Parental Involvement And School Environment As Determinants Of Quality Primary Education: Policy And Practice Perspectives
Keywords:
Parental Involvement, School Environment, Quality Primary Education, RTE Act, National Education PolicyAbstract
Quality primary education remains a critical challenge in India despite significant policy interventions. This study examines parental involvement and school environment as key determinants of educational quality through analysis of UDISE+ 2024-25 and NAS 2021 data encompassing 1.47 million schools and 3.4 million students. The research reveals that parental engagement significantly correlates with improved learning outcomes, while infrastructure gaps persist with only 65% schools having functional computers and 35% lacking electricity. Primary-level learning achievement stands at 59% nationally, declining to 49% by Class 5, indicating systemic challenges. The study employs mixed-methods analysis examining policy frameworks including RTE Act 2009 and NEP 2020 alongside empirical data on school infrastructure, pupil-teacher ratios, and parental participation patterns. Findings demonstrate that schools with active School Management Committees and regular parent-teacher engagement show 23-31% higher retention rates. The research concludes that integrated policy implementation addressing both parental involvement mechanisms and physical learning environment is essential for achieving universal quality primary education by 2030 as envisioned under NEP 2020.
