore, these crossings may augment limitations as well as determine possibilities and distribution of educational resources to differing degrees, thereby putting girls and boys impacted by armed conflict, farther behind. The authors through this article explore the link between armed conflict dynamics and education of young boys and girls in conflict-affected regions of India as against the need of Safe School Declaration Guidelines to resolve the issue of use of schools by the military and para military forces in the red corridor region of India. In doing so, the paper examines school enrolment rate, dropout probability, and learning results, as well as the interfering factors which influence these variables through analysis of the authentic state-wide and district-wise data. The authors further suggest reformatory measures in relation to improve education quality in the conflict affected regions for overall development of the child and society at large.
关键词：Armed Conflict;Children;India;Lucens Guidelines;Military use of Schools;Safe School Declaration
