BACKGROUND GUIDE
AGENDA: BRIDGING THE GAP BETWEEN QUALITY
EDUCATION AND ACCESSIBILITY IN RURAL AND URBAN
AREAS
Index
1. Letter from the Executive Board
2. Rules of Procedure and Source Preference
3. Introduction to the committee
4. Introduction to the agenda
5. Structural and Social Barriers
6. Questions to analyse
7. Additional links for reference
________________________________________________________________
LETTER FROM THE EXECUTIVE BOARD
Dear members,
Welcome to the academic simulation of the Lok Sabha at the BVPMUN of 2025. We
hope this experience enriches your public speaking skills and that you learn about a
pressing world issue that complicates the lives of many people around the country.
Before coming for the conference, it is very important to break the larger agenda into
smaller subtopics and ask questions to yourself about the agenda. It is also crucial to
enhance your leadership skills and lobbying capacity since we would give importance
to overall participation in the committee.
Our agenda is “Bridging the gap between quality education and accessibility in rural
and urban areas” and this background guide is not exhaustive in scope. This guide
aims at providing you with the foundational knowledge and give concrete real world
examples. We hope that this guide will be treated as a starting point for your research.
Thanks and kind regards,
Co- Chairperson: Shruti Bedi
Co-Chairperson: Mansha Sharma
_______________________________________________________________
RULES OF PROCEDURE AND SOURCE PREFERENCE
Procedural construct
- Members have the liberty to speak either in English or Hindi However, all
documentation will be only in English.
- At the beginning of each session, the executive board calls committee members
in English alphabetical order to state their attendance with a clear present.
- It is mandatory for all committee members to vote.
- All the Committee members will be invited to give their Introductory
Statements. The default time period for the same will be 90 seconds. A motion
to extend the time period will not be in order. Committee members are
expected to list out their current Line of Policy and that of their political party,
towards the Agenda at hand. The member, granted the right to deliver the
Introductory Statement, may yield after his/her speech in one of the three ways:
(1)Yield to Points of Information/Questions: The Executive Board, who has
the right to call to order any member whose question is rhetorical and/or
not designated to elicit information, may select questioners. Follow-up
will be allowed only at the discretion of the Executive Board.
(2)Yield to the Chair: Such a yield should be made if the Committee
member does not wish to yield to questions/comments by other
members.
- The Chair will then invite the next speaker, for delivering the Introductory
Statement. Members must declare any yield by the conclusion of his or her
speech. If the time runs out, the Chair will simply move to the next speaker
Source Preference
The members must understand that to back claims and to substantiate any figures or
facts presented by the committee, reports confirming the same may be sought and
these reports will have to come from trusted sources which have been clearly laid
down. For the benefit of the committee, the same will also be explained before the
commencement.
The substantive testaments in AIPPM include:
- Committee Reports
- Court Judgments
- Government reports or reports from various ministries
- Commission Reports (commissions set up by the government)
- Parliamentary Standing Committee reports
- Questions and Answers of the parliament
Newspaper articles or media reports may be used to facilitate debate or add new
dimensions to the committee but they will not be acceptable as valid proofs to back
claims or counter arguments.
________________________________________________________________
INTRODUCTION TO THE COMMITTEE
The Lok Sabha, or the House of the People, is the lower house of India’s Parliament
and the heart of its democratic setup. With 543 members directly elected by citizens
through general elections, it represents the voice of the people. It holds significant
legislative power—especially in financial matters. For instance, Money Bills can only
be introduced here, giving the Lok Sabha control over national finances. The
government, or the Council of Ministers, is directly accountable to this house, which
means it can even be brought down through a vote of no confidence. The Speaker,
elected from among the members, plays a neutral yet powerful role in moderating
debates and maintaining order.
What makes the Lok Sabha truly dynamic is its role in shaping laws, debating national
issues, and holding the executive accountable. Tools like Question Hour and
Adjournment Motions allow MPs to question and critique government actions in real
time. However, challenges like frequent disruptions, partisan politics, and reduced
legislative scrutiny—especially when one party has a large majority—sometimes limit
its effectiveness. Still, it remains the most direct expression of India’s democratic will,
constantly evolving with the political climate of the country.
________________________________________________________________
INTRODUCTION TO THE AGENDA
Education is universally acknowledged as a fundamental driver of individual
empowerment and national development. In India, this understanding is reflected in
the Right of Children to Free and Compulsory Education Act, 2009 (RTE Act), which
mandates free and compulsory education for all children aged 6 to 14 years. However,
despite constitutional guarantees and policy frameworks, the gap in access and quality
of education between rural and urban areas remains a significant challenge.
India’s rural population constitutes nearly 65% of the total population (Census 2011),
and according to the Unified District Information System for Education Plus
(UDISE+) 2021-22 report, approximately 70% of schools in India are located in rural
areas. Yet, these schools often face acute shortages of trained teachers, digital
infrastructure, and basic facilities like electricity, internet connectivity, clean drinking
water, and functional toilets—especially for girls. In contrast, urban schools,
particularly private institutions, are better equipped and enjoy access to qualified staff,
updated curricula, and digital learning tools, creating a wide learning outcome
disparity.
For instance, the Annual Status of Education Report (ASER) 2022 found that only
20.5% of Grade 3 students in rural India could read a Grade 2-level text, compared to
36.7% in urban areas. The learning loss during the COVID-19 pandemic further
widened this gap, as rural children had limited access to smartphones, the internet, and
digital learning platforms, while urban students could continue their education
relatively uninterrupted. A 2021 UNICEF report highlighted that only 24% of Indian
households had internet access, and the number was significantly lower in rural areas.
Government schemes like Samagra Shiksha Abhiyan, PM e-Vidya, and the Digital
India campaign aim to promote equitable access and enhance quality, but
implementation remains inconsistent. Furthermore, while the National Education
Policy (NEP) 2020 emphasizes inclusive, equitable, and holistic learning, it also
recognizes the urgent need to bridge regional disparities and strengthen foundational
literacy and numeracy in under-resourced areas.
Thus, the agenda of bridging this rural-urban divide in education goes beyond
infrastructural concerns; it calls for a multi-dimensional approach involving
curriculum reform, digital inclusion, capacity building of teachers, investment in
school infrastructure, and decentralization of education governance. Ensuring
equitable access to quality education is not merely a policy goal but a moral and
developmental imperative for India’s sustainable future.
_____________________________________________________________________
Structural Challenges in the Indian Education System
1. Infrastructure Disparities in Rural and Urban Educational Institutions
Over the past decade, India has made notable strides in strengthening school
infrastructure, especially through schemes like Sarva Shiksha Abhiyan (SSA) and the
Samagra Shiksha Abhiyan. As per the Unified District Information System for
Education Plus (UDISE+ 2021-22), 93.2% of government schools have access to
drinking water, and 92.3% have functional separate toilets for girls.
However, a closer inspection reveals stark disparities between rural and urban settings.
For instance, only 57.2% of schools nationwide have functional computers, and 53.9%
have internet facilities. These numbers drop significantly in rural and tribal areas. In
Punjab, despite being one of the more developed states, 32 villages still lack a
functional primary school, which is a direct violation of the Right to Education Act,
2009, mandating that a primary school should be available within one kilometre of
every habitation. Moreover, the absence of boundary walls, libraries, science labs, and
safe classrooms in many rural schools continues to hinder the creation of an inclusive
and conducive learning environment. Delays in school construction projects and fund
disbursals under centrally sponsored schemes further exacerbate these inequalities.
2. Teacher Availability and Quality
The availability of qualified teachers is a cornerstone of quality education, yet India
faces a significant shortfall. The pupil-teacher ratio (PTR), as per the RTE norms,
should be 30:1 at the primary level and 35:1 at the upper primary level. While the
national average PTR is reported to be 26:1, this figure masks wide disparities. In
many rural and remote districts, single-teacher schools remain the norm.
In Uttarakhand and Himachal Pradesh, for instance, one teacher often manages all five
classes in isolated villages. Punjab faces a severe shortage as well, with over 6,400
teaching vacancies, leading to overcrowded classrooms and compromised learning.
Policy loopholes also worsen the situation: in Maharashtra, the 2022 changes in
student-teacher ratio norms led to the de-sanctioning of teachers from many rural
secondary schools where enrollment dipped below the revised threshold. Furthermore,
teacher absenteeism, lack of periodic training, and insufficient digital competency —
as highlighted during the pandemic — show the urgent need to prioritize both
recruitment and continuous professional development, especially through platforms
like DIKSHA (Digital Infrastructure for Knowledge Sharing).
3. The Digital Divide and Its Impact on Educational Access
The shift towards digital education post-COVID-19 unveiled the deep-rooted digital
divide in the Indian education system. While initiatives such as PM e-Vidya, Digital
India, and SWAYAM were designed to make online learning accessible, ground
realities tell a different story. According to the National Family Health Survey
(NFHS-5), only 4.4% of rural households own a computer, and 14.9% have access to
internet services, in contrast to 23.4% and 42% in urban areas, respectively.
Additionally, only 9.9% of individuals above age 5 in rural areas are able to operate a
computer, compared to 32.4% in urban regions, showcasing not only a lack of access
but also a lack of digital literacy. During the pandemic, more than 80% of teachers
across rural India reported difficulties in conducting online classes, citing lack of
devices, poor network connectivity, and insufficient training. The digital divide has
widened learning gaps, particularly for marginalized communities, who could not
access recorded lessons, e-content, or live instruction. While schemes like the
Common Service Centres (CSCs) aim to provide internet access in villages, actual
implementation and usage remain inconsistent. Without systemic improvements in
digital infrastructure and training, technology may deepen educational inequity rather
than bridging it.
____________________________________________________________________
Social Barriers to Equitable Education in India
1. Gender Disparities in Education Access
Despite decades of policy efforts, gender continues to be a defining factor in
educational access in India. The government has launched flagship schemes like Beti
Bachao, Beti Padhao, and provisions under the Right to Education (RTE) Act, 2009,
mandate free and compulsory education for girls up to age 14. While enrolment has
improved — with near gender parity in Gross Enrolment Ratio (GER) at the primary
level — gaps remain in secondary and higher education. According to UDISE+
2021-22, the GER for girls in secondary school is 77.7%, compared to 81.6% for
boys. The reasons are manifold: early marriage, domestic responsibilities, safety
concerns, and lack of girl-friendly infrastructure, especially in rural schools. Even
when girls are enrolled, their attendance often fluctuates due to lack of toilets, poor
menstrual hygiene management facilities, and societal biases that see their education
as secondary to that of boys. Girls with disabilities, from SC/ST communities, or from
economically backward families face even more severe educational exclusion,
indicating that gender disparity is often compounded by caste and class dynamics.
Sanitation in schools — particularly girls’ washrooms — plays a critical role in
keeping students in school. According to UDISE+ 2021-22, while 93.6% of schools
report having girls' toilets, independent surveys show that many of these are either
non-functional or unhygienic. A UNICEF and WaterAid report in 2020 found that
only 44% of government schools in rural India had usable girls’ toilets. The lack of
clean and private washrooms significantly affects adolescent girls, especially during
menstruation. Menstrual hygiene remains a taboo, and with limited access to sanitary
products, many girls prefer to skip school during their periods — contributing to
long-term absenteeism and eventual dropouts. Programs like Swachh Vidyalaya
Abhiyan and Menstrual Hygiene Schemes have tried to address this by providing
incinerators and sanitary pad vending machines in schools, but coverage remains
inadequate. The lack of gender-sensitive infrastructure signals a broader neglect of
girls’ needs in educational planning, especially in rural and tribal belts.
2. Dropout Rates and Socioeconomic Pressures
Dropout rates in India are deeply tied to poverty, household responsibilities, and lack
of motivation due to perceived irrelevance of curriculum. The Annual Status of
Education Report (ASER) 2022 found that while primary school enrolment is above
95%, the percentage of students actually completing schooling is much lower. The
dropout rate at the secondary level is 12.6%, and is significantly higher among girls in
rural areas. In some tribal regions, this can go up to 30%. Children often drop out due
to the need to contribute to household income, migration for seasonal labor, or
absence of secondary schools nearby. The pandemic worsened this trend — nearly 1
in 5 children didn’t have access to any form of learning during school closures, with
many never returning once schools reopened. Midday meals (under the National
Programme of Mid-Day Meal in Schools) have proven effective in reducing dropouts
in the primary years, but more robust interventions are needed at the upper primary
and secondary levels to retain students. Unfortunately, mechanisms for regular
tracking of dropouts and re-enrolment remain weak in most states.
3. Lack of Foundational Curriculum and Early Learning Gaps
Foundational learning, especially in early grades, lays the groundwork for future
education outcomes. However, the National Achievement Survey (NAS) 2021
revealed alarming results: over 50% of Class 3 students could not read a simple
paragraph or solve basic arithmetic problems. This is a direct consequence of weak
early-grade curriculum design, poor teacher training, and multi-grade classrooms
where one teacher handles several grades with varying learning levels. Recognizing
this, the National Education Policy (NEP) 2020 emphasized the need for strong
foundational literacy and numeracy (FLN), launching the NIPUN Bharat Mission in
2021 to ensure that every child attains foundational learning by Grade 3 by 2026-27.
However, the implementation remains uneven, especially in rural government schools
where teacher capacity, resources, and assessment tools are lacking. Without a clear
foundational framework across states, learning gaps widen over time, causing
frustration among students and contributing to dropouts in later grades.
4. Language Barriers in Education
India’s linguistic diversity is both a cultural strength and a serious challenge in the
education sector. With over 22 official languages and hundreds of regional dialects,
the medium of instruction often becomes a barrier rather than a bridge — especially in
rural and tribal areas. According to the Annual Status of Education Report (ASER)
2022), many children in government schools, especially in early grades, struggle to
comprehend content because the language used in textbooks or teaching differs from
their home language. For example, tribal students in Jharkhand or Odisha often speak
Ho, Santhali, or Mundari, yet instruction is delivered in Hindi or Odia, resulting in
poor comprehension and disengagement. The Right to Education (RTE) Act, 2009,
under Section 29(2)(f), mandates that instruction be delivered “as far as practicable, in
the child’s mother tongue,” but implementation varies widely across states and
remains limited in scope.
The National Education Policy (NEP) 2020 strongly endorses multilingualism,
recommending that children be taught in their mother tongue or regional language
until at least Grade 5, preferably Grade 8. It also supports three-language formula
learning — typically including a regional language, Hindi, and English — but critics
argue that this has been inconsistently applied and disproportionately favors dominant
regional languages. In practice, many rural schools do not have access to teachers
fluent in local dialects, nor are textbooks available in tribal or minority languages.
This linguistic mismatch contributes significantly to early learning gaps, low
retention, and dropout rates, especially among Scheduled Tribes (STs) and other
marginalized communities. Bridging this gap would require investment in
mother-tongue teaching materials, recruiting local-language teachers, and developing
digital tools in regional dialects, a process that has begun through initiatives like
ePathshala and Bhashini, but still lacks wide implementation. Until the language of
instruction aligns with the linguistic reality of children, especially in rural India, the
dream of equitable and quality education will remain distant.
_____________________________________________________________________
QUESTIONS TO ANALYSE
1. How do infrastructural gaps between rural and urban schools reinforce
long-term educational inequities, and what policy interventions could bridge
these divides effectively?
2. To what extent does the digital divide hinder the democratization of education,
and how can public-private partnerships be leveraged to overcome this?
3. Despite policy-level efforts, why does gender-based educational disparity
persist in India, especially beyond the primary level?
4. What systemic flaws allow teacher shortages and single-teacher schools to
continue, and how can recruitment and training policies be made more
equitable and efficient?
5. How does the mismatch between the language of instruction and children's
mother tongues contribute to dropouts and learning deficits, especially among
tribal populations?
6. How effective have schemes like Samagra Shiksha Abhiyan and NEP 2020
been in addressing foundational learning challenges, and what reforms are
needed for better implementation?
7. What role does caste, class, and disability play in deepening educational
exclusion, and how can intersectional approaches improve policy outreach?
8. Why do dropout rates spike at the secondary level, and what structural changes
(e.g., curriculum relevance, financial incentives, school accessibility) can
reduce them?
9. In what ways can community-based monitoring or local governance bodies be
empowered to ensure accountability and inclusivity in school infrastructure and
teaching quality?
10.How can technology (e.g., AI, regional-language e-content, EdTech platforms)
be used not just as a delivery tool, but as a transformative equalizer in
education?
_____________________________________________________________________
ADDITIONAL LINKS FOR REFERENCES
1. https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/R
TE_Section_wise_rationale_rev_0.pdf
2. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English
_0.pdf
3. https://www.education.gov.in/sites/upload_files/mhrd/files/statistics-new/udise
_21_22.pdf
4. https://asercentre.org/aser-2022/
5. https://dhsprogram.com/pubs/pdf/FR375/FR375.pdf
6. https://samagra.education.gov.in/
7. https://www.education.gov.in/sites/upload_files/mhrd/files/nipun_bharat_eng1.
pdf
8. https://data.unicef.org/topic/water-and-sanitation/wash-in-schools/
9. https://www.unicef.org/india/what-we-do/clean-india-clean-schools
__________________________________________________________________
