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22. 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
23. 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
24. What Post-WWII Schoolchildren Learned about the World
- Author:
- Susan Douglass
- Publication Date:
- 09-2017
- Content Type:
- Special Report
- Institution:
- Center for Contemporary Arab Studies
- Abstract:
- A look at the role of textbooks in shaping worldviews, global literacy, and national pride. The middle of the twentieth century was a watershed period in history for many reasons, with one of the most significant being the rise of mass education systems across the world. As Britain shed its colonies, newly independent countries with influential leaders launched efforts to educate their masses—efforts that had been held back under colonial rule. India and Egypt, under Nehru and Abdel Nasser respectively, began using government schools to strive for social integration and mold their citizens’ worldviews to enlist them in national economic development and modernization. Britain, too, launched a much-needed expansion of its secondary education system and revamped its elementary schools to meet the demands of the postwar baby boom.
- Topic:
- Education, Nationalism, History, and Children
- Political Geography:
- Britain, Europe, South Asia, Middle East, India, and Egypt
25. Incidence and Dynamism of Sexual Harassment in South Asian Students
- Author:
- Zobia Kanwal and Muhammad Aamir Hashmi
- Publication Date:
- 01-2017
- Content Type:
- Journal Article
- Journal:
- South Asian Studies
- Institution:
- Department of Political Science, University of the Punjab
- Abstract:
- Sexual harassment has become social evil in the modern era throughout the world. It is continuously raised with the passage of time among university students and teachers. Especially female students are facing such kinds of negative activities at the workplace. Some female students create an attraction for male students at higher educational sector in Pakistan because it is natural phenomenon because it is true that the esthetic sense exists in the nature of female. It is noted that sexual harassment has become a common issue in every field of life. Especially from the social and cultural aspects it has become a dilemma of our society. It is also found in educational institutions. It is against the dignity of humanity and especially for family ownership. The female students cannot take the report because they do not want to be mistrusted in front of their guardians. The purpose of this study is to investigate the feelings and responses of harassed students on facing sexual harassment on the university premises. Empirical data were collected from 260 students (144 male and 116 female) of 12 departments of University of the Punjab, Pakistan. A stratified random sampling technique was used to collect the data. A questionnaire of 53 items was developed and tested. All the questions were close ended, based on five point Likert scale (from strongly agreed to strongly disagreed). The reliability of the questionnaire was 0.83. Findings of this paper show that seldom complaints were reported on sexual harassment faced by the students in the university. They reported that the male students code such kinds of negative and sexual comments and use vulgar language towards female students. A great care is to be taken for this concern on large scale. It is recommended that awareness sessions should be conducted for the students and the faculty and trainings should be provided. Along with formal policies, the informal culture of the higher education institute should facilitate the victims in preventing and seeking justice
- Topic:
- Crime, Education, Gender Issues, Women, and Gender Based Violence
- Political Geography:
- Pakistan, South Asia, India, and Punjab
26. Gender Bias in Education During Conflict: Evidence From Assam
- Author:
- Sutanuka Roy and Prakarsh Singh
- Publication Date:
- 11-2016
- Content Type:
- Working Paper
- Institution:
- Center for the Advanced Study of India
- Abstract:
- Using a large-scale novel panel dataset (2005–14) on schools from the Indian state of Assam, we test for the impact of violent conflict on female students’ enrollment rates. We find that a doubling of average killings in a district-year leads to a 13 per cent drop in girls’ enrollment rate with school fixed effects. Additionally, results remain similar when using an alternative definition of conflict from a different dataset. Gender differential responses are more negative for lower grades, rural schools, poorer districts, and for schools run by local and private unaided bodies.
- Topic:
- Education, Gender Issues, and Gender Based Violence
- Political Geography:
- South Asia, India, and Asia
27. 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
28. Value Subtraction in Public Sector Production: Accounting vs Economic Cost of Primary Schooling in India
- Author:
- Lant Pritchett and Yamini Aiyar
- Publication Date:
- 06-2015
- Content Type:
- Working Paper
- Institution:
- The John F. Kennedy School of Government at Harvard University
- Abstract:
- We combine newly created data on per student government expenditure on children in government elementary schools across India, data on per student expenditure by households on students attending private elementary schools, and the ASER measure of learning achievement of students in rural areas. The combination of these three sources allows us to compare both the "accounting cost" difference of public and private schools and also the "economic cost"—what it would take public schools, at their existing efficacy in producing learning, to achieve the learning results of the private sector. We estimate that the "accounting cost" per student in a government school in the median state in 2011/12 was Rs. 14,615 while the median child in private school cost Rs. 5,961. Hence in the typical Indian state, educating a student in government school costs more than twice as much than in private school, a gap of Rs. 7,906. Just these accounting cost gaps aggregated state by state suggests an annual excess of public over private cost of children enrolled in government schools of Rs. 50,000 crores (one crore=10 million) or 0.6 percent of GDP. But even that staggering estimate does not account for the observed learning differentials between public and private. We produce a measure of inefficiency that combines both the excess accounting cost and a money metric estimate of the cost of the inefficacy of lower learning achievement. This measure is the cost at which government schools would be predicted to reach the learning levels of the private sector. Combining the calculations of accounting cost differentials plus the cost of reaching the higher levels of learning observed in the private sector state by state (as both accounting cost differences and learning differences vary widely across states) implies that the excess cost of achieving the existing private learning levels at public sector costs is Rs. 232,000 crores (2.78% of GDP, or nearly US$50 billion). It might seem counterintuitive that the total loss to inefficiency is larger than the actual budget, but that is because the actual budget produces such low levels of learning at such high cost that when the loss from both higher expenditures and lower outputs are measured it exceeds expenditures.
- Topic:
- Economics, Education, Government, Children, and Youth
- Political Geography:
- South Asia and India
29. Working for the Many: Public services fight inequality
- Publication Date:
- 04-2014
- Content Type:
- Policy Brief
- Institution:
- Oxfam Publishing
- Abstract:
- Economic inequality – the skewed distribution of income and wealth – is soaring. Oxfam's own research has found that the 85 richest individuals in the world have as much wealth as the poorest half of the global population. Economic inequality is also putting lives on the line – more than 1.5 million lives are lost each year due to high income inequality in rich countries alone. A recent study of 93 countries estimated that reducing the income share of the richest 20 per cent by just one percentage point could save the lives of 90,000 infants each year. Estimates also show that failing to tackle inequality will add hundreds of billions of dollars to the price tag of ending poverty, putting the achievement of any new post-2015 poverty goals in jeopardy.
- Topic:
- Development, Economics, Education, Poverty, Monetary Policy, and Reform
- Political Geography:
- India
30. Value Subtraction in Public Sector Production: Accounting Versus Economic Cost of Primary Schooling in India
- Author:
- Lant Pritchett and Yamini Aiyar
- Publication Date:
- 12-2014
- Content Type:
- Working Paper
- Institution:
- Center for Global Development
- Abstract:
- We combine newly created data on per student government expenditure on children in government elementary schools across India, data on per student expenditure by households on students attending private elementary schools, and the ASER measure of learning achievement of students in rural areas. The combination of these three sources allows us to compare both the “accounting cost” difference of public and private schools and also the “economic cost”—what it would take public schools, at their existing efficacy in producing learning, to achieve the learning results of the private sector. We estimate that the “accounting cost” per student in a government school in the median state in 2011/12 was Rs. 14,615 while the median child in private school cost Rs. 5,961. Hence in the typical Indian state, educating a student in government school costs more than twice as much than in private school, a gap of Rs. 7,906. Just these accounting cost gaps aggregated state by state suggests an annual excess of public over private cost of children enrolled in government schools of Rs. 50,000 crores (one crore=10 million) or .6 percent of GDP. But even that staggering estimate does not account for the observed learning differentials between public and private. We produce a measure of inefficiency that combines both the excess accounting cost and a money metric estimate of the cost of the inefficacy of lower learning achievement. This measure is the cost at which government schools would be predicted to reach the learning levels of the private sector. Combining the calculations of accounting cost differentials plus the cost of reaching the higher levels of learning observed in the private sector state by state (as both accounting cost differences and learning differences vary widely across states) implies that the excess cost of achieving the existing private learning levels at public sector costs is Rs. 232,000 crores (2.78% of GDP, or nearly US$50 billion). It might seem counterintuitive that the total loss to inefficiency is larger than the actual budget, but that is because the actual budget produces such low levels of learning at such high cost that when the loss from both higher expenditures and lower outputs are measured it exceeds expenditures.
- Topic:
- Economics, Education, Privatization, and Reform
- Political Geography:
- India and Asia