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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]

In the tertiary education institutions, rankings have started gaining ample attention all over the world. This has created a profound impact on the indian higher education system. As a result of that, in 2015, the government of India announced National institutional ranking framework (NIRF) to rank the indian institutions. NIRF is based on multiple parameters which are evaluated by standardised survey. In this work, a mathematical model, which can handle such multiple parameters to rank higher education institutions (HEIs), has been proposed. In this model, six criteria, named as, student intake, faculty strength, expenditure of the institution, research paper published per faculty, placements and perception, are considered. Since the criterion perception is a qualitative criterion and can not be modelled by classical mathematics, fuzzy rule based inference system is proposed to determine its precise value. Then DEA-Entropy-TOPSIS approach has been employed to rank HEIs. To emphasize the applicability of the proposed method, a numerical illustration is provided. It is asserted that this proposed mathematical model is a unique HEIs ranking approach involving human perception. [ABSTRACT FROM AUTHOR]

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]

Summary: This paper utilizes individual level earnings data from urban India to examine the evolution of wages during 1983–2004 across the entire wage distribution. Quantile regression analysis reveals that the effects of many covariates are not constant across distribution. Returns to secondary and tertiary education not only increased in the 1990s but also became more heterogeneous suggesting wage inequality may increase further in near future as more workers get higher education. Moreover, the quantile regression decomposition suggests that the increase in returns has been the driving force behind the increase in wages in both the 1980s and 1990s. [Copyright &y& Elsevier]

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]

The present study aimed to explore the various constraints faced by orthopaedically challenged women in their way towards higher education in Indian society. The tools used for the investigation are the General Information Schedule (GIS), Socioeconomic Schedule, and Interview Schedule. The sample consisted of 100 orthopaedically challenged women collected on the basis of a situational sampling technique from eastern parts of India (West Bengal). The findings are discussed in relation to the barriers to higher educational opportunities for challenged women in India. The study found that the brute physical or architectural barriers, financial constraints and the attitudinal barriers have a significant influence on higher education of the challenged woman. Furthermore, the study also found huge rates of wastage and stagnation at the primary and secondary level of education. The paper concludes by recommending the need for an overall approach for counteracting various constraints that exist in the early level of their education, without which we can hardly dream of higher education of the challenged women in a country like India. [ABSTRACT FROM AUTHOR]

This article, based on the guidance of 17 teacher education students during their final term, presents the theoretical framework, procedures and results of an extensive experiment with portfolio assessment combined with peer tutoring. A recent reform programme in higher education in Norway has as one of its aims to improve the quality of teaching and better facilitate learning in universities and university colleges. One important aspect of the reform programme is to encourage greater diversity in student assessment, and to establish a closer link between the learning process and the methods of examination. Following up on those intentions, the students are encouraged to work more systematically on written texts as a strategy for learning, accompanied by responses to their drafts offered by the course tutors. The idea of portfolio assessment is central in the reform programme, as also is the concept of reflection. During a term 17 student teachers worked regularly in peer groups giving responses to each other's drafts, which also included separate reflection papers related to their work in the response groups. This way of working seems to have had a positive impact on their learning both as students and as a basis for their further development as professional teachers. [ABSTRACT FROM AUTHOR]

Today, the stark reality is that even after 62 years of independence, India still has not been able to ensure a minimum quality life to its citizens. The million-dollar question India have been facing is that whether leading economic power with poor show of human development can present a model of sustainable, equitable and Inclusive growth that India is aspiring for, certainly not. So, there must be some changes. These changes primarily include the change in the education system. Education which is a pre-requisite for all type of development recipes is presently in a bad shape in India. Why India is still a developing country and what is stopping it from being a developed country? This particular question strikes us every time when we read something about India's education system. So in this context, this research paper throws light on In's and Out's of higher education in India [ABSTRACT FROM AUTHOR]