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This paper applies Information and Communication Technologies (ICT) as well as data analysis to gain a better understanding of the existing perception on the education system. 45,278 tweets were downloaded and processed. Using a lexicon-based approach, examining the most frequently used words, and estimating similarities between terms, we detected that a predominantly negative perception of the education system exists in most of the analysed countries. A positive perception is identified in certain low-income nations. Men exhibit a more positive sentiment than women as well as a higher subjectivity in some countries. The countries that exhibit the most positive perceptions India, Canada, Pakistan, Australia, South Africa and Kenya are also those that manifest the highest subjectivity.

The aim of this paper is to explain online different tools for Teaching Learning Philosophy to design additional courses in engineering education to fill the gap in academia and industry by practicing of Survey done for Faculty Members as well as Students. Continuous learning is key for excellence of human kind and education is foundation of a successful nation. Hence India's National Education Policy (NEP-2020) focuses on designing multidisciplinary higher education and improvising current teaching approach by emphasizing on use of blended Teaching-Learning Philosophy (TLP). Due to COVID-19 situation around, in this crisis educators and students moved towards contactless approach of learning without physical interaction. Hence various different tools come into the picture to provide online education. We are studying all the tools so that we will design add-on and bridge courses for students which will help to increase their chance at getting placed in good companies. This paper will highlight such tools which are being used by Vikrant Institute of Technology and Management for conduction of TLP smoothly as well as further actions on how to conduct add-on and bridge course in institute. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate for the community they are designed for, rather than adopting solutions that market themselves or those that have been successful in Western countries. The paper adopts the lens of justice-oriented design and first critically examines the design of the EdTech Tulna index. Then, it examines the success and hurdles of the collaborative efforts towards the implementation of contextualized and evidence-based solutions in the ecosystem. By analyzing stakeholder interviews and meeting notes, this paper addresses two questions. First, how does Tulna assist in identifying quality contextual solutions that are likely to enhance the learning of children in India? Second, how do state government officials and practitioners collaborate with researchers to use research-based standards for selecting such solutions? The discussions outline the progress and draw a broad contour of the road ahead. [ABSTRACT FROM AUTHOR]

The aim of our study was to characterize the cases of unnatural deaths admitted to the Basaveshwara Teaching & General Hospital (BTGH), M. R. Medical College, Kalaburagi. This is prospective study conducted at mortuary of Basaveshwara Teaching and General Hospital, Kalaburagi, Karnataka between November 2013 to August 2015, which included 151 cases of unnatural deaths. Burns (49.01%) constituted the maximum number of cases, followed by RTA (31.79%), poisoning (16.56%), fall from height (1.32%) and bites and stings (1.32%). Out of 151 cases of unnatural deaths, 81 (53.64%) cases were males and 70 (46.36%) cases were females. The largest number of victims was in the age group 21-30 years (29.80%). Maximum numbers of the victims (76.82%) were married. Majority of the victims (31.12%) were house wife, followed by (23.52%) were employed in service. Most of the victims (80.13%) were having low level education. Majority of cases (67.55%) were from rural area. Maximum numbers of victims were Hindu (89.40%). Most of the cases (42.38%) were belongs to class V socioeconomic status followed by (26.49%) were belongs to class IV. Maximum number of cases (36.42%) were reported in summer season followed by (34.44%) in winter seasons. Majority of incidents were occurred in the afternoon hours (35.10%).Maximum numbers of victims (33.77%) were survived for less than 24 hours, followed by (29.14%) victims for 3 days to 1 week. Most of the cases (80.79%) were accidental in nature. [ABSTRACT FROM AUTHOR]

• Caste is an important and unique axis of inequality in India. Caste based digital divide can exacerbate the existing socioeconomic divisions between different caste groups. • Using non-linear decomposition method, the present paper explains the digital divide between disadvantaged and other caste groups. • We find that there is a considerable first level and second level digital divide between the disadvantaged caste groups and Others in India. • The caste-based digital divide is largely explained by the differences in education and income between the caste groups. • The study foregrounds the importance of bridging the caste-based digital gap by closing the gap between the educational attainments of the disadvantaged and other caste groups. With the increasing importance of information and communication technologies in access to basic services like education and health, the question of digital divide based on caste assumes importance in India where large socioeconomic disparities persist between different caste groups. Studies on caste-based digital inequality are still scanty in India. Using nationally representative survey data, this paper analyzes the first-level digital divide (ownership of computer and access to the Internet) and the second-level digital divide (individuals skills to use computer and the Internet) between the disadvantaged caste groups and Others. Further, this paper identifies the caste-based differences in socioeconomic factors that contribute to the digital divide between these groups using a non-linear decomposition method. The results show that there exists large first-level and second-level digital divide between the disadvantaged caste groups and Others in India. The non-linear decomposition results indicate that caste-based digital divide in India is rooted in historical socioeconomic deprivation of disadvantaged caste groups. More than half of the caste-based digital gap is attributable to differences in educational attainment and income between the disadvantaged caste groups and Others. Findings of this study highlight the urgent need for addressing educational and income inequality between the different caste groups in India in order to bridge the digital divide. [ABSTRACT FROM AUTHOR]

This paper analyses the development of UNESCO's Mahatma Gandhi Institute on Education for Peace and Sustainable Development (MGIEP), examining its record from global, national and institutional perspectives. The global perspective encompasses challenges to UNESCO's attempts to articulate a distinctive, humanistic vision in competition with other multilateral bodies. The national perspective relates to India, which hosts MGIEP, provides the bulk of its funding and exerts significant influence over its governance. Consideration is also given to the relationship between MGIEP's work and Mahatma Gandhi's ideas. Finally, the institutional perspective relates both to the author's own experience with MGIEP, and to information gained through interviews with others involved with the institute. It is argued that MGIEP's story illuminates challenges to attempts, within India and internationally, to sustain a humanistic vision of education in the face of powerful countervailing interests. [ABSTRACT FROM AUTHOR]

Secondary and High School students are usually adolescents, most of them in the urban areas and metropolitan cities are aware about the existence, various opportunities, career paths and advancements of the space industry. They are constantly updated, given they have access to quality and organized education models and a competitive environment. Although, the students in the rural areas who are equally ambitious and talented yet are not fortunate enough to have access to the state of art facilities like the counterparts. Even if they try and gain access with their self-interest, they do not have the motivation to sustain the passion, given their lack of clarity in subject, lack of awareness about engaging in various ways and fields in space other than technological related and mainly lack of driving force. The purpose of this paper is to develop and present an education model, exclusively for the high school students of the rural areas and inculcate sustainable passion for space. As opposed to the primary school students, the secondary school students have a consciousness of the space industry. This paper will talk about various plans and strategies, that will allow them to gain exposure, guide them about the existence of different career paths which are not entirely technological related, yet are still essential in the space like, administrative framework for example. This opens a new dimension in their brain helping them realize how they can be part of the industry in countless ways, and this shall assist them in being on the right track to space. In addition to, hosting creative space themed exhibitions, fun and engaging model design competitions, workshops, all of these would widen their knowledge boundaries and help them challenge their skills. A real time case study example from a school located in the rural southern of India shall be focused on this paper. Including data from a survey thereby the results, with action plans shall be presented in detail, which will aid in the analysis of the need, feasibility, and long-term sustenance of this approach and the requirement to scale it over different rural areas globally. • Need for improvised education models in rural areas elucidated, with data collection. • Data analysis and correlation of space education awareness, for high school students across two geographical locations. • Readily executable action plans age groupwise, for real-time education models in remote areas globally. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between conflict trajectories and years of schooling in India for girls and boys. It adopts propensity score matching methods on panel data from the India Human Development Survey (2004/05-2011/12) merged with conflict data from the South Asia Terrorism Portal. Conflict is measured according to the dynamic trajectory of Naxal violence-related fatalities at the district level, distinguishing areas of chronic conflict with those experiencing dynamism in conflict intensity over time. ATT estimates indicate that conflict is associated with a reduction in years of schooling for both genders, though relatively high for girls (by a quarter of a year for girls and by 0.16 of a year for boys), driven by large reductions in school accumulation for girls living in areas of chronic conflict. Results are consistent when adopting different methods, alternative measures of conflict fatalities, and accounting for other conflicts and selective migration. Examining transmission mechanisms suggest that household spending on girls' education may be de-prioritised amidst conflict, while conflict may also weaken or destroy school infrastructure. Results suggest that policy responses should prioritise girls' education in areas of chronic conflict, not only in 'fragile states' but in countries where conflict remains a subnational concern. [ABSTRACT FROM AUTHOR]

In this editorial introduction to the Special Theme, Sacrifice, Suffering and Hope: Education, Aspiration and Young People's Affective Orientations to the Future, we discuss the key theoretical themes (aspiration, sacrifice and affect) that underpin the papers in this collection. With geographical focus on India, Indonesia, Kenya and Bangladesh, our aim is to contribute a more ethnographically-grounded understanding of the affective orientations that emerge or become visible in the context of young people's educational experiences, and that shape and give meaning to processes of aspiration formation. [ABSTRACT FROM AUTHOR]

The paper argues that the mother's association with the child's schooling and educational needs is not just limited and peculiar to the middle-class families, as the literature suggests, but it is increasingly true of poor and working-class families too. This paper discusses how mothers from a poor neighbourhood in India straddle between household work, paid employment and children's education and how they envisage and support their children's schooling, at times going against the general tide to ensure a better life for their children. Other than highlighting the gendered nature of support for children's education, this paper, also outlines the nature of the differences and distinctions among mothers from a poor neighbourhood in terms of the family social status and educational levels. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is twofold. Firstly, the study has investigated the changing scenario of gender bias in households' education expenditure and the socioeconomic factors responsible for it. Secondly, the study has estimated the inequality in education expenditure for the male and female students and determined the significance of socioeconomic variables in gender discrimination. Design/methodology/approach: To address the above-mentioned issues, this paper has used the unit-level data of NSSO 52nd, 64th, 71st and 75th rounds from 1995–1996 to 2017–2018. The log linear regression model is applied to estimate factor impending average education expenditure dynamics. The Oaxaca–Blinder Decomposition method has been employed to measure gender discrimination, and the Lorenz curve and Gini coefficient are used to assess inequality among girls experiencing prejudice. Findings: The study has discovered an gender bias in education expenditure against females during the study period in India. Further, it has been found that gender discrimination against girl students is decreasing. Moreover, the factors such as age, religion, castes, MPCE (income quantile), type of institution, present enrolment and type of education are responsible for this gender differences. Originality/value: This paper uses 20 years of household-level data for study and suggests that discriminatory behaviour of households and credit constraints of the underdeveloped countries prevent investment in girl's education. Therefore, the state must pay for education of girls by offering scholarships and free or heavily subsidized education. In addition to this, awareness programs for gender equality should also be implemented by the government, especially in rural areas. Peer review: The peer-review history for this article is available at: https://publons.com/publon/10.1108/IJSE-08-2022-0537. [ABSTRACT FROM AUTHOR]

Digitalization in India has become essential and necessary in our day to day life. It has become indispensable and very important part of every individual, business organization and other financial or banking services. As we are moving towards cashless economy, it is possible with implementing digitalization in India. It will boost the digital literacy in India and India is a developing country so there is need to literate every individual and other organization about digital literacy, to move towards becoming a developed country. Therefore, this paper analyse impact of digitalization on education in India. For this analysis considered time series data from 2000 to 2019. In this paper applied regression method for the analysis and before applied the regression we have checked the normality and multicollenerity with the help of descriptive and correlation analysis. Regression results reveal that the coefficient of Government expenditure on education is negative which means there is need to improve the education with more proper funds and efforts towards education for increasing the literacy rate among youth. The Digitalization variables positively correlated to the education's variables, like literacy rate positively correlated to the secure internet server which shows that through the internet server literacy rate is going to increase and in future it will have better impact to the society with the increasing rate of literacy and internet service. [ABSTRACT FROM AUTHOR]

The pandemic situation has forced most of the countries to plummet toward a virtual, distant learning format in recent years since 2020. While there are certain undeniable benefits of a virtual, technology-infused setup, it essentially calls for a complete paradigm shift for a country like India which has otherwise been a practitioner of traditional classroom teaching. Despite that, the recent boom in the EdTech market in India coupled with recent government policies indicate that India is going for that paradigm shift. The key thing to note here is that an EdTech-intensive setup is not as primitive as the traditional one. Its feasibility demands more rigorous infrastructural support. This paper looks into the very basic infrastructural requirements of the system in light of a very straightforward strategic analysis model—Objective and Key Results. Under this setup, India's readiness is measured in terms of the availability of electricity, internet, and digital equipment with the intention of making an accessible, affordable and inclusive EdTech-driven education system. Moving one step further, this paper also tallies the recent policies with the specific shortcomings of the existing system to determine whether or not India is moving on the right path to progress. In a nutshell, it is found that there is ample room for improvement in the current arrangement for implementing a large-scale EdTech-enabled system, but the progress is most certainly happening in the right direction. Recent policies make quite an argument in favor of doing away with the digital divide and building an effective and inclusive EdTech-powered education system for the future generations of citizens. [ABSTRACT FROM AUTHOR]

Private tutoring participation is increasing in several developing countries, and this expansion has attracted the interest of scholars spanning disciplines of economics, sociology and history. This paper presents a theoretical model of private tutoring demand. The model incorporates the household and school characteristics in a developing country context and demonstrates the source of gender gaps in access to private tutoring. Using a recent database from India and employing a hurdle model approach, the paper also provides estimates of the drivers of private tutoring participation and spending for pre-secondary students. Our results indicate evidence of gender gaps in private tutoring access, and that the socio-economic profile of a student is positively correlated with tutoring demand. Further, school quality indicators are negatively correlated with tutoring participation, suggesting that students at 'better' schools rely less on tutoring. Overall, the findings suggest that tutoring demand is influenced by a mix of demand-side (household, community drivers) and supply-side (school quality and learning environment) factors. The results bring into focus the equity implications of tutoring growth and the need to improve school quality in order to reduce the dependence on private tutoring. [ABSTRACT FROM AUTHOR]

India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of the Bachelor of Engineering Program. It reviews the history and role played by ABET and NBA in continuously evolving the criteria for the accreditation of engineering courses. It presents the systems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT. [ABSTRACT FROM AUTHOR]

This paper offers an ethnographic account of how Golden Harvest International School in Bengaluru branded itself as both 'International' and 'Indian', by elaborating discursive practices within the school. Drawing upon scholarship that has sought to delineate the ways in which globally hyper-mobile Indians construct a distinctive cultural identity, the paper shows how a fusion of national and international allowed the school to cater to a particular set of elite parents, who were globally hyper-mobile even as they sought to be 'appropriately Indian'. The paper pays attention to how cultural practices and resources in the school operated within a forward caste-Hindu ethos that was presented as 'Indian', while also responsibilising teachers, students, and even parents to ensure the school acquired and retained globally valued credentials such as accreditation for the Middle Years Program of the International Baccalaureate. [ABSTRACT FROM AUTHOR]

This paper evaluates the impact of household participation in a large‐scale public works programme in India on educational decisions including children schooling and expenditure incurred on private coaching and other educational components. Exogenous variation in proximity of households to a river is used to control for the potential endogeneity. The findings indicate positive impact of the programme on expenditure on private coaching while having no impact on other educational expenditures indicating higher income elasticity of private coaching. The paper thus emphasizes on various direct and indirect benefits of the programme which necessitate its effective implementation at the local level. [ABSTRACT FROM AUTHOR]

In this paper, an effort is made to explore the authors' involvement as resource persons and facilitators in an exchange programme between Japan and India. The 15-day programme was created to understand the culture and rich heritage of India, particularly Rajasthan, by involving Japanese participants in a Tour based student exchange programme. The programme offered an opportunity for Japanese students to provide an experience of Indian culture through the use of various modules. The paper attempts to explore the impact of learning that took place during the period of the exchange programme, analysed through structured interviews. The findings of this study can facilitate effective creation and development of such exchange programmes in India and elsewhere. [ABSTRACT FROM AUTHOR]

This paper presents a report on the activities and the proposed action plan of the Education and Public Outreach Working Group (EPO WG) of Square Kilometre Array–India Consortium (SKAIC). Details of a set of flagship programs as well as supporting activities are presented, in consonance with the scale of India's involvement in Square Kilometre Array Observatory (SKAO), as well as the educational and science literacy contexts in the country. Ongoing independent EPO activities by some of the member institutions are also included. [ABSTRACT FROM AUTHOR]

One of the most speedy and substantial social shifts in human history has been the evolution of gender relations since the turn of the 20th century. Even though female health, literacy and women participation in workforce have significantly improved, the status of women in Indian society is not very satisfactory leading to gender disparities. It is in this background that this paper attempts to analyse the role of education, labour market and health in reducing gender disparities across the states over the period of time. To analyse the impact of these variables, Gender Disparity Index (GDI) has been constructed utilising the data from Periodic Labour Force Survey (PLFS) and Sample Registration System (SRS) to measure gender disparities in 20 major states and union territories (UTs) of India. For the construction of GDI, we have used three dimensions, namely health, empowerment and labour market participation. The index is prepared to make a decadal comparative study for the years 2011–12 and 2020–21. The statistical results indicate that there is a significant difference in mean of the GDI scores for 2020–21 and 2011–12. The paper concludes with certain policy implications suggesting that there is a need to put more effort into creating infrastructure and cutting-edge policies to improve the health and education systems. The focus should also be to create more employment opportunities for females, helping them to raise their standard of living so as to enhance their contribution towards economic growth. [ABSTRACT FROM AUTHOR]

This paper examines how the expansion in schooling infrastructure of girls as part of India's Education for All program has increased female literacy and reduced gender gaps. To identify causal effects, I exploit the variation according to the targeting scheme of the programme which involved classifying subdistricts as either educationally backward or not. Using a regression discontinuity method, I find significant expansion in the number of girls' schools and residential schools for girls, but no significant positive effect on either female literacy or the gender literacy gap. Cost-effective methods other than an untargeted, large-scale infrastructure programme should be explored. [ABSTRACT FROM AUTHOR]

Outcome-based education (OBE) by Washington Accord (WA) promises to improve the technical education system by clarifying expectations for students and focussing assessment on specific learning outcomes for better measurement of student achievements. Numerous publications describe the process and results of OBE implementation in India. This article is a meta-analysis of research articles documenting the OBE efforts made by Indian engineering institutes. The study implements the established objective approached based reviewing technique. A rubric comprising seven distinct measurements was applied to assess critically selected articles. The detailed assessment indicates that there is a lack of empirical validation of the results obtained by the researchers. The papers were also found to lack a consistent understanding of CO-PO mapping. Hence, there is a clear research gap of statistical validation of the results using pre and postimplementation data for a given improvement. [ABSTRACT FROM AUTHOR]

This paper discussed about FDI in education sector of Indian scenario. Foreign Direct Investment (FDI) has long been a source of concern for India. Although 100% FDI is allowed in the education sector by the government, it also has some obstructions or barriers in addition to its main benefits. The authors of this study have made an effort to highlight both the positive and negative effects of FDI on the education sector. In India, this is noted that education is key to developing the nation. It is also a well accepted fact that empowering young people with the right knowledge and skills can ensure societal advancement and economic growth. According to the Indian educational system, education plays a role in establishing values such as libertarianism, respect for majority rule traditions, universal liberties, and the pursuit of equity. [ABSTRACT FROM AUTHOR]

The paper highlights the issues in the prominent copyright case between some big publishers and a Delhi University photocopy shop. The paper also addresses the question whether the present copyright system in India requires a relook in view of the changing socio-economic conditions of our society and the world at large. Concludes that supporting students and researchers in their study and research are essential and some changes are required in the present copyright toward this end. Open Access (OA) publishing is a step in that direction. [ABSTRACT FROM AUTHOR]

This paper examines the effects of socio-economic determinants on child malnutrition in Uttar Pradesh- the most populous and malnourished state of India. Using data from NFHS-4, this study highlights district-wide variations in nutritional status of children less than five years in the state. The percentage of stunted, wasted, and underweight have been taken as dependent variables, while main explanatory variables of child malnutrition were female education, maternal malnutrition (BMI), breastfeeding practices, children's place of residence, father’s education, wealth index of household, family planning, sex of the child, sex of the household and age cohort of mother. Logistic regression models have been applied in order to observe the association between explanatory variables and malnutrition. The findings revealed a high incidence of less stunted, wasted, and underweight infants in case of an educated parents, particularly educational level of mother. Wealth index representing the possession of assets by the household found to be an important indicator in the sense that children born to households with richer and richest quintiles showing better-nourished children aged under-5. The modern method of using contraceptive, breastfeeding practices, maternal malnutrition were also important indicators influencing the rate of malnutrition in children. The study suggested that imparting education to females, breastfeeding practices, economic status, and contraceptive use can play an important role in reducing nutritional status of children.   [ABSTRACT FROM AUTHOR]

Parental involvement in educating children remains a crucial first step in building an informed citizen. It becomes a routine matter for children to follow the footsteps of educated parents. However, for the first-generation learners, e.g. particularly vulnerable tribal groups (PVTGs), it is an arduous task because they belong to the least developed communities in India, with poverty and illiteracy forming the base of their existence. This paper examines the extent of involvement PVTG parents have in educating their daughters and identifies ways for improvement. Findings based on this original study suggest that the parents realise involvement, but their knowledge of involvement differs from the general population and the Western context. Hence, the study proposes four types of Cs to integrate their involvement: Concern, Communication, Condition, and Cooperation. [ABSTRACT FROM AUTHOR]

Agricultural production in developing countries is heavily rainfall dependent. Any unexpected variation in rainfall can affect the welfare of households. Using unit record data from India, this paper shows that households can insure against agricultural productivity (rainfall) shocks. Evidence suggests that they do so by varying the time allocation of individual members to different activities, particularly to regular wage work and human capital accumulation. There is a gender‐differentiated aspect to this response. Rainfall shocks adversely affect women's human capital accumulation. While there is no evidence that households use participation in NREGS to insure against rainfall shocks, the availability of NREGS helps reduce the impact of rainfall shocks on human capital accumulation. [ABSTRACT FROM AUTHOR]

Aim. The paper examines the impact of education on the rate of suicides in India and takes a global outlook on how prevalent is suicide among countries with high education indicators. Methodology. The paper is based on secondary research with data collected from National Databases like NCRB and International databases of WHO and OECD. Data analysis has been performed in MS Excel using statistical techniques such as correlation. Results. The study reveals that in India, the increase in the education levels of people has had a negligible impact on the number of suicides in the country. Across states, the suicide rates and literacy rates have a positive correlation of .35; while correlation does not mean causation and the two are mildly correlated, it does establish the fact that education does not have a direct impact on the suicide rate. The analysis indicates that even though the education levels in the country have risen, subsequently, the educational level among people who committed suicide also increased. Also, it is found that the countries that are ranked higher on PISA ranking and tertiary education attainment have mostly higher rates of suicide. Conclusion. As shown throughout the study, education has not been an effective instrument in equipping people with survival skills. It is as if education is happening in vacuum with no impact on the people committing suicides. Thus, it is important that we question our educational practices, and re-align our goals of education so that they lead to the overall development of an individual. [ABSTRACT FROM AUTHOR]

This paper challenges (inter)national development narratives that propose schooling as a way out of poverty in the global South by interrogating poor children's experience of pedagogic and disciplinary processes in an Indian classroom. It also develops a theoretical framework to interrogate the relationship between urban poverty and classroom processes which attends to wider class and caste relations in the contemporary context of economic liberalism and 'political and social illiberalism'. Drawing upon parent interviews and ethnographic fieldnotes from a classroom in a state school it unpacks the term, 'labour class', used by teachers to refer to pupils' social background. Further, deploying the notion of 'deficit view' it shows how pedagogic practice, physical and verbal aggression experienced by pupils and pupils' struggles to engage with classroom teaching are shaped by realities of deeply stratified schooling, inadequate infrastructure in state schools and the relationship between 'labour class' communities and middle-class teachers. [ABSTRACT FROM AUTHOR]

The relationship of Dalits with exclusion is a common scenario in India over several periods of time. Since ancient times, Dalits have faced different social, political, and cultural exclusion in the Indian society. When it comes to education, the exclusion is still prevalent in various part of modern India. Especially in the low-access, caste dominant areas, the situation is worse for the higher education of Dalits. For girls, it becomes more complicated to access the general resources to continue education without hassles. Therefore, the literacy rate (56.6% from census 2011) of Dalit women is still very low in India compared to the general population of this country, which creates a gap in their social, political, and economic engagements in the country. Irrespective of constant governmental efforts, the complexities of the Dalit women's education are still very much persistent in India, after over 74 years of independence. Thus, this paper mainly focuses on factors such as gender- and caste-based discrimination, low enrolment in schools, scholarship issues, violence against them, and so on, based on secondary data, which create exclusion in Dalit girls' education. This paper also tries to highlight the constitutional provisions. It further highlights the history of Dalit girls' exclusion and their struggle for education in India. The ultimate goal of the paper is to underline the current situation of Dalit girls' education and the root cause of the problem, to ensure closing of the gap between governmental efforts and Dalit girls' education in India. [ABSTRACT FROM AUTHOR]

Purpose: Given that the policy is rather comprehensive and detailed, this paper aims to identify some of the key features and discuss the mechanisms by which the benefits of the policy might reach all sections of society. Design/methodology/approach: In this paper, we analyse India's new education policy (NEP) and discuss how it might impact education and employment in India and the neighbourhood. Findings: This paper believes that the NEP (2020) is likely to alter the educational landscape of India and make education accessible to all sections of society. In addition, the impact of this bill will be felt in the Indian workplace. Research limitations/implications: This paper would urge the policymakers, educationists and corporate leaders to conduct research on the benefits of the NEP in two phases. In the short run, they could study the implementation – in the long run, all three stakeholders should track the changes in the quality of graduates being produced as a result of the new policy. Originality/value: This is the first known critique of the NEP (2020) written by five Indian-origin academics and practitioners, offering insight into the policy for scholars and practitioners. [ABSTRACT FROM AUTHOR]

The paper aims to analyses the relationship between educational expansion and schooling inequality in India across states and over the age cohort. The focus of the paper is to verify the inverted-U shaped relationship between the mean and dispersion of schooling. The evidence of an inverted-U shaped relationship between the mean and dispersion of schooling is found when dispersion is measured in terms of standard deviation which indicates that as the average level of schooling increases, educational inequality first increases, and, after reaching a peak, starts declining in latter phases of educational expansion. The turning point occurs when average year of schooling is about 7 years. The same inverted-U shaped relation is not observed when inequality in schooling is measured in terms of Gini-coefficient. [ABSTRACT FROM AUTHOR]

The latest Human Development Index (2018) released by the United Nations Development Programme shows that India climbed one position to 130 out of 189 countries which only indicates a steady development. One of the major barriers to human development is gender inequality which persists at a global level. India's slow progress and recent trends point out towards the fact that there is a huge gap between educational and employment opportunities in case of women. One of the indicators of sustainable development goals is gender equality without which the overall development of society will be incomplete. The paper thus tries to focus on the fact that women, despite representing in higher education in large number, do not have much access to employment opportunities which push them back in economic participation. Even if women have access to some professions, they are restricted to only women oriented professions like nursing and teacher training. The persistent gender inequality in India in terms of education and employment results in overall decrease in human development index at a global level. Despite many attempts by the government in form of policies and regulations, the patriarchal mindset of the society poses a hindrance in transformation of India from being a developing country to a developed country. In light of that, the paper suggests some measures to counteract the prevailing challenges to achieve the gender equality goal of sustainable development till 2030. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to document the participation of intra-household decision-making activities by older adults in India. Design/methodology/approach: This study has used a nationally representative sample of 21,662 older adults (aged 60 and above) from the Longitudinal Ageing Study of India data of 2017–2018. Intra-household decision-making participation is measured based on decision-making activities that includes marriage of daughter/son, buying and selling of property, giving a gift to the family, education of family member and arrangement of social/religious events. This paper used bivariate analysis and binary logistic regression model to examine the factors associated with the participation of older adults in the intra-household decision-making activities. Findings: The result has shown that older persons' participation declined with increased age. This study has also found a difference in the participation of intra-households decision-making activities between male and female, rural and urban older adults, poor and rich older adults. Older adults with good health status who maintain social engagement and a good lifestyle are more likely to participate in the household's decision-making activities. Practical implications: Older adults with better economic and social status are more likely to participate in intra-household decision-making activities that make their life happier than the counterpart. Therefore, emphasis should be given to those vulnerable older adults who do not have any social and economic security in the society. Originality/value: There are limited studies available on intra-household decision-making participation by older adults. This paper documents the intra-household decision-making participation by older adults in India with a nationally representative large sample. [ABSTRACT FROM AUTHOR]

The entire instructive framework from rudimentary to tertiary level has been imploded during the lockdown time of the novel Covid 2019 (COVID-19) in India as well as the entire world. This investigation is a depiction of online learning modes implemented by the Thakur College of Engineering and Technology for the measurement of learning and examination assessments. It anticipates a mentally enhanced chance for additional future scholastic dynamic during any affliction. The planned motivation behind this paper looks to address the necessary essentialities of internet/online instructing in training in the midst of the pandemic and how might existing assets of instructive foundations adequately change formal schooling into online schooling with the assistance of virtual classes and other significant online devices in this constantly moving instructive scene. The paper utilizes both quantitative and subjective way to deal with study the impression of instructors and understudies on web based educating learning modes and furthermore featured the execution cycle of web based educating learning modes. The estimation of this paper is to draw an all encompassing image of progressing web based instructing learning exercises during the lockdown time frame including building up the linkage between change the executives interaction and internet instructing learning measure in training framework in the midst of the pandemic flare-up in order to beat the persevering scholastic aggravation and thus guarantee the resumption of instructive exercises and talks as an ordinary course of method in the schooling framework. [ABSTRACT FROM AUTHOR]

The world we live in today compels what Ruben Gaztambide-Fernandes describes as 'intensified encounters with difference' constituted by contradictory and paradoxical movements. A decolonial approach to constructing global imaginaries centres on reconfiguring human relations in ways that unmask complicity and denial and further healing, justice and solidarity. In this paper, we reflect on the possibilities and challenges for alternative approaches to global citizenship education (GCE) in India through the experience of a thirty-year old educational programme called Avehi-Abacus (AA). The paper begins with an overview of the historical influence of colonial, nationalist and neoliberal discourses on citizenship and citizenship education. We then reflect on specific pedagogical challenges and possibilities in relation to (a) unlearning socio-cultural diversity as deficit and danger, and (b) reimagining ourselves and our relationships with other living beings. The discussion highlights the intrinsic linkages between knowledge, relation and affect in an educational approach which attempts to inculcate alternative understandings of being and becoming a global citizen. [ABSTRACT FROM AUTHOR]

"A Nation that has not taken its education into its own hands cannot soon rise in literary, social or political importance" -- LokmanyaTilak LokmanyaTilak was the pioneer in promoting quality education in India. Although India has been on the path of ensuring quality education to all the children, it is the recent COVID pandemic that has derailed this development path. The pandemic has thrown out key loopholes in our educational system where the children from the vulnerable and marginalized sections of the society have been pushed out of the education system. It shows that there is still a long path towards realizing LokmanyaTilak's vision of universal education. It is in this context that a study was undertaken to bring focus on the challenges faced by the vulnerable children in pursuing education in the time of COVID pandemic. Maharashtra has a long history of progressive movements and social work. It was found that the NGOs and social workers played an important role in reaching out to these children even in the Pandemic. Hence, the paper specifically focuses on the role played by these NGOs. A total of nine NGOs participated in this study. Telephone interviews were conducted with the social workers of the NGOs. The study provides an important account of the challenges of the vulnerable children and the methods in which the NGOs attempted to address these challenges. The study shows how the challenges were multidimensional in nature. The education of these children was adversely affected due to highly vulnerable livelihoods of their parents, the digital divide, and also the gender divide. The paper further provides accounts of the innovative methods employed by NGOs to overcome some of the challenges. Finally, the paper provides suggestions towards developing a more resilient educational system for the vulnerable children. [ABSTRACT FROM AUTHOR]

Girls' education has for many decades been central to the global development agenda, due to its positive impact on girls' health and wellbeing. In this paper, the authors revisit boys' attitudes, behaviours and norms related to girls' education, following the Samata intervention to prevent girls' school dropouts in Northern-Karnataka, South India. Data were collected from 20 boys in intervention villages before and after the intervention, and analysis was undertaken using a thematic-framework approach. Findings suggest that while boys did hold some attitudes and beliefs that supported girls' education and delayed-marriage, these remained within the framework of gender-inequitable norms concerning girls' marriageability, respectability/family-honour. Participants criticised peers who sought to jeopardise girls' respectability by teasing and community gossip about girls-boys' communication in public. Boys who rejected prevailing norms of masculinity were subjected to gossip, ridicule and violence by the community. Boys' attitudes and beliefs supported girls' education but were conditional on the maintenance of gendered hierarchies at household and interpersonal levels. Social norms concerning girls' honour, respectability and the role of boys as protectors/aggressors appeared to influence boys' response to girls' school dropouts. Future interventions aiming to address girls' education and marriage must invest time and resources to ensure that intervention components targeting boys are relevant, appropriate and effective. [ABSTRACT FROM AUTHOR]

The objective of this paper is to understand gender differences in sustainable entrepreneurial intentions among university students through the attitude, education, and moral obligations of an individual. The data was collected from 372 students from the universities of the northern part of India. Results of the study revealed that moral obligation plays a strong predicting role in sustainable entrepreneurship intentions (SEI) in both subsamples. Even females have a stronger influence of moral obligation on the intentions than males. Also, education about sustainability has a trivial influence on the SEI in the whole sample. Surprisingly, attitude and education about sustainability do not influence the intentions about sustainable entrepreneurship among university students. The study will help the universities to amplify the role of gender in entrepreneurship intentions particularly the one supporting sustainability. The present study is among the first very few to focus on the gender differences among students toward SEI. [ABSTRACT FROM AUTHOR]

Indian official data points out a progressive decline in child labour during last three decades.Nevertheless, there are several gaps that need to be addressed for targed policy intervention. This paper highlights the key socioeconomic vulnerabilities among children in rural and urban India and also summarize the key focus areas to be prioritized. We posit that children's entry into the labour force is driven by varied access to resources such as education, societal status and gender. The children in Scheduled Castes and Scheduled Tribes households are the most vulnerable. We recommend prioritizing easy‐to‐access quality education among the key strategies for eradicating child labour. [ABSTRACT FROM AUTHOR]

Pandemic and online learning have added to barriers to education. Lack of digital access, difficulty in communication with teachers and lack of peer support create major hurdles in learning for a large proportion of the student population. New entry barriers to better jobs, level and quality of higher education, will add to existing social barriers of gender, caste and nepotism. This will perpetuate a vicious cycle of low education and low incomes. In this paper, we investigate whether there is a threshold of level of education for better jobs in India? We find that higher secondary education is a threshold required for entry into good jobs. We observe increasing returns to private investments in higher levels of education and higher returns to education in the formal sector jobs compared to the informal sector. Will deficits in education during the pandemic reduce investments in education? We study these issues mainly using secondary data from the National Sample Office (NSO). The purpose of this short paper is to build research hypotheses regarding the relation between investment in education and employment, which we highlight in the conclusion. [ABSTRACT FROM AUTHOR]

In India, the history of education has traversed a unique path in the last hundred years. The political influences guided the discipline, but at the same time, they were also contested and critiqued in equal measures. History of education as a discipline went through four distinct phases. The first phase coincided with the last stage of the freedom movement (1920–1947), which saw a new interpretation of what constituted education from the perspectives of Indian tradition and its contestations. The second phase (1947–1980) began with the collection and publication of official documents with strong introductions analysing the complexity of the history of education in the colonial period. The third phase (1980–1998) revived the arguments that took centre stage during the freedom movement based on literary texts and political speeches. The fourth phase (1998–2020) has witnessed a critical questioning of the historiography of the previous decades on the basis of archival sources and saw the publication of books and journal articles on various themes. This paper looks at these distinct phases and analyses the underlying socio-political currents that moulded the history of education. [ABSTRACT FROM AUTHOR]

Education is a priority area of concern in tribal development. Though the literacy rate of the ST community has increased steadily over the past few decades still, it continues to remain considerably low vis-à-vis the general population of the State (Odisha) and the Country. In view of the need to identify the key concerns in tribal education in Odisha, an empirical study was undertaken in three of the most preponderant tribal districts of the State – Mayurbhanj, Malkangiri and Rayagada. The present paper is based on the findings of the empirical study which encompasses the various factors affecting tribal education in the study districts. The paper has highlighted the list of factors under two heads – systemic and behavioral. Commensurate recommendations have also been proposed to address the identified concerns. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to identify challenges for management education in India and explain their nature, significance and interrelations using total interpretive structural modelling (TISM), an innovative version of Warfield’s interpretive structural modelling (ISM). Design/methodology/approach – The challenges have been drawn from literature and validated by an empirical study conducted through questionnaires administered electronically and personally to 250 management graduates. TISM has been applied to 14 finalised factors. Findings – All the identified factors, except accreditation, were found to be important. Ineffective regulatory bodies and ineffective leadership emerged as the biggest roadblocks. Several significant interrelations were found which were sometimes not revealed by plain observation. Originality/value – The existing literature has discussed the challenges for management education but not their interrelations. This paper uses TISM to demonstrate the relationships between different challenges and to explain the logic behind the relationships. The results would be useful for the owners (or managers) of management institutes faced with the same challenges. [ABSTRACT FROM AUTHOR]

This paper offers gendered accounts of girls' schooling and childhood from urban India. It challenges global 'girl effect' narratives by grappling with the interplay of poverty and caste patriarchy and how it shapes families' struggles and concerns and girls' (re)productive labour, (un)freedoms and classroom experiences. Moving beyond the notion of 'multiple childhoods' it develops a conceptual framework that accounts for the way the state, the market, economic inequalities and local patriarchies inscribe poor girls' schooling and work. Drawing upon ethnographic work with Class VIII students in a state school it also unpacks girls' negotiation of classed and casted patriarchies. [ABSTRACT FROM AUTHOR]

The current paper assessed the relationship between the Dark Triad Traits of the management teachers and the Students Rating of Instruction Quality. Furthermore, it also examined the moderating effects of the teachers' traitedness and the students' agreeableness on the above relationship. Using the data obtained from the teachers (n=202) and post-graduate students (n–604) of 19 elite management schools in India, the current paper has found a curvilinear relationship between the teachers' Dark Triad Traits and the Students Rating of Instruction Quality. Additionally, the results have revealed the moderating effects of the teachers' traitedness and the students' agreeableness. The implications of the findings in theory and practice have been discussed. [ABSTRACT FROM AUTHOR]