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2. The future of women in India: Barriers, facilitators and opportunities
- Author:
- Amita Vyas, Misha Iqbal, Capucine Querenet, Harris Samad, and Irfan Nooruddin
- Publication Date:
- 03-2023
- Content Type:
- Policy Brief
- Institution:
- Atlantic Council
- Abstract:
- The barriers South Asian women face in the workforce are deep and intersecting, including but not limited to: accessing digital technology; disruptions to supply chains; the dual burden of managing eldercare and childcare; limited physical and mental health services; and the increased risk of gender-based violence (GBV). These are key obstacles to women’s labor force participation, and all were exacerbated by the COVID-19 pandemic. According to a joint report published by the International Finance Corporation and the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women), 35 percent of women entrepreneurs in India reported that they have suffered declining revenues due to COVID-19, and 72 percent of female small business owners in Sri Lanka reported experiencing difficulties accessing their usual financial services. The same report found that female job-loss rates resulting from COVID-19 are about 1.8 times higher than male job-loss rates globally. Women’s participation and advancement in the labor force not only benefits women themselves, but also men, families, communities, and the entire nation. Despite this, women’s work is a minefield of visible and invisible barriers, rooted in inequality, patriarchy, and privilege. Global corporations, civil society, governments, and businesses across the South Asian region and the globe are committed and poised to support women’s advancement in the workplace, and are well positioned to accelerate and complement these efforts through direct investments and advocacy. But, first, two key areas must be explored, and they serve as the foci for this issue brief: Raise awareness of key economic challenges facing women across the region. Explore best practices and opportunities for addressing these pressing challenges.
- Topic:
- Education, Women, Resilience, and Society
- Political Geography:
- South Asia and India
3. Budget Brief: Samagra Shiksha
- Author:
- Mridusmita Bordoloi, Avani Kapur, and Sidharth Santhosh
- Publication Date:
- 02-2023
- Content Type:
- Policy Brief
- Institution:
- Centre for Policy Research, India
- Abstract:
- Samagra Shiksha is Government of India’s (GoI’s) school education programme covering preprimary to higher-secondary levels. Launched in April 2018, the scheme is the primary vehicle to implement the provisions under the Right of Children to Free and Compulsory Education (RTE) Act, 2009, and the goals for school education envisaged under the National Education Policy (NEP), 2020. After a year of reopening of schools, post the COVID-19 pandemic, this brief uses government data to analyse Samagra Shiksha performance based on: ■ Trends in allocations, releases, and expenditures; ■ Component-wise approved budgets; ■ School enrolment trends pre and post COVID-19 pandemic; and ■ Learning outcomes and ICT infrastructure.
- Topic:
- Education, Governance, Budget, COVID-19, and Public Spending
- Political Geography:
- South Asia and India
4. Internationalising Indian Education: Work Visas for Foreign Students
- Author:
- Sifra Lentin
- Publication Date:
- 11-2023
- Content Type:
- Research Paper
- Institution:
- Gateway House: Indian Council on Global Relations
- Abstract:
- This paper recommends amending India’s student visa policy to allow foreign students to work in India on paid internships while studying at Indian colleges and universities, and in jobs for pre-determined periods after they graduate. This modification to India’s ‘S’ Visa provisions would be an important step towards internationalising Indian higher education institutes (IHEIs) – a pivotal objective of India’s New Education Policy (NEP 2020), which advocates attracting more foreign students to study in Indian colleges but does not address changes in student visa rules, even though they would align India’s student visa practices with global norms. The paper supports its argument with five key findings: First, authorising foreign students to work in India surely would attract many more than the estimated 50,000 foreign students currently studying in Indian colleges either at their own cost or on scholarships. Second, India’s accredited new private and regional or state universities and colleges would benefit greatly from an increase in overseas students. New Indian universities have been seeking to build culturally and globally diverse student bodies, enrich classrooms, expand student networks and bring in foreign-exchange revenues. Allowing foreign students to work during or immediately after their time on campus will support their pursuit of all these goals, in particular by attracting students from beyond India’s neighbourhood. The success of overseas Indian doctors and engineers in these countries will encourage students from developed countries to enrol in Indian institutions, and students from established source countries in Africa and South Asia will see the opportunity to get field experience in India as a key value addition to Indian degrees. Third, work visas for foreign students would be important for Indian companies that are internationalising. Through on-campus recruitment and hiring of foreign talent on Indian campuses and hiring alumni of Indian colleges and universities who return to their home countries, Indian companies should be able to develop a natural talent cohort that is culturally acclimatised to India. Fourth, alumni of Indian institutions of higher learning who return to their countries of origin can serve as a valuable “cultural bridge” between India and other countries. Finally, for India’s foreign policy, student work visas would reinforce an important plank of bilateral relations: reciprocity. An estimated 65% of Indian students who study abroad – 7,50,000 Indian students in 2022 – avail themselves of overseas work experience. Offering one-to-three-year work visas to foreign students who graduate from Indian universities can only strengthen India’s international relationships. A student work visa policy can be implemented in a two-year phased and regulated manner. Such an implementation period will help all stakeholders – universities and colleges, companies, and ministries of education, external affairs, home, finance, and commerce – to develop and hone systems, processes, policy, regulations and coordination structures.
- Topic:
- Education, Students, Visa, and Internationalization
- Political Geography:
- South Asia and India
5. Budget Brief: Pradhan Mantri Poshan Shakti Nirman
- Author:
- Avani Kapur, Sharad Pandey, and Madhur Sharma
- Publication Date:
- 02-2023
- Content Type:
- Policy Brief
- Institution:
- Centre for Policy Research, India
- Abstract:
- The National Programme of PM POSHAN, previously known as the National Scheme for Mid-Day Meals in schools (MDM), is a scheme to provide one hot cooked meal in government and government-aided schools, with an aim to improve the nutritional status of students. This brief reports on trends for PM POSHAN performance along the following parameters: ■ Past trends in allocations, releases, and utilisation; ■ Coverage and provision of meals to students; and ■ Management Information System (MIS) and Automated Monitoring System (AMS).
- Topic:
- Education, Budget, and Students
- Political Geography:
- South Asia and India
6. Barriers or catalysts? Traditional institutions and social mobility in rural India
- Author:
- Vegard Iversen, Anustup Kundu, Rahul Lahoti, and Kunal Sen
- Publication Date:
- 10-2023
- Content Type:
- Working Paper
- Institution:
- United Nations University
- Abstract:
- We examine how village-level social group dominance affects the educational and occupational mobility of minority and other social groups in rural India across multiple generations. We distinguish between upper caste and own-group dominance and examine the mechanisms underpinning inequality in mobility outcomes. We find inequality in upward educational mobility to have significantly narrowed over time, with Scheduled Castes doing better in upper caste- and own-dominated villages, while Scheduled Tribes and Muslims do worse in own-dominated villages. In contrast, for occupational mobility we find no evidence of minority groups catching up with upper castes; Scheduled Castes and Scheduled Tribes are particularly disadvantaged, but Scheduled Castes, again, do comparatively better in their own-dominated villages. Exploring the mechanisms that explain the relationships between land dominance regimes and mobility, we find that a combination of agroecological and natural resource base and social cohesion of villages underpins the differences observed more than public goods provision. Our findings suggest a new pattern of inequality where historically disadvantaged groups appear less able to convert educational gains into labour market and occupational progress.
- Topic:
- Education, Inequality, Rural, Social Mobility, and Traditional Institutions
- Political Geography:
- South Asia and India
7. So Old and Yet So New: Buddhist Education and the Monastic Curriculum in Contemporary Bhutan
- Author:
- Dorji Gyeltshen and Manuel Lopez
- Publication Date:
- 03-2022
- Content Type:
- Journal Article
- Journal:
- Journal of Bhutan Studies
- Institution:
- Centre for Bhutan & GNH Studies (CBS)
- Abstract:
- The emergence of a modern secular educational system in Bhutan in the 1960s forced the monastic institutions in the country to adapt and change to the new social, political and educational landscape. This article explores the transformation and changes to monastic education in Bhutan during the second half of the 20th century and the early 21st century, with a particular focus on the introduction of a new monastic curriculum in the 1980s and the rise of the Shedra (Tib. bshad grwa) or monastic college as the central religious educational institution in contemporary Bhutan. The article is based on research that took place during the summers of 2018 and 2019, where the authors visited dozens of monasteries, collected various curricula, and talked to monks and officials all over the country. We argue that Bhutan is in the midst of a new transformational period in which Buddhist education and the monastic curriculum are being revitalized through a series of innovations and changes that have to do as much with a dialogue with secular education as with the impact of other factors: the influence of transnational Buddhist movements and ideas, the introduction of the commentarial curriculum from Tibetan monasteries in India, and the loss of political power after the introduction of the Bhutanese constitution in 2008, among others. The result is a monastic curriculum that asserts specific Bhutanese sectarian and national identity, and introduces a religious education that is transforming monastic life and education in ways that we are only beginning to see.
- Topic:
- Education, Religion, Buddhism, and Curriculum
- Political Geography:
- South Asia, India, Tibet, and Bhutan
8. Elementary education in India versus China: Guidelines for NEP implementation
- Author:
- Naveen Kumar and Vinitha Varghese
- Publication Date:
- 06-2022
- Content Type:
- Working Paper
- Institution:
- United Nations University
- Abstract:
- This paper documents the state of elementary education in India and China since the 1960s, key lessons for India from China’s shift in focus from ‘quantity’ to ‘quality’, and evidencebased guidelines for effective implementation of India’s New Education Policy 2020 (NEP 2020). The divergent policy focus has led to differential trajectories for elementary education in the two emerging economies, with China being decades ahead in improving literacy rates. China’s adoption of the New Curriculum Reform 20 years before India’s NEP 2020 has put China on the path to achieving equitable development of ‘quality’ compulsory schooling. India’s NEP 2020 has components that have the potential to improve quality, equity, and efficiency of the education system. This paper makes the following recommendations for effective implementation of some of the NEP 2020 components: (1) an additional worker should be recruited at every preschool centre; (2) more resources should be allocated towards implementation, evaluation, and needed recalibration of the management of school clusters; (3) teacher recruitment, training, and rewards should be revamped; (4) standardized tests should be protected from data corruption, fudging, or grade inflation; and (5) a national-level road map and regular evaluations have to be introduced to ensure participation of socio-economically disadvantaged groups in education.
- Topic:
- Education, Literacy, and Schools
- Political Geography:
- China, South Asia, India, and Asia
9. Is economic development affected by the leaders’ education levels?
- Author:
- Chandan Jain, Shagun Kashyap, Rahul Lahoti, and Soham Sahoo
- Publication Date:
- 06-2022
- Content Type:
- Working Paper
- Institution:
- United Nations University
- Abstract:
- Although formal education is often considered an indicator of political leaders’ quality, the evidence on the effectiveness of educated leaders is mixed. Besides, minimum education qualifications are increasingly being used as requirements for contesting elections, making it critical to understand the role of politicians’ education in their performance. We investigate the impact of electing an educated politician on economic development in the politician’s constituency in India. We use constituency-level panel data on the intensity of night-time lights to measure economic activity. Our identification strategy is based on a regression discontinuity design that exploits quasirandom outcomes of close elections between educated and less-educated politicians. We find that narrowly electing a graduate leader, as compared to a non-graduate leader, in the state assembly constituency increases the growth rate of night-time lights by about three percentage points in the constituency. As pathways, we find that graduate leaders improve the provision of roads, electricity, and power; however, they do not significantly impact the overall provision of public goods. In comparison with findings from other studies in the literature, our result suggests that the impact of formal education of the leader is weaker than the leader’s other characteristics, such as gender or criminality.
- Topic:
- Education, Politics, Elections, and Leadership
- Political Geography:
- South Asia and India
10. The Impact of the Covid-19 Pandemic on Public School Education
- Author:
- Accountability Initiative
- Publication Date:
- 01-2021
- Content Type:
- Policy Brief
- Institution:
- Centre for Policy Research, India
- Abstract:
- This brief presents some of the key effects of the COVID-19 pandemic on India’s public school education, focussing specifically on children. It begins with a discussion of the pre-pandemic status of school education and key policy shifts over the past few years, and provides an overview of the principal issues arising from the pandemic and the resulting school closures. It then offers potential policy suggestions to address these challenges, and thereby ensuring quality education to all children.
- Topic:
- Education, Health, Children, and COVID-19
- Political Geography:
- South Asia and India