Abstract
Of the 17 sustainable development goals (SDGs), which the countries across the globe endeavour to achieve, realising SDG 4 constitutes a significant milestone in the progress and advancement of the country. This article makes a comparative analysis of the selected parameters of SDG 4 in Bihar and Kerala. It makes an all-inclusive analysis of the Gross Enrolment Ratio at the higher secondary school, university level and Gender Parity Index for higher education. Besides, various factors responsible for the low enrolment ratio at different levels of education in Bihar are discussed.
Introduction
Education constitutes a significant and transformative part of human life. If it is not accessible, a nation will be deprived of its citizens’ contribution towards the attainment of national prosperity. The citizens will be subjected to all forms of deprivation and predicaments which they would otherwise not confront if they had access to it. In this era of globalisation and information technology, imparting education to everyone irrespective of gender has become fundamental. The availability of quality education establishes the impact education can have on human development and the growth of the nation.
India is the largest democracy in the world. With a population of over 130 crores, it is important to invest heavily in the education sector to achieve socio-economic progress. Owing to poverty, the majority of children do not have access to education. It has been found that they fall back in comprehension and mathematics. The spread of coronavirus in 2019 worsened the situation. The countries most affected by the coronavirus shut schools for a short period, and this had an adverse impact on the sustenance of the children who were largely dependent on the schools for their repasts. In the education sector, this was the worst phase because children were affected the most.
This article analyses the performance of the states of Bihar and Kerala towards the achievement of SDG 4. These states have been chosen for analysis because Kerala occupies the top-most position in the achievement of SDG 4, and Bihar the lowest position. It also highlights the dynamic factors that enabled the state of Kerala to occupy the top-most position and investigates the factors responsible for the dismal score secured by the state of Bihar. In other words, it endeavours to comprehend the factors responsible for the current performance of both states. The pointers chosen for analysis comprise the Gross Enrolment Ratio (GER) at the higher secondary level, higher education and Gender Parity in higher education. The central idea in selecting these pointers is that education is free and compulsory for children between the ages of six and fourteen. Enrolment at the higher secondary and university level is based on financial stability and affordability. As far as gender parity in higher education is concerned, alongside affordability, priority is a relatable factor, as boys are preferred over girls. The enrolment of girls at the university level constitutes a significant factor for their empowerment, in particular, and the overall development of the nation in general.
SDG 4: Ensuring Equitable and Quality Education, and Promoting Lifelong Learning Opportunities for All
Objectives
4.1 It aims at imparting free elementary and intermediate education to children irrespective of gender.
4.2 It aims at securing good care of children in their early years and places emphasis on the best education at the Montessori level that would prepare them to seek education at the elementary level.
4.3 To assist adolescents in securing education that meets professional requirements, subsequently enhancing and developing their skills and endeavours to provide university education to everyone.
4.4 To equip both men and women with employable skills that would assist them in finding a suitable job and upgrade them with business skills to become better financiers.
4.5 To do away and dispense with gender and infirmity-based inequalities in education and impart the necessary lessons to people, especially marginalised sections of the society.
4.6 To help people acquire knowledge and proficiency in mathematics.
4.7 To strive to enhance the required dexterity to attain sustainable development goals.
SDG 4 aims at achieving these listed goals by securing amenities pertaining to education that would suit the needs of various sections of society, especially the marginalised. For instance, the girl child and persons with disabilities. It endeavours to offer a congenial environment imperative for the development of such skills. The thrust is on the enhancement of grants that would enable the students to register for courses falling within the purview of higher education. It aims at enhancing the teaching skills of the mentors in underdeveloped and emerging countries. This would subsequently lead to an improvement in the dexterity of the students and aid them in their prospective professional struggles.
By 2030, it is estimated that, if countries do not attempt to achieve the aforementioned objectives, then, in the absence of required reserves, achieving excellence in education will become challenging. This state of affairs would subsequently result in massive school dropouts and a declining trend in the attainment of employable skills. As per the records of the United Nations, Department of Economic and Social Affairs, Sustainable Development, about 84 million adolescents will be deprived of education, and 300 million children will lack proficiency in mathematics and other relevant skills (UN Department of Economic and Social Affairs, 2022). The reason might probably be the financial crunch, confronting the underdeveloped and the emerging economies. For instance, Sri Lanka recently suffered an economic meltdown, leading to the closure of educational institutions, adversely affecting literacy levels.
Nevertheless, the nations aim to give their best to the youth who are the assets of the nation. To achieve SDG 4, the collaborative efforts of all the interested parties are imperative. The participation of government, people, civil society, the corporate sector, think tanks and the scholastic community constitutes an important factor in the successful implementation of SDG 4. To fulfil the targets of SDG 4, certain pre-requisites are crucial. Finance, innovation and technology are the significant ones. These would have a great impact on advancing the education system (UN Global Compact, 2019).
India’s states have embarked upon the realisation of SDG 4 through diverse measures. The significant strategies adopted by the centre and the states have enhanced the enrolment at Montessori, elementary and middle school levels. But the enrolment is not so impressive at the university level, and youth trained in employable skills have also remained low. However, there are a host of programmes introduced by the central and state governments for the attainment of SDG 4.
Some of the programmes introduced by the central government include Samagra Shiksha Abhiyaan, Rashtriya Madhyamik Shiksha Abhiyaan and Teacher Education, Rashtriya Uchchatar Shiksha Abhiyaan, Udaan, Standard Training Assessment and Reward (STAR), Sakshaar Bharath and centrally sponsored schemes for teachers’ education. The state governments have also introduced various programmes in this connection. Despite the fact that several programmes have been devised to transform the education system both at the national and state levels, the governments are confronted with numerous challenges. Causes that have hampered the progress of the education sector are a dearth of funds, poor outcomes, a lack of trained teachers, a decline in enrolment rates at the university level etc (Bose & Sharma, 2023).
As per the data available in the SDG India Index dashboard 2023–2024, the state of Kerala ranks high in the achievement of SDG 4 with a score of 82 as the Front Runner and Bihar with a score of 32 falling under the Aspirant category (Achiever 100, Front Runner 65–99, Performer 50–64 and Aspirant 0–49). To assess the performance of the states under SDG 4, 11 indicators are taken into consideration under the National Indicator Framework. These pointers provide a comprehensive understanding of the realisation of SDG 4. This article highlights the selected pointers concerning the states of Kerala and Bihar.
Table 1 indicates the outcomes of SDG 4 on significant pointers in the states of Kerala and Bihar. There is a colossal variance in the outcome of SDG 4 and the efforts invested by both the states. The factors central to the achievement of the top score by Kerala are its emphasis on the infrastructure and sanitation facilities that enabled it to secure 100 per cent enrolment in schools, notably girls’ enrolment. It is believed that since the end of the twentieth century, the government of Kerala has successfully provided all the amenities required for education. Bihar, on the other hand, with a score of 32, is lagging in the realisation of SDG 4. For all the pointers, the performance level is ebbing. Poverty has led to a decline in the literacy level.
SDG 4 Performance of the States of Kerala and Bihar (Selected Parameters).
Kerala and Bihar: A Historical Glimpse
Kerala is the frontrunner in SDG 4. It enjoys a glorious past. In the later part of the nineteenth century, during the British era, literacy among men and women was comparatively high compared to other Indian states. The position Kerala holds today is primarily due to higher admissions at the elementary level, declining dropouts at the middle school level, and access to schools in the vicinity. The access to schools in the vicinity contributes a notable factor in the cumulative enrolment of children, especially girls. These accomplishments have won accolades at home and abroad. It has witnessed growth in the education sector, since the earliest times, right from the British era to the present day. Myriad factors are responsible for the position it occupies today. To illustrate, the efforts of evangelists and the administration during the colonial era in places like Travancore and Cochin have helped in the advancement of education. Besides, the exemplary work carried out by social reformers, such as Raja Ram Mohan Roy, Dayananda Saraswati, Jyotiba Phule and Sir Syed Ahmed Khan, can be cited as some of the influences for the progressive measures undertaken by Kerala for the successive implementation of the goals of education.
The local language in those days helped further the cause of disseminating education in Kerala. The Malayalam dialect served a useful purpose in the growth of education. Importance was given to the education of the outcasts and downtrodden. This consequently ensured the burgeoning of the institutions of learning. The increase in employment and the labour mobility outside Kerala and the acceleration of autonomous and independent potencies also contributed immensely to the furtherance of education. On 18 April 1991, it achieved 91 per cent literacy, fulfilling the criteria set under the National Literacy Mission and United Nations Economic Social and Cultural Organisation (UNESCO). According to the Kerala Development Report (Kerala State Planning Board, 2021), there has been an increase in enrolment in the government schools rather than the private and the aided schools due to improvements in the setup and the arrangements.
According to the Global Education Monitoring Report 2023, issued by UNESCO, Kerala ranks third in internet accessibility in schools. This is perhaps the reason for the development of education digitally through free software, namely the Wikimedia platform. Databases have been created for more than 15,000 schools in Kerala, and more than 2 lakh laptops with free software were installed. The School Wiki gateway, which is credited for providing data on schools and other relevant information, is considered the leading source offering data in a regional language. UNESCO has applauded Kerala in this landmark achievement (The Hindu Bureau, 2023).
However, it is dismal to note that Bihar, an aspirant of SDG 4, occupies the lowest position in the realisation of its SDG 4 targets. The state, where renowned universities of Nalanda and Vikramshila were established and which attracted students from different parts of the world, is now struggling to achieve the intended literacy rate. The word ‘Bihar’ connotes marching with resilience and richness and disseminating the luminosity of education. The paradox lies in the fact that the state, once an abode of famous universities, is now grappling to regain the grandeur of ancient times. It has secured a low position in the human development index and records the lowest income per head in the country. It is estimated that in Bihar, 51.9 per cent of the population lives below the poverty line, of which 11 areas alone constitute more than 60 per cent.
Kerala and Bihar: A Comparative Analysis
Higher Secondary School
Millennium Development Goals emphasised the increasing registration of children in schools, whereas the SDGs lay emphasis on excellence in education. The following paragraphs present a dismal scenario where the number of youths enrolled in pre-university is relatively lower in Bihar than in Kerala.
In 2023, Pratham, a Non-Governmental Organisation (NGO), released the Annual Status of Education Report (ASER). The NGO had carried out a study to discover the enrolment of youth in schools and colleges of India in the countryside. It covered as many as 1,664 hamlets covering 28 regions of 26 units, respectively. The study focused on the students’ survival and their potential to confront future life challenges. It was appraised in terms of dexterity and proficiency acquired by them, which were imperative for a satisfied and contented existence.
In Figure 1, the stacked bar illustrates the enrolment of students at the higher secondary schools (HSS) in the districts of Ernakulam Rural (Kerala) and Muzaffarpur Rural (Bihar), respectively. In the figure, Series 1 indicates Muzaffarpur and Series 2 indicates Ernakulam. In Muzaffarpur, the study carried out by Pratham (2024) included 1,458 youths from 1,202 families across 60 hamlets. According to the survey, a meagre 23.8 per cent students between 14 and 18 years of age have registered at the pre-university level. Of this, the data shows that 12.7 per cent and 8.7 per cent girls and boys, respectively, had either not registered or left the school. It was also discovered that, between the ages of 14 and 18, 27.8 per cent girls and 34.7 per cent boys were involved in carrying out various activities like labouring on the agricultural field (ASER Report, 2024).
In Ernakulam, a study of 1,225 adolescents’ part of 1,151 families spread across 55 hamlets was carried out. The survey revealed that 46.1 per cent of the students had enrolled at the HSS in the age group of 14–18, of which 48.6 per cent were boys and 43.5 per cent were girls. The number of adolescents not registered at the pre-university level is estimated to be 6.6 per cent. It was also discovered that 5 per cent of the boys and 1.4 per cent of the girls had registered in professional courses. 5.8 per cent of the boys and 2.3 per cent of the girls were involved in activities other than the household chores, like business and agricultural activities (ASER Report, 2024).
The data presented in the stacked bar clearly indicate Kerala’s enrolment ratio at the HSS level is far better than that of Bihar. The number of girls and boys registered in HSS in the districts of Muzaffarpur and Ernakulam varies largely. The percentage of adolescents enrolled in professional courses and other activities is relatively high in Muzaffarpur.
According to SDG India Index 2023–2024, Bihar’s enrolment in the HSS stands at 35.9 per cent, which is perhaps the lowest, but 0.1 per cent higher than Nagaland. Nagaland has the lowest GER in India, that is, 35.8 per cent. The Education Department of Bihar, in a move to enhance students’ retention in classes 10 and 12 in September 2023, eliminated the names of over 20 lakh students, of which over 2.66 lakh were presumed to be taking their exams. The reason behind the students’ abstaining from their classes was the dearth of basic amenities, affecting mostly the girls. Many tutors complained about the shortage of classrooms to accommodate the students, as some educational institutions in the city of Patna lacked infrastructural facilities, including libraries (Tewary, 2023).
In addition to these factors, Covid-19 had seriously affected the education system in Bihar. As most people lived under miserable conditions, affording education at this stage was far from reality. According to the Bihar Economic Survey Report 2023–2024, the out-of-school students at the secondary level had considerably declined over the years. The total number of dropouts, both male and female, at the elementary and high school level stood at 57.7 per cent in 2015–2016. Though the dropout rate fell considerably (17.64 per cent) in the year 2022–2023, there was no improvement in the students’ registration at HSS. According to the survey conducted by the UIDSE, the registration of students pursuing their XI and XII came down considerably from 2012–2013 to 2020–2021 as the GER suffered a dip from 10.6 per cent to 5.97 per cent, respectively. The number of female children registered at the higher secondary level is 48 per cent as against 52 per cent of male children. The districts of Bihar that have recorded maximum differences in enrolment are Arwal, Jamui, Kaimur, Nawada and Sheikhpura. Non-availability of post-matric scholarship, a source of funding for learning, acted as an impediment to their continued learning (Mehta, 2020–21).
The other pertinent causes listed for the decline in the enrolment ratio are impecuniousness and lack of awareness about the value of education among the illiterate and uneducated parents. According to the report, based on the caste that was shelved in the Bihar Legislative Assembly, most families live below the poverty line. The report states that Bihar is home to 2.97 crore families, of which 94 lakh families belong to the underprivileged classes. About 34.13 per cent of the households earn a meagre income of 6,000−10,000 per month, and 4.47 per cent of the households earn about Rs. 50,000 per month. Besides, 14 per cent of the population lives in shanties (Bhelari, 2023).
As per the statistics presented in the Gender Report Card (2019), most girls in the age group of 15–19 were employed, only a few received remuneration. Those who received remuneration were engaged in farm work. It is estimated that 21.5 per cent of the female children remained uneducated, wedged in household chores. This included their support for domestic work and child rearing. It is discerned that 49 per cent of the females aged between 15 and 19, and 48 per cent of the married females aged between 15 and 19 were involved in some kind of domestic work, unrecognised and unpaid, and 80 per cent of the males were employed. The number of females wedded and unmarried amounted to 75.6 per cent and 69.4 per cent, respectively. The male participation in the farm and non-farm activities was 8 per cent and 63 per cent correspondingly. It was found that 1 in 4 males and 1 in 10 females of the same age group pursued employment in order to meet the demands of their families. This consequently deprives the entry of the adults aged between 15 and 19 into HSS. Acute poverty in Bihar has pushed most adolescents to forgo their education and their potential to acquire skills to earn a living.
It is astounding to note that 45 per cent of the males expressed a lackadaisical attitude towards education. It was also discovered that 2 in 5 females were either affianced or had entered into nuptials. It is dismal to note that 23 per cent of the females expressed concern over the amenities available to them in the educational institutions. Of the many reasons, dearth in the availability of women faculty, learning amenities and physical punishment demotivated them to take admissions. If these issues are resolved, probably the female retention in HSS may be achieved as 54.8 per cent of the females expressed their desire to attend school again.
Another noteworthy cause, attached to the decline in the GER at the HSS level, is the diversion of students towards the professional courses. A number of adolescents, aged between 15 and 19 preferred to pursue professional courses rather than seeking admissions in HSS. The number of females who opted for couture training was estimated to be 69 per cent who had not entered into nuptials yet, and 87 per cent of the married females pursued professional courses. 64.9 per cent of males pursued computer courses.
Enrolment in Higher Education
Higher education (HE) constitutes a weighty mechanism through which prosperity and development of a nation can be achieved. It helps students confront future career challenges and provides ample opportunities for the development of their personality.
Bihar is home to more than 7.4 million people aged between 18 and 23. In spite of the concerted efforts by the government in enhancing GER, the number of students pursuing HE is as low as 17.1 per cent but 0.2 per cent higher than Assam, whose GER is lowest of all the states at 16.9 per cent. This has cast unintended consequences and worsened the conundrum of unemployment, affecting workforce participation. The SC and ST communities’ enrolment in HE in Bihar is very low (Republic of India, 2015).
Figure 2(a) represents the population of Bihar and Kerala in the age group of 18–23, and Figure 2(b) represents the enrolment in HE over the years at different levels in the states of Bihar and Kerala. The clustered column representing population shows that the population of Bihar is increasing at a higher rate, and that of Kerala’s population is decreasing over the years. Bihar recorded a population of 13,331,000 in 2017–2018 and 15,374,000 in 2021–2022, whereas Kerala recorded 3,183,000 persons in 2017–2018 and 3,155,000 in 2021–2022. It witnessed a dip in the population from 5 to 7 lakhs annually.
It is apparent from above that Bihar, with a population of 13,331,000 in the age group of 18–23 in 2017–2018, recorded 1,333,769 registrations at the undergraduate (UG) level and, with a population of 15,375,000 in 2021–2022, recorded an enrolment of 2,333,003. With the increase in the population annually by approximately 5 lakhs, the number of students registered at the UG level has increased by 999,234 from 2017–2018 to 2021–2022. This signifies a surge in population but an unsatisfactory enhancement in registration at the UG level. As far as Kerala is concerned, the population per se has decreased. The population has fallen by 28,000 in five years. The number of girls and boys registered at the UG level amounted to 669,007 in 2017–2018 and 789,338 in 2021–2022, respectively. The decrease in population annually in this case is accompanied by an increase in the enrolment each year. This is probably the factor that is responsible for Kerala securing a top position in SDG 4.
At the other levels of HE, the GER of Bihar is comparatively lower than that of Kerala. To illustrate from Figure 2(b), it can be discerned that the registration at the postgraduate (PG) level in 2017–2018 was 125,139 in Bihar, and increased gradually in five years in 2021–2022 to 155,423. On the other hand, Kerala recorded 80,369 registrations at PG level in 2017–2018 and in 2021–2022 it increased, standing at 113,568. In 2017–2018 and 2018–2019 no students registered for the MPhil course in Bihar, as against 910 and 889 students registered for the same course in Kerala. In 2019–2020 and 2020–2021, the number of students registered for this course in Bihar stood at 70 and 73, whereas in the same academic years, 873 and 952 students enrolled in this course in Kerala. In 2021–2022 the number of students enrolled for this course in Bihar remained zero, but in Kerala, a dip in the enrolment can be observed as it stood at 356. Lastly, for PhD courses, 2,856 students registered in 2017–2018 and 5,574 in 2021–2022 in Bihar and at this stage ebb and flow in the registration can be observed for this course and in Kerala 5911 students enrolled in 2017–2018 and 9,134 in 2021–2022, a steady surge each year can be noticed. Thus, in proportion to the population, the GER in HE, in Kerala, is acceptable and that of Bihar is pathetic and much needs to be done to improve the enrolment at all levels of HE.
As discussed above, poverty is one of the predominant factors for the decrease in the GER at the university level in Bihar. The adolescents who, due to financial constraints, opt for professional courses after their matriculation never get an opportunity to pursue HE. In addition to this, youth who discontinue their studies to support their family in carrying out family businesses do not find any avenue to realise their goal of pursuing education further. Besides, the number of universities established in Bihar is less. To illustrate, the central universities in Bihar in 2017–2018 were four, and the number is the same across five years, that is, 2021–2022. It is also learnt that the youth relocate themselves to pursue HE owing to the dearth of educational institutions and the associated infrastructure, subsequently lowering the enrolment ratio. Non-familiarity and non-availability of electronic gadgets to access the internet resources imperative for educational purposes can also be cited as one of the reasons for the decline in GER in Bihar.
Gender Parity in Higher Education
Equal access to education constitutes a meaningful component of human development. The Gender Parity Index (GPI) for HE in Bihar, according to the SDG India Index 2023–2024 is 0.92. This means that for every 100 males registered at the university level, 92 females have registered; this signifies a disparity of 8 per cent. The female enrolment ratio is comparatively low, thus affecting the female workforce participation in Bihar.
The GPI for HE for Kerala is 1.44. This purports that for every 100 males registered at the university level, 144 females have registered, that is, 144 – 100 = 44. It implies that female enrolment has risen by 44 per cent.
Figure 3(a) depicts the demography of the states of Bihar and Kerala for the age group 18–23, and Figure 3(b) represents the enrolment of males and females at the university level in Bihar and Kerala. It is evident from Figure 3(a) that Bihar is more highly populated than Kerala. In 2017–2018 the male population of Bihar in the age group of 18–23 stood at 7,185,400 and 8,143,000 in 2021–2022. Kerala recorded a male population of 1,624,800 and 1,624,000 in the same years. The female population in Bihar and Kerala in 2017–2018 and 2021–2022 stood at 6,145,600 and 7,232,000, 1,558,200 and 1,531,000 correspondingly. The clustered column representing population indicates that the male population in Bihar increased by 957,600 and the female population by 1,086,400 in a span of 10 years. However, Kerala saw a significant decline in both the male and female populations.
The clustered bar (Figure 3b) denotes the GPI for HE. In 2017–2018, at the UG level in Bihar, 763,699 males have enrolled as against 570,070 females and in 2021–2022, 1,291,227 males have registered as against 1,041,776 females. In Kerala, in 2017–2018, 276,683 males and 392,323 females registered for the undergraduate courses and in 2021–2022, 331,883 males and 457,455 females registered. It can be surmised from these statistics that in the case of Bihar, the GPI is low. The enrolment of males has considerably increased in the five years by 527,528, and the enrolment of females has increased by 471,706 in a span of 5 years. This shows that the females are disadvantaged compared to the male students. It is astounding to note that, in Kerala, the number of male enrolments at the UG level is less than the number of female enrolments. In addition, it can be observed that the increase in the male enrolment across five years remained low at 55,200, and there is a surge in the female enrolment by 65,132.
At the postgraduate (PG) level, the male enrolment in Bihar stood at 70,534 in 2017–2018 and 80,756 in 2021–2022 . The female enrolment is estimated to be 54,605 in 2017–2018 and 74,667 in 2021–2022. While Kerala recorded 19,937 male enrolment in 2017–2018 and 28,742 in 2021–2022 and female enrolment stood at 60,432 in 2017–2018 and 84,826 in 2021–2022. At both levels, male enrolment is greater than female enrolment in Bihar and in Kerala the female enrolment is greater than male enrolment. The same pattern follows in both states in courses like MPhil and PhD.
It is apparent from the above that in Bihar and some other states other than Kerala, the female enrolment in HE is much lower. Bihar is grappling with numerous socio-economic predicaments. This has resulted in many families preferring to educate the boy child over their girl child. The girl child is thus denied access to education as both parents are out for work to support the family. They are forced to discontinue their studies at the cost of their other siblings and engage themselves in the household chores. In addition to this, early marriage is a germane factor for the low enrolment ratio of females. As per the records, presented by an umbrella of voluntary organisations commonly known as Educate to End Child Marriage, Kerala’s female educational attainment stood at 96 per cent which is correlated with the decline in the early marriage, that is, 6 per cent and on the contrary, Bihar’s female educational attainment stood at 61 per cent and 41 per cent of the incidences of early marriages (Pandit, 2024). Several cases have been reported where a female child is forced to enter into the nuptials even before she completes her education. Furthermore, it can be discerned that, not only in Bihar but as a matter of fact in any state, the safety and security of the female child are of utmost concern to the parents. As the universities and colleges with well-equipped basic infrastructural facilities are located in distant places, the parents are reluctant to send their female child due to a dearth of communication and transportation facilities.
In 2018–2019, Mukhyamantri Balika (intermediate) Protsahan Yojana was introduced to buoy up the females in continuing their education. Under this programme, an amount of Rs. 25,000 was awarded to those who have completed their XII and had not entered into nuptials yet. Despite this initiative, Bihar has been unsuccessful in retaining female students in HE and achieving gender parity. Women, since time immemorial, have been subjected to exploitation and discrimination. It has been more than 75 years since India achieved its independence, and since then, the consecutive governments have taken a series of steps to improve the conditions of women, which seems to be insufficient to endow her with all the entitlements.
Conclusion
Adequate literacy level is a precursor for national development. As far as the realisation of SDG 4 is concerned (pertaining to selected parameters), Kerala’s performance in all three areas is worth appreciating, as the enrolment ratio at all three levels is considerably high. In fact, the enrolment of females is much higher than that of males. It is making bigger strides in the education sector towards the realisation of the goals regionally as well as nationally. Bihar, as an aspirant, must endeavour to achieve SDG 4, taking lessons from Kerala, as it lags behind in all three parameters. Especially, the gender parity in HE is not achieved. Even if a single state fails to achieve gender parity in HE, which is very crucial, the overall gender-parity index in higher education will be affected. This will impact the women’s workforce participation, subsequently her contribution towards nation building and economic development will decline.
The above study reveals that the poverty conundrum plaguing Bihar needs utmost attention, as according to the research conducted by NITI Ayog, Bihar’s Multidimensional Poverty Index stands at 26.59 per cent (India Today) (Mukul, 2024). Poverty is the root cause of all the predicaments persisting in Bihar. The central government and the state government together can devise measures to alleviate poverty. Besides, the government of Bihar should endeavour to put an end to the above-discussed conundrums pertaining to infrastructure and enhance the GER at all levels. It should focus on the timely dispensation of post-matric scholarship and figure out other possible triggers leading to the low enrolment ratio in HSS. As far as HE is concerned, Bihar can adhere to the recommendation bequeathed at the global level for the realisation of SDG 4. This comprises rewarding scholarships to aspiring students who, due to financial insecurity, are unable to pursue HE. As far as attaining the GPI from 0.92 to 1, is concerned, the government should consider establishing HEIs in the vicinity of their hometown and put an end to early marriages, as this would provide a new lease of life to the females, empowering them to live and enjoy every moment of their life. This would enable them to develop their potential, enhancing workforce participation.
The chief minister of Bihar, Nitish Kumar, and the other political parties who had formed the government earlier have been demanding the Special Category status to improve the socio-economic condition of their people. The government of Bihar needs to introduce more schemes besides the already existing ones to enhance the GER at HSS and HE and augment the female enrolment in HE. The central government’s positive approach towards Bihar in achieving progress and prosperity would go a long way in realising SDG 4. Sound and comprehensive policy interventions both at the centre and state levels are imperative to achieve the long-term education goals aspired by Bihar.
Footnotes
Declaration of Conflicting Interests
The author declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.
Funding
The author received no financial support for the research, authorship and/or publication of this article.