Educational Status of Street Children: A Comparative Study of Botswana and India

A street child is a very common sight in most parts of the developing world, an irreversible aspect of the world’s ‘out of school’ youth. NGOs demonstrate appropriate strategies, but do not have the resources for common action. State Educational Systems are inert, but have the possibility of a more general response. The inclusion of these children within state education is therefore investigated in the light of NGO experience. Similarly, in the context of various African countries, we know that they are badly affected byAIDS and other internal problems. Similarly, Botswana is ranked 2nd, in terms of AIDS infection rate. Current ethnography provides an understanding of the circumstances of street-life, and children’s drawings are used as a research/educative technique. Definition is usually a prerequisite of discussions of underprivileged groups, but it is argued that ‘street children’ are more usefully considered within a hierarchy of street use which includes all children. Urban entropy is utilised as a conceptual framework applicable to past and present contexts, which proposes social coherence as an educational objective. A non-excluding school is propounded, which has the possibility of helpful children irrespective of their degree of street use. The study was exploratory and required some methodological flexibility in terms of respondents and analysis. This study uses both qualitative and quantitative methods to analyse data collected by primary and secondary means. This study is based on a primary survey was conducted on the selected districts of Delhi in 2017-18 and study for Botswana is completely based on secondary database.