School Dropout and Child Labour: A Study of Ragpicking Children in Malisahi, Bhubaneswar
DOI:
https://doi.org/10.31305/rrjss.2025.v05.n02.039Keywords:
Child labor, school dropout, ragpicking children, educational deprivation, child rights, social exclusion, urban poverty, informal settlements, educational marginalizationAbstract
Child labor and school dropout continue to pose significant difficulties to child development and social justice in India, especially for children residing in urban informal settlements. This study investigates the correlation between school dropout rates and child labor among ragpicking children in Malisahi, one of the oldest and most disadvantaged communities in Bhubaneswar, Odisha. The research is based on a child rights framework and examines the interplay of poverty, social exclusion, educational deficit, and informal labor in influencing the lives of at-risk children. Despite considerable focus on child labor and educational exclusion in India, there is a paucity of empirical studies about ragpicking children in metropolitan Odisha, especially in populations grappling with severe poverty, migration, informal work, and social stigma. The research utilized a descriptive and exploratory design. Primary data were obtained from 40 child ragpickers via structured interviews, observations, and informal talks. Secondary information was sourced from government records, census publications, UNICEF and ILO reports, academic literature, and policy papers pertaining to child labor, education, and child rights. The analysis included basic statistical methods, including frequency and percentage distributions. The study illustrates that child labor among ragpicking youngsters is not just an economic concern but a reflection of systemic inequality, social isolation, and the infringement of fundamental rights. The study indicates that successful child protection necessitates a comprehensive strategy that integrates economic alleviation, educational assistance, social security, community awareness, family fortification, and child rights education. A transition from rescue-focused interventions to a rights-based and development-oriented paradigm is crucial to guarantee the educational engagement, dignity, and comprehensive development of at-risk urban children.
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