Samagra Shiksha and the Uneven Geography of Educational Development in Ladakh
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n10.012Keywords:
Samagra Shiksha, School Education, Ladakh, Spatial Justice, Capability Approach, Educational PolicyAbstract
This paper provides a comprehensive empirical appraisal of school education in the Union Territory of Ladakh during the implementation of Samagra Shiksha across the pre- and post-UT transition (2018–19 to 2021–22). Drawing upon secondary datasets from UDISE+ and the Performance Grading Index (PGI) across Leh and Kargil districts. The study evaluates access, gender equity, infrastructure, digital governance, and pupil-teacher ratios. Grounded in Amartya Sen’s Capability Approach and Spatial-Geographic Justice. Findings reveal a complex duality. It significant physical infrastructure expansion alongside primary school closures, digital deficits, teacher precarity, and rising dropouts. Policy recommendations focus on converting physical resources into substantive capabilities.
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