top of page

Afsal Rahees KP - Selected for The Social Hackathon 1.0

Afsal Rahees have done BSC physics in Ekc arts college, Manjeri. He is a volunteer of The Gulmohar Foundation, JCI Vilayil , And Vazhakkad palliative He had a chance to attend UN Youth conference in 2018. He is the one of the member of Wisdom education foundation of India. He believes people who don't try new things are loser's.and without knowledge we can't improve our society


I notice a social injustice in the education sector in my village. The average student in my village goes to tuitions and coaching centres. But due to financial problems, some very interested students are not able to go to tuition or coaching centre.


We need to find those who are losing their education due to such financial problems and mobilize the help they need with the support of the people and thereby start a centre in our village to ensure education for such children.


Most of the students in my village go to tuition centres and coaching centres like this. When a financially distressed student came to me and told me about this problem, I felt that they needed a tuition centre in my village to study.


Justice and equality in education


Indian society suffers from substantial inequalities in education, employment, and income based on caste and ethnicity. Compensatory or positive discrimination policies reserve 15% of the seats in institutions of higher education and state and central government jobs for people of the lowest caste, the Scheduled Caste; 7.5% of the seats are reserved for the Scheduled Tribe. These programs have been strengthened by improved enforcement and increased funding in the 1990s. This positive discrimination has also generated popular backlash and on-the-ground sabotage of the programs. This paper examines the changes in educational attainment between various social groups for a period of nearly 20 years to see whether educational inequalities have declined over time. We use data from a large national sample survey of over 100,000 households for each of the four survey years—1983, 1987–1988, 1993–1994, and 1999–2000—and focus on the educational attainment of children and young adults aged 6–29. Our results show a declining g