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Introduction

Education is a fundamental right and a crucial tool for socio-economic development. However, the dropout rate among schoolchildren in the riverine areas of North Salmara Sub-Division, Bongaigaon, Assam, remains a significant challenge. Despite various government and non-government interventions, many students, particularly in rural and flood-prone areas, leave school before completing their education. This article explores the key causes of the dropout problem, its consequences, and possible solutions, aligning with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 1 (No Poverty), SDG 5 (Gender Equality), and SDG 10 (Reduced Inequalities).

Causes of School Dropouts in Riverine Areas of North Salmara

Several factors contribute to the high dropout rate in the riverine areas of North Salmara, especially among children from economically weaker sections.

  1. Poverty and Economic Hardships (SDG 1: No Poverty)
    Many families in the riverine areas of North Salmara depend on daily wage labor, agriculture, and other unstable sources of income. Financial constraints force children to drop out and contribute to household earnings by working in fields, fishing, or other labor-intensive jobs.
  2. Lack of Awareness and Parental Education (SDG 4: Quality Education)
    A significant portion of the population in these areas lacks awareness about the importance of education. Illiterate parents often do not prioritize schooling for their children, particularly girls, believing that education will not lead to immediate financial benefits.
  3. Frequent Floods and Displacement (SDG 10: Reduced Inequalities)
    The region is prone to recurrent floods and river erosion, which displace families and disrupt children’s education. Many schools remain closed during floods, leading to prolonged absenteeism and eventual dropouts.
  4. Poor School Infrastructure (SDG 4: Quality Education)
    Many schools, especially in the char (river island) areas, lack basic amenities such as drinking water, functional toilets, electricity, and proper classrooms. The absence of these facilities discourages students from attending regularly.
  5. Child Marriage and Gender Disparities (SDG 5: Gender Equality)
    Girls in these riverine areas face the additional challenge of early marriage, often dropping out before completing their education. Societal norms and safety concerns also prevent many girls from continuing their studies beyond primary school.
  6. Teacher Shortages and Quality of Education (SDG 4: Quality Education)
    Many government schools suffer from a lack of trained teachers and inadequate teaching methods. A poor learning environment demotivates students, leading to low academic performance and eventual dropout.

Consequences of High Dropout Rates

The impact of school dropouts extends beyond individual children and affects the overall development of society, hindering progress toward multiple SDGs.

  • Increased Child Labor (SDG 1: No Poverty): Children who leave school early often end up as unskilled laborers, continuing the cycle of poverty.
  • Early Marriage and Exploitation (SDG 5: Gender Equality): Dropout girls are more vulnerable to child marriage, domestic violence, and exploitation.
  • Limited Employment Opportunities (SDG 10: Reduced Inequalities): Without proper education, youth struggle to secure stable jobs, increasing unemployment rates.
  • Social and Economic Underdevelopment (SDG 4: Quality Education): A less-educated population restricts the region’s growth, limiting economic progress and social awareness.

Possible Solutions

Efforts must be made at multiple levels to address this pressing issue while ensuring alignment with SDGs. Some potential solutions include:

  1. Financial Support for Poor Families (SDG 1: No Poverty): Scholarships, midday meals, and conditional cash transfers can help economically disadvantaged children continue their education.
  2. Community Awareness Programs (SDG 4: Quality Education): NGOs, local leaders, and educators should conduct awareness drives emphasizing the benefits of education.
  3. Disaster-Resilient Schools (SDG 10: Reduced Inequalities): Strengthening school infrastructure and introducing mobile schools during flood seasons can ensure continuity in education.
  4. Vocational Training and Alternative Learning (SDG 4: Quality Education): Introducing skill-based education alongside formal schooling can encourage students to stay in school while preparing them for future employment.
  5. Stronger Implementation of Child Protection Laws (SDG 5: Gender Equality): Strict monitoring and legal actions against child labor and child marriage can help reduce dropout rates.
  6. Improved School Infrastructure (SDG 4: Quality Education): Building better facilities, including separate toilets for girls, clean drinking water, and electricity, can encourage regular attendance.

Conclusion

The high dropout rate in the riverine areas of North Salmara Sub-Division, Bongaigaon, Assam, is a multifaceted problem that requires collective efforts from government authorities, NGOs, and the local community. By addressing the root causes and implementing sustainable solutions aligned with the SDGs, we can ensure that every child in these flood-prone areas receives the education they deserve, paving the way for a brighter and more equitable future.