Journal of Engineering Education Transformations

Abstract

Abstract : The present study attempts to estimate the status and trend in educational achievement, particularly in technical and vocational education among persons with disabilities in India across gender and social groups. 47th, 58th, and 76th round unitlevel National Sample Survey data were analyzed using the gender parity index, compound annual growth rate, ordered logit model, and binary logit model. Result shows that though the literacy rate among persons with disabilities in India gradually increases over time, still half of the persons with disabilities were illiterate compared to one-fifth of non-disabled peers. A large section of children with disabilities drops out. The transition of education from school level to higher education, technical and vocational education by persons with disabilities was very slow. Only 4.31 percent, 3.08 percent, and 1.08 percent of persons with disabilities received higher education, vocational education, and technical training in 2018. There was a gradual decrease in gender disparity against women with disabilities and turns in favor of women at all levels of general education. However, gender disparity persisted against females with disabilities, in the attainment of technical and vocational training. The attainment of technical education by males with disabilities was three times higher compared to females with disabilities. Strong caste discrimination still exists in all levels of educational attainment against scheduled castes and scheduled tribes. Educational achievement is negatively related to the severity of the disability, household size, and rural-urban areas, but positively to households' economic status. The study draws important policy implications to improve the education of persons with disabilities.

Keywords: Caste discrimination, Gender discrimination, General education, Persons with disabilities, Technical Education, Vocational Education