Volume : 12, Issue : 2, FEB 2026

UNDERSTANDING THE TRANSITION FROM HIGHER SECONDARY TO HIGHER EDUCATION IN CONTEMPORARY INDIA: ASPIRATIONS, CONSTRAINTS, AND STAKEHOLDER PERSPECTIVES

ARUN KUMAR BARI

Abstract

The transition from higher secondary education to higher education constitutes a critical phase in students’ educational trajectories in contemporary India. Despite significant expansion of higher education opportunities, a substantial proportion of higher secondary pass-out students are unable to translate their educational aspirations into actual college enrolment due to multiple structural and social constraints (Agarwal, 2019; Tilak, 2015). The present study aims to examine students’ educational aspirations, identify the socio-economic and institutional barriers influencing college entry, and analyze the role of key stakeholders—teachers, parents, and community—in shaping post-higher secondary educational decisions.

Adopting a quantitative, descriptive research design, the study was conducted in PurbaMedinipur district of West Bengal, covering four administrative subdivisions—Tamluk, Haldia, Egra, and Contai. A sample of 300 higher secondary pass-out students was selected using stratified random sampling. Data were collected through a structured questionnaire and analyzed using descriptive and inferential statistical techniques, including ANOVA, correlation, and t-tests.

The findings reveal significant variation in educational aspirations across subdivisions and a strong negative relationship between socio-economic constraints and transition to higher education. Teacher and parental influences emerged as critical determinants of students’ college-going decisions, particularly for first-generation learners (Nambissan&Rao, 2013; Batra, 2016). The study underscores the need for targeted policy interventions, strengthened guidance mechanisms, and context-specific educational planning to ensure equitable access to higher education in alignment with national policy priorities (Government of India, 2020).

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IESRJ

International Educational Scientific Research Journal

E-ISSN: 2455-295X

International Indexed Journal | Multi-Disciplinary Refereed Research Journal

ISSN: 2455-295X

Peer-Reviewed Journal - Equivalent to UGC Approved Journal

Peer-Reviewed Journal

Article No : 3

Number of Downloads : 67

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