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This paper reports on a rigorous literature review of research into medium of instruction in Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findings, which are discussed in two parts: the first categorises the three areas of research explored in the empirical studies reviewed, namely the effectiveness of language-in-education policies, problems hindering the implementation of these policies, and attitudes to these policies. The second provides an overview of the recommendations for how, given the obstacles in implementing the current policies, to better ensure the effectiveness of language-in-education policies in Ghana and India. Together these findings show that similar issues arise that contribute to challenges of providing equitable, quality education, and similar recommendations have been put forward as a result. This paper thus provides a valuable overview of key issues in the role of language-in-education policies in improving equity and quality in education in LMICs. [ABSTRACT FROM AUTHOR]

This paper provides an overview of vocational education and training (VET) system in India, and discusses various challenges and difficulties in the Indian VET system. The paper also examines labour market outcomes of vocational graduates and compares these with those of general secondary graduates using a large-scale nationally representative household survey. We find quite a high rate of unemployment (11%) for VET holders in the age group 15–29 years. Although unemployment rate of VET holders is higher than the overall unemployment rate in the same age group, the rate is lower than that for general secondary graduates. We show that average daily wages are higher, both for regular and casual workers, for VET holders. There has been a considerable increase in the number of Industrial Training Institutes/Centres in the last decades, but the coverage of the system is disparate in terms of institutes’ vis-à-vis states. [ABSTRACT FROM AUTHOR]

This paper reports findings from the first year of a UK-India Education and Research Initiative (UKIERI), 'Widening participation: Diversity, isolation or integration in Higher Education?' Over a three-year period this project will explore issues of diversity and integration, social cohesion and separation, equality and discrimination as experienced by students and staff on higher education (HE) campuses in India and the UK. Initial findings suggest that separation of groups on the HE campuses studied is pervasive and ubiquitous. While some such separation may be for supportive reasons, convenience, or inertia, at other times it is due to overt discrimination on the grounds of race, region, nationality, caste, class, religion, age or gender. However, most respondents said that greater integration was both desirable and possible. [ABSTRACT FROM AUTHOR]