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Begin New Search Topic Education Political Geography Asia Publishing Institution Centre for Policy Research, India

1. School Consolidation in Rajasthan: Implementation and Short Term Effects

Author:
Mridusmita Bordoloi and Ritwik Shukla
Publication Date:
08-2019
Content Type:
Working Paper
Institution:
Centre for Policy Research, India
Abstract:
This paper attempts to add to the given literature by undertaking a detailed analysis of school consolidation process in Rajasthan. It seeks to answer the following questions:- First, what are the specific criteria and conditions for closure of schools and their consolidation with other schools and whether they were adhered to by the state administration? Second, whether school consolidation led to improvements in enrolment, availability of teachers, and essential school infrastructure facilities as mandated by the Right of Children to Free and Compulsory Education (RTE) Act, 2010.
Topic:
Education, Infrastructure, Social Policy, and Legislation
Political Geography:
South Asia, India, and Asia

2. Integrated Child Development Services (ICDS)By AVANI KAPUR and RITWIK SHUKLA

Author:
Avani Kapur and Ritwik Shukla
Publication Date:
07-2019
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
The Integrated Child Development Services is the Government of India’s (GoI’s) flagship programme aimed at providing basic education, health, and nutrition services for early childhood development. This brief uses government data to analyse ICDS performance along the following parameters: Allocations, releases, and expenditures; Component-wise trends; Human and physical resources; Coverage, and Outcome.
Topic:
Development, Education, Government, Health, Budget, and Children
Political Geography:
South Asia, India, and Asia

3. India: Using open school data to improve transparency and accountability

Author:
Mridusmita Bordoloi and Varun Kapoor
Publication Date:
10-2018
Content Type:
Special Report
Institution:
Centre for Policy Research, India
Abstract:
This study collates experiences of users of data at different levels to understand the bottlenecks and challenges to achieve transparency and accountability in India’s public education system. Detailed field surveys of parents and head teachers in government schools were conducted in three districts in three different states of India.
Topic:
Education, Government, Children, Youth, Accountability, and Transparency
Political Geography:
South Asia, India, and Asia

4. Out of school children in India: Some insights on what we know and what we don't

Author:
Kiran Bhatty, Radhika Saraf, and Vrinda Gupta
Publication Date:
03-2017
Content Type:
Working Paper
Institution:
Centre for Policy Research, India
Abstract:
The focus of the study, and the analysis in this paper, is on the issue of student attendance, in order to capture its extent – both continuous and sporadic - as well as to highlight its relevance in the larger meaning of an “out-of-school child”. The analysis is focused on possible household and school factors that can explain the variation in attendance across social groups and gender as well as across school type. In other words, this paper is an attempt to i) provide a more accurate estimate of OOSC using both household and school level data on children as well as an expanded definition of dropped out by including sporadic attendance data; ii) document the variation in attendance patterns by social groups and iii) unpack reasons for low attendance based on a set of household and school level factors. Accordingly, after describing the research and data collection, the paper is divided into two parts: Part I describes the survey findings and estimates of OOSC and attendance patterns of students and teachers. Part II provides an analysis of the links between child attendance and various household and school level factors.
Topic:
Education, Infrastructure, Children, and Child Poverty
Political Geography:
South Asia, India, and Asia

5. The Learning Generation: India’s Education Policy and Its Development Over Time

Author:
Kiran Bhatty and Ambrish Dongre
Publication Date:
01-2017
Content Type:
Working Paper
Institution:
Centre for Policy Research, India
Abstract:
Even as the reach of education has expanded enormously in India in the last few decades, it has been accompanied by differential access and the continuing spectre of inequalities. This inequality could take various forms but the extent to which opportunities, access, and outcome are distributed across different sections of the population, broadly describes a measure of the inequality that exists. There are different causes of inequality in education – the most common being the consequence of inequality in income, wages and living standards. But, in addition, social parameters also affect access to education. While some of these, such as caste, tribe and religious minority affiliation, might have bases in economics as well, others such as gender run across economic and social categories. Needless to say, girls from lower caste or tribal communities, thus suffer the burden of multiple disadvantages. While outcomes have dominated the discourse on education in recent years, in order to understand inequality more comprehensively, it is important to move beyond measuring inequality as the difference in the final outcomes and encompass the differences in equality of opportunity as well. The latter approach pays greater attention to the wider social, political and economic circumstances, which hinder individuals from accessing and competing at the same level. Various sets of contingencies affect the real opportunities people have, generating variations in the process of converting economic resources or social contexts into educational achievements. This approach follows the shift in twentieth century thought on inequality and justice, which made a distinction between “outcomes” (i.e., utility and welfare) and “opportunities” (i.e., primary goods; capabilities etc.). 2 The main arguments in this system of thought are that the process of acquiring outcomes must also be considered in determining justice (Dworkin, 1981) and that the process is dependent not only on initial endowments but on individual agency as well. This shift from a utilitarian approach, which focused on equality of outcomes to one that highlighted equality of opportunity as the basis for social justice marked a major shift in the philosophical traditions surrounding social policy. Not only did it give primacy to the “original position” (Rawls, 1971) it brought in the idea of individual responsibility, which had been the major criticism of anti-egalitarian thought. However, in recognizing the extent to which individuals are responsible for the outcomes they enjoy allowance must be made for the fact that outcomes may also be determined by factors beyond individual control. This is especially so for children, where inequalities experienced by them are predominantly due to their circumstance, and thus mostly beyond the pale of their agency. Primary and secondary education, for instance, take place when the person is still, arguably, below the age of consent, that is, the age at which children could be held at least partially responsible for the various choices they make (Paes de Barros et al 2009, Reomer 1998). In other words, the contribution of this tradition is to suggest that a just society could be achieved through ensuring equality of opportunity by providing “primary goods” (Rawls, 1971) or a set of “capabilities” (Sen, 1980) that would enable every citizen to achieve his/her life plan. Following this approach, we examine the broad trends in education in India to unpack the implications for social policy with respect to the objective of equality of opportunity.
Topic:
Development, Education, Infrastructure, Inequality, and Social Policy
Political Geography:
South Asia, India, and Asia

6. Does Government’s Monitoring of Schools Work?

Author:
Kiran Bhatty and Radhika Saraf
Publication Date:
05-2016
Content Type:
Working Paper
Institution:
Centre for Policy Research, India
Abstract:
This study attempts to understand the effectiveness of education governance, specifically the monitoring function, through the perspectives of frontline officials in India. It locates institutions within social and political structures marked by deep inequalities and analyses the manner in which these institutional arrangements influence the behaviour of frontline officials. It finds that poor state capacities in terms of inadequate resources and systemic infirmities contribute significantly to ineffective monitoring. In addition, the social distance of frontline bureaucrats from their clients reinforces their low levels of motivation, preventing them from using discretion to achieve official objectives.
Topic:
Education, Government, Infrastructure, Governance, and Social Policy
Political Geography:
South Asia, India, and Asia