Abstract:
1.1 Introduction
Education serves as a cornerstone for societal advancement and individual empowerment, playing a pivotal role in shaping human capital and fostering sustainable development. It transcends the mere acquisition of knowledge, acting as a transformative force capable of driving social and economic progress within a nation. In India, the school education system operates through a distinctive dual structure, encompassing both State Government and Central Government schools. These two administrative entities function with their own unique mechanisms for administration, funding allocation, curricular design, and provision of infrastructural facilities. The efficacy and quality of these diverse school types profoundly influence student enrolment, retention rates, and ultimately, learning outcomes, particularly at the secondary level, which is a critical juncture bridging foundational education with higher studies or vocational training pathways.
The existence of this dual structure, with its differing operational models, inherently creates a fertile ground for disparities. These variations are not simply random occurrences but are often direct consequences of the systemic design, where differences in resource allocation and administrative efficiencies can significantly amplify existing inequalities. This fundamental structural divergence makes a comparative study of these school types particularly pertinent for understanding the nuances of educational provision in India.
