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51. The Puzzling Decline in Rural Women's Labor Force Participation in India: A Reexamination

Author:
Daniel Neff, Kunal Sen, and Veronika Kling
Publication Date:
05-2012
Content Type:
Working Paper
Institution:
German Institute of Global and Area Studies
Abstract:
Between 2004/2005 and 2009/2010 there was a sharp fall in female labor force participation (LFP) in rural India. Why did this occur? We look at the four standard explanations: that more women in rural areas are now pursuing higher education and are therefore not available for work (education effect), that household incomes are rising quickly enough that there is a tendency for women to withdraw from the labor force to attend to domestic duties (income effect), that employment opportunities for women are decreasing, and that social and cultural factors may be interacting with these three factors and amplifying their effects. Our findings suggest that the decline in rural women's LFP could potentially be due to an income effect and partly due to an education effect. We find no evidence of changes in employment opportunities or of social and cultural interaction effects that could explain the decline in rural female LFP.
Topic:
Economics, Education, Gender Issues, Social Stratification, Labor Issues, and Culture
Political Geography:
India

52. The Changing Governance of Higher Education in India

Author:
Rafiq Dossani and Martin Carnoy
Publication Date:
07-2011
Content Type:
Working Paper
Institution:
Walter H. Shorenstein Asia-Pacific Research Center
Abstract:
India's higher education system is under pressure from the State and an increasingly educated youth population to achieve multiple objectives, such as growth, quality and equitable access. To reach these political targets, national and provincial policymakers take an activist approach, such as providing adequate resources, enabling private provision of higher education, and so forth.
Topic:
Education and Governance
Political Geography:
South Asia and India

53. World Bank (ABCs of the IFIs Brief)

Author:
Jenny Ottenhoff
Publication Date:
09-2011
Content Type:
Policy Brief
Institution:
Center for Global Development (CGD)
Abstract:
The World Bank is a multilateral financial institution that provides financial and technical assistance for development in low- and middle-income countries. Finance is allocated through low-interest loans and grants for a range of development sectors such as health and education, infrastructure, public administration, financial and private-sector development, agriculture, and environmental and natural resource management.
Topic:
Development, Education, Environment, Health, Foreign Aid, Infrastructure, and World Bank
Political Geography:
Pakistan, Indonesia, and India

54. Understanding the Expansion and Quality of Engineering Education in India (draft)

Author:
Rafiq Dossani, Martin Carnoy, and Jandhyala Tilak
Publication Date:
05-2010
Content Type:
Working Paper
Institution:
Walter H. Shorenstein Asia-Pacific Research Center
Abstract:
This is a study of higher education and quality in one of the world's largest developing economies. India. India is already an important global economic player, and, unusual for developing countries, its success is due in part to exports of information technology services. By mid-century, India could be an economic powerhouse, but one factor influencing whether it reaches this level will be how successfully it creates quality higher education to put its labor force at the cutting edge of the information society. It is difficult to imagine large economies reaching higher stages of development in the 21st century without high levels of innovative, well-trained, politically savvy professionals.
Topic:
Education and Science and Technology
Political Geography:
South Asia and India

55. Empowerment of Dalits and Adivasis Role of Education in the Emerging Economy

Author:
Narendra Jadhav
Publication Date:
11-2009
Content Type:
Working Paper
Institution:
Center for the Advanced Study of India
Abstract:
Well, ladies and gentlemen, I feel greatly honored to have been invited to deliver this inaugural keynote lecture in the Nand Jeet Khemka Distinguished Lecture series for this international conference on India's Dalits. I am indeed grateful to my friend Professor Devesh Kapur, Director of CASI, and his colleagues at the University of Pennsylvania for providing me this opportunity to participate in this conference on a theme that has been very close to my heart. I understand that the Nand Jeet Khemka Distinguished Lecture series comprises public lectures on contemporary India that will stimulate a dialogue on campus. Given this focus of the distinguished lecture series and the fact that this also happens to be the inaugural keynote lecture for this International Conference on India's Dalits, I have chosen to share some thoughts with you this evening on the theme of “Empowerment of Dalits and Adivasis: Role of Education in the Emerging Indian Economy.”
Topic:
Development, Economics, and Education
Political Geography:
India and Asia

56. Attitudes and Perceptions of Prospective International Students from India

Publication Date:
12-2009
Content Type:
Policy Brief
Institution:
Institute of International Education (IIE)
Abstract:
India is currently the top place of origin international students studying at U.S. colleges and universities. Over the past decade, the number of Indian students in the U.S. has increased more than 175 percent, from just under 37,500 students in 1998/99 to over 103,000 in 2008/09. India has, in fact, been the leading place of origin since 2001/02, when it surpassed China. Since 2007/08, students from India have comprised over 15% of all international students in the United States.
Topic:
Education
Political Geography:
United States, China, and India

57. The Illusion of Equality: The Educational Consequences of Blinding Weak States, For Example

Author:
Lant Pritchett and Martina Viarengo
Publication Date:
08-2009
Content Type:
Working Paper
Institution:
Center for Global Development (CGD)
Abstract:
Does the government control of school systems facilitate equality in school quality? There is a trade-off. On the one hand, government direct control of schools, typically through a large scale hierarchical organization, could produce equalization across schools by providing uniformity in inputs, standards, and teacher qualifications that localized individually managed schools could not achieve. But there is a tendency for large scale formal bureaucracies to “see” less and less of localized reality and hence to manage on the basis of a few simple, objective, and easily administratively verified characteristics (e.g. resources per student, formal teacher qualifications). Whether centralized or localized control produces more equality depends therefore not only on what “could” happen in principle but what does happen in practice. When government implementation capacity is weak, centralized control could lead to only the illusion of equality: in which central control of education with weak internal or external accountability actually allows for much greater inequalities across schools than entirely “uncontrolled” local schools. Data from Pakistan, using results from the LEAPS study, and from two states of India show much larger variance in school quality (adjusted for student characteristics) among the government schools—because of very poor public schools which continue in operation. We use the PISA data to estimate school specific learning achievement (in mathematics, science, and reading) net of individual student and school average background characteristics and compare public and private schools for 34 countries. For these countries there is, on average, exactly the same inequality in adjusted learning achievement across the private schools as across the public schools. But while inequality is the same on average, in some countries, such as Denmark, there was much more equality within the public sector while in others, such as Mexico, there was much more inequality among the public schools. Among the 18 non-OECD participating PISA countries the standard deviation across schools in adjusted quality was, on average, 36 percent higher in government than in private schools. In cases with weak states the proximate cause of high inequality again was that the public sector distribution of performance had a long left tail—schools with extremely poor performance. Relying on blinded weak states for top-down control of educational systems can be lose-lose relative to localized systems relying on bottom-up control—producing worse average performance and higher inequality.
Topic:
Economics, Education, Government, Political Economy, and Social Stratification
Political Geography:
Pakistan and India

58. Problems to partnership: a plan for Australia-India strategic ties

Author:
Rory Medcalf
Publication Date:
11-2009
Content Type:
Policy Brief
Institution:
Lowy Institute for International Policy
Abstract:
Strategic ties between Australia and India keep falling short of expectations, despite strong growth in trade. Controversy over the welfare of Indian students has added to differences over uranium exports to cloud what should be promising links between two countries with many common concerns. The relationship will weather recent turbulence. But without major diplomatic initiatives soon, the prospects for a truly strategic partnership between these Indian Ocean democracies will be set back for years.
Topic:
Education, International Cooperation, International Affairs, and Bilateral Relations
Political Geography:
India, Australia, and Australia/Pacific

59. Beyond the ABCs: Higher Education and Developing Countries

Author:
Megan Crowley and Devesh Kapur
Publication Date:
02-2008
Content Type:
Working Paper
Institution:
Center for the Advanced Study of India
Abstract:
This paper analyzes a relatively neglected facet of the complex debate regarding human capital–higher (or tertiary) education. It addresses five broad questions examining higher education in developing countries. One, are the economic effects of higher education on developing countries different from those in industrialized countries, with its links with labor markets of lesser importance than its impact on institutional development? Two, how does the impact of higher education depend on the type of education and its beneficiaries? Three, with the state unable to meet growing demand pressures, what should be the proper role of the state to ensure not just quality but also equity and access? Four, how should countries rethink the provision of higher education in an "open economy" from seeking education abroad or encouraging foreign providers into the country or simply linking domestic institutions with foreign quality assurance mechanisms? And five, do new technologies offer developing countries a new paradigm to expand the provision of high quality but low cost higher education? The aim is not to provide categorical answers to these complex questions, but rather highlight the analytical and empirical lacuna with regard to each of these questions.
Topic:
Education
Political Geography:
India

60. Higher Education Reservations and India's Economic Growth: An Examination

Author:
Gurpreet Mahajan
Publication Date:
09-2008
Content Type:
Working Paper
Institution:
Centre for International Governance Innovation (CIGI)
Abstract:
In 2006 the Indian Parliament passed legislation reserving an additional 27 percent of seats in all institutions of higher learning, funded by the central government, for the category of socially disadvantaged groups officially known as "Other Backward Classes." At a time when India is opening its economy to global competition, this initiative has re-ignited the debate on the efficacy of reservations and triggered fresh anxieties about the impact of this policy on India's economic growth.
Topic:
Democratization, Economics, Education, and Globalization
Political Geography:
India and Asia