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India has the second largest higher education system in terms of institutions worldwide, despite having only 26.3% Gross Enrollment Ratio (GER), including vocational education. It aspires to achieve a target of 50% GER by 2035. It means it would require a larger number of higher education institutions (HEIs), public and private, in addition to huge fiscal resources. At present about 75% of the HEIs are privately managed with about 66% of student enrolment. Though there is no provision of for-profit higher education institutions in India, many non-profit private HEIs are actually working as for-profit. They are growing fast and are visible too. Therefore, it is high time now to think seriously about the pros and cons, causes and consequences of for-profit and nonprofit private HEIs in India. India provides a big market for non-profit and for-profit higher education to domestic and foreign stakeholders. Already 160 foreign universities are working in collaboration with public or private limited companies in India. This essay provides an analysis of issues related to for-profit and nonprofit HEIs, including desirability, size, funding, transparency, accountability, quality, feasibility and sustainability, government policies, regulation, foreign collaborations, private investments, and incentives. The methodology adopted is analytical, comparative, and empirical.

The Global Partnership for Education's (GPE) interest in broader education workforce issues is situated within the context of the partnership's current strategic plan (GPE 2025), which recognizes "quality teaching" as a priority area within a wider system transformation agenda. GPE's work includes providing technical support in this area for the benefit of country operations, including the development and/or dissemination of tools and guidelines. Some GPE partner countries have shown particular interest in diagnostic or analytical tools to better understand the scope of their challenges related to quality teaching and the broader education workforce. Guidance in diagnosing the challenges of the education workforce and leveraging its potential for strengthened teaching and learning would be useful especially for those involved in preparing education sector plans or strategies, or specific programs aimed at improving teaching and learning. This paper: (1) Analyzes the guidance that prominent existing international frameworks and tools can provide for diagnosing challenges and strengths related to teachers and the broader education workforce. Special attention is given to tools dealing with teachers, teaching and learning and/or related policies and management, and for which several country applications have been reported. Challenges concerning the implementation and use of these tools are also explored tentatively through a set of interviews with professionals involved in their application and/or monitoring; (2) Attempts to identify the main gaps and challenges that remain to be addressed as regards the contents, methodology and implementation of future education workforce diagnostics; and (3) Suggests possible directions and considerations for the development of future education workforce diagnostic tools.

The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in a language they do not understand. Massive learning improvements are feasible by teaching in a small number of additional languages. The World Bank's first Policy Approach Paper on Language of Instruction offers an indication of the work that will be undertaken to support countries in introducing reforms that will result in more resilient, equitable, and effective systems by promoting teaching in the languages that students and teachers speak and understand best. [The report was edited by John Steinhardt.]

Many developing countries use employment guarantee programs to combat poverty. This paper examines the consequences of such employment guarantee programs for the human capital accumulation of children. It exploits the phased roll-out of India's flagship Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGA) to study the effects on enrollment in schools and child labor. Introduction of MGNREGA results in lower relative school enrollment in treated districts. The authors find that the drop in enrollment is driven by primary school children. Children in higher grades are just as likely to attend school under MGNREGA, but their school performance deteriorates. Using nationally representative employment data, they find evidence indicating an increase in child labor highlighting the unintentional perverse effects of the employment guarantee schemes for Human capital.

The Delhi government in India recently launched its preschool curriculum for the city's 10,897 communitybased preschool centers. The draft National Education Policy of India, made public in June 2019, dedicates its first chapter to the importance of early childhood care and education and the need to extend the right to education to every child who is three to six years old. It is in this context that this paper urges the government to ensure that gender sensitivity is embedded in every initiative of early childhood education (ECE) in India from here onward. Based on interviews with mothers of preschool children in underresourced communities and with teachers as well as observations of government-supported preschool centers, this paper builds the current narrative of the preschool child's ecosystem; notes the lack of gender-sensitive pedagogy in this space; and makes recommendations for what a gender-transformative approach in ECE in India should entail for men and boys, girls and women, so that India can strive for a more gender-equitable society in the years to come.

In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]

This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.

This working paper will share the experience of Ashta No Kai (ANK), a grassroots nonprofit the author founded in 1998 in 10 villages in Shirur County, Maharashtra state, India, to promote the empowerment and education of women and girls in rural areas. The paper will, at first, examine the state of education in India including the Indian government's policies and programs that are attempting to address the gender gap in girls' education. Next, the barriers that girls in rural areas face to access their right to an education will be discussed followed by an introduction of various holistic, need-based, and low-cost educational interventions that ANK has initiated to address some of these impediments. Findings will then be reported from quantitative and qualitative surveys conducted, as well as case studies to gauge the impact of these interventions. Finally, the paper will propose evidence-based recommendations of integrated and sustainable strategies and approaches as guidance to policy practitioners to help promote educational outcomes and enhanced agency for adolescent girls to better navigate their world.

This working paper is part of the Studies in Early Transitions series emerging from "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores recent trends for children growing up in Andhra Pradesh, one of India's most populous states, based on Young Lives survey data collected for a sample of 1950 young children born in 2001 plus in-depth qualitative research. The paper discusses how poverty levels and location are strongly predictive of whether children attend government or private pre-school. It highlights policy challenges stemming from weak governance of the pre-school sector, notably how the relatively-unregulated and rapidly-growing private sector offers to initiate children into formal learning, in English, from a much earlier age than normally considered to be developmentally appropriate. And it identifies how government provision could be improved and strengthened. "Young Lives" communities description is appended. (Contains 4 tables, 2 figures and 8 footnotes.) [An earlier version of this paper was published as Working Paper 52 in "Young Lives'" own Working Paper series.]

Part of the "Studies in Early Transitions" series, this Working Paper draws on interviews and observations carried out as part of "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam based at the University of Oxford's Department of International Development. This paper focuses on the challenges of translating into practice the potential of quality early childhood care and education to transform young lives. These include building a positive equity agenda, setting clear policy objectives, raising quality standards, building the skills and motivation of teachers, and recognising where equity goals can be incompatible with a market-led private system. The paper asks which children do and do not have access to an early childhood programme, and explores children's and parents' views about the quality of what is on offer. A brief summary of data collection methods is appended. (Contains 2 boxes, 21 figures and 9 footnotes.)

The governments of India and Australia are working to enhance cooperation on training, at both official and industry level. As part of the exchange of ideas, Francesca Beddie, General Manager, Research, National Centre for Vocational Education Research, visited India in August 2009 at the invitation of the Australia-India Council. This paper explores some of the common challenges the countries face in reforming their vocational training systems. (Contains 1 box and 1 footnote.) [Support for this report was provided by the Australia-India Council.]

India demonstrates many features characteristic of private higher education in much of the world. Among these features are proportional size, with roughly 30 percent of total enrollment, and fast growth. Also rather typical is finance, which comes almost exclusively from non-government sources, principally tuition, while public higher education is mostly though decreasingly funded by government. Related to rapid growth and finance is the private sector's preponderance of commercial over academically strong institutions, bringing criticisms about quality and even fraud, including as many legally nonprofit institutions appear to be for-profit in reality. There are also religious and semi-elite private institutions but the clear majority of private enrollments lie in the non-elite and demand-absorbing sub-sector. Unsurprisingly, then, the extent and form of regulation is vigorously debated. All this is common internationally. On the other hand, though less powerfully, Indian private higher education also stands out for a number of relatively unusual configurations. Some are functions of the country's huge size. Its private sector nearly rivals that of the United States as the world's largest in absolute enrollment. Yet India's overall higher education system remains notably small in cohort enrollment--which suggests large latitude for further growth in the system overall and for the private share in particular. Another set of relatively unusual configurations relates to the political system. The world's greatest private growth is occurring in developing countries, most of which are non-democratic or problematically democratic. India is remarkably democratic. Indeed it is remarkably decentralized in its democracy, with a large role for individual states, Congress, and even the courts, and with vigorous debate among political parties. Debate over private higher education is particularly intense as deeply held socialist and state-oriented beliefs clash with the overall political-economic trend of privatization. (Contains 27 notes.) [This working paper is revised from "Commonality and Distinctiveness: Indian Private Higher Education in International Perspective," in eds. Asha Gupta, Daniel C. Levy, K.B. Powar, Private Higher Education: Global Trends and Indian Perspectives.]

Children face many important changes in the first eight years of life, including different learning centres, social groups, roles and expectations. Their ability to adapt to such a dynamic and evolving environment directly affects their sense of identity and status within their community over the short and long term. In particular, the key turning points in children's lives--such as "graduating" from kindergarten to primary school or going through a culturally specific rite of passage--provide challenges and opportunities for learning and growth on multiple levels. This paper provides a review of the major perspectives in research on early childhood transitions and reveals the predominant areas of focus in both academic and professional studies, as well as important neglected viewpoints and study populations. Beginning with a broad and inclusive definition of the topic, the authors provide an overview of early childhood transitions research, highlighting the underlying assumptions that informed the studies. They assess concepts in the developmental theory that preceded transitions research as well as in the logic that determines how transitions are structured. More recent approaches are examined, including systems theories and the role of children as active participants in transitions. Several examples in this review show how multidisciplinary collaboration and culturally sensitive interventions can result in better participation of both parents and children in crucial early childhood transitions. Citing the need to harmonise early childhood education and care programmes with local education practices, the authors stress the value of greater transparency in the creation of policy and programming for children, in order to identify potentially limiting assumptions. Broadening and diversifying perspectives on transitions can lead to more integrated and culturally relevant rights-based early childhood programmes worldwide. A glossary and a bibliography are included. (Contains 7 footnotes.)

One of the salient concerns in contemporary higher education internationally is access, which is rapidly expanding. Another salient trend is the rapid expansion of private higher education. These two salient tendencies have not been treated in scholarship as heavily intertwined. Much of the reason is that many people associate "private" with "elite," in part because of the U.S. reality of leading private universities clearly associated with elite functioning. In much of the rest of the world, suspicion of privates runs deep and there is little disposition to couple the negative connotations of private with the positive connotations of access. Yet as enrolment has been rising rapidly and keeps increasing, there are strong limitations on what can be accommodated through public higher education. Practically, either access is spurned, widely considered politically, socially, and even economically untenable or there must be explosive growth of private higher education. This is largely a matter of demand for higher education greatly outdistancing at least the public supply of higher education. Thus, much of the link between access and private higher education concerns "demand-absorbing" institutions, which is not to overlook more specialized avenues of access to other types of private institutions. At any rate private higher education has grown powerfully in recent decades and seems destined to grow further. India is a marked case of still very low cohort enrolment in higher education but with great demand and rapid private growth. (Contains 10 endnotes.) [This working paper is slightly revised from a presentation at the PROPHE Panel on Access and Private Higher Education at the 52nd CIES Annual Conference, March 20, 2008.]

The object of this paper is to analyze the concepts of "entrepreneurship" and "entrepreneurial university" in the broader context of globalization, technological innovations and the emergence of knowledge-based and technology-driven economies. Instead of epistemological and organizational forms of knowledge production and dissemination, the universities today are required to play a protagonist role by training productive intellectual resource and generation of new knowledge that could be converted into wealth or social gains. They are no longer confined to teaching "about" entrepreneurship but are actively engaged in teaching "for" entrepreneurship. Instead of preparing their students for seamless path to work, the universities are required to prepare them for uncertainties, complexities and vulnerabilities in future. Besides highlighting some of the issues at stake, an attempt is made to understand the economics, philosophy and legality behind the whole idea of entrepreneurial universities in general and in India, in particular. The idea of social entrepreneurship is also introduced in the context of India. The methodology adopted is analytical, descriptive and empirical. (Contains 3 tables and 1 figure.)

The following paper highlights the political, economic, socio-cultural, ethical, philosophical, legal, and practical aspects of the far-reaching theme of international trends in private higher education, in general. It also focuses on the driving forces, causes and consequences of the emergence of private higher education in India during the last three decades, in particular. Though there has been more acceptance of private higher education institutions in India today than the "trepidation" felt at their emergence three decades ago, certain basic questions about its role remain. Is the presence of the private sector in higher education inevitable? Is it desirable? Besides focusing on certain basic issues at stake, this paper discusses at length the role of judiciary in private higher education in India. (Contains 5 tables and 2 figures.)

One of the challenges that we currently face in achieving universal education is how do we ensure that girls, who have missed the school bus or simply got off the bus too early, can still realise their right to quality basic education? This paper reviews several key education initiatives implemented in the last decade to reach out to the out-of-school children and young women in particularly difficult circumstances through condensed or short-term residential education programmes--also known as "accelerated learning" (AL) programmes. The review indicates that evidence on the ground regarding the impact of the interventions is rather mixed and fragmented. AL programs have provided a much-needed opportunity to learn in a congenial environment characterised by child-centred learning and a multi-dimensional teacher-pupil relationship. Discussions with young women and girls who participated in condensed programmes across the country are revealing--in one voice they all said the experience was valuable and it was their only window into the world of education. However, at the same time programmes are often unable to sustain their achievements through forging of effective multiple linkages with the formal education system to ensure continuous learning. The paper asserts that since the demand for such interventions is increasing, the limitations as well as the potential of AL as a strategy needs to be critically engaged within our quest for achieving universal elementary education. (Contains 8 boxes, 5 tables, and 3 footnotes.)

The 21st century has brought new challenges and opportunities for higher education. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity. Affirmative action, too, has become race-exclusive and gender-neutral. The following paper makes an attempt to understand the nuances of a caste-based reservation policy in higher education in light of recent controversies, court verdicts, a subsequent amendment to the constitution in India; and affirmative action policies, court verdicts, and alternatives to affirmative action in certain universities in the US. The objective is to bring out commonalities and contrasts between the two countries in terms of legal, political, socio-cultural, economic, and psychological perspectives.

The United States has long enjoyed being on the cutting edge in its devotion to building a vibrant higher education sector. After a century of leading the world in participation rates in higher education, however, there are strong indications that America's advantage is waning. The academic research enterprise remains relatively vibrant. However, participation and degree attainment rates have leveled off and are showing signs of actual decline in a number of major states with large populations--and this seems to be more than just a bump or short-term market correction. Other competitive nations, and in particular key members of the European Union, along with China, India and other developing economies, are aggressively nurturing their higher education systems, expanding access, and better positioning themselves in the global economy. They have been trying harder, while in the US public funding for higher education has declined. The nation's international and domestic concerns lie elsewhere. In addition to outlining these reasons that America's higher education advantage is waning, this article also discusses the possible consequences. (Contains 53 notes.)

"Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments, to exercise choices and to have their views respected and valued. (Contains 4 footnotes.)

There is hardly any estimate of returns to schooling in India based on national level representative data for the recent period. This paper provides estimates of the economic returns to education in India by gender, age cohort, and location (by rural-urban) for the most recent period 1993-94, and also evaluates the changes in returns over a period of time from 1983-94 using national level representative household survey data. These are the only national surveys in India that provide information on the wages and some of the labor market characteristics of individuals. The data show that the returns to education increases up to the secondary level and declines thereafter. There is evidence of substantial gender and rural-urban differences in the returns to schooling. The returns to women's education for the primary and middle levels have declined while those for secondary and college levels have increased during 1983-94. Also discussed briefly are the structure of education and the labor market in India. Includes 6 notes. (Contains 21 references and 13 tables.) (BT)

Immigration and domestic industrial policies have been powerful instruments in the creation of immigrant "niches" in labor markets. While Indians have clustered in the information technology industry, Mexicans have formed niches in low-skilled industries such as agriculture. A review of the relationship between immigration policy and the requirements of the information technology industry reveals two important conclusions. First, immigration policy changes of the mid-1960s facilitated the immigration of Indians with high levels of education. Asians and Africans could not use family reunification to enter the United States, so the only path open to them was the use of occupational skills. This explains why these immigrants are so highly educated and why they concentrate in high-tech industries. On the other hand, Mexican immigrants constitute the largest group of unskilled workers because economic and social costs of immigration are lessened by geographical propinquity. In addition, specific U.S. immigration policies, direct recruitment, and the development of social networks have encouraged the immigration of unskilled workers. The departure of IBM from India in 1978, and the failure of the country to develop a domestic viable computer industry forced most Indian users to rely on imports. Thus, during the 1970s and 1980s Indian programmers learned how to work on a variety of platforms. In contrast, Mexico has solidified its role as the preferred location for the electronics manufacturing industry. (Contains 33 references.) (TD)

A study investigated the impact of training on women's micro-enterprise development in four programs in Ethiopia, India, Peru, and Sudan. Research design was a series of case studies of projects and programs providing training in technical or business skills. Impact of training was measured against these four indicators: income, access to and control of resources, status, and quality of life. The study examined the training process to find out in what specific ways training helped women to improve and expand their micro-enterprises. The sample in each country consisted of two groups: women about to undergo training (focus of the study) and women who had already received training; 74 women participated. The study showed poor women needed training to develop skills and self-confidence to allow them to operate and survive in the informal sector; access to credit is important but not sufficient for the poorest women; the impact of training and increased income varied in strength but could be negative as well as positive; well-designed and well-delivered training could lead to increased income that could lead to improved self-esteem and status in the household and community; effectively delivered training developed enhanced survival strategies in women; training provided to groups in a participatory model was an empowering and liberating experience for women; and training in generic business skills was more effective than training in technical skills. (Appendixes include 61 references.) (YLB)

This publication is one of two prepared for a South Asian colloquium on issues related to teacher training in Bangladesh, India, Pakistan, and Sri Lanka. This volume includes four papers presented at the conference. The papers present an analytical view of both policy and practical measures on teacher education. The first paper, "The Professional Development and Training of Teacher Educators" (Elwyn Thomas) examines recruitment, training, and career development in teacher education. The second paper, "Teacher Education: The Quest for Quality" (Motilal Sharma), looks at issues in teacher education in Asia, including World Bank involvement and regional cooperation. The third paper, "A Critique of Policy and Practice in India and Bangladesh" (Adarsh Khanna), analyzes preservice and inservice teacher education in India and Bangladesh, the chief strengths of the Indian and Bangladesh systems, and the importance of aid agency projects. The fourth paper, "Initial Teacher Training in Pakistan" (Haroona Jatoi), explores preservice and inservice teacher training in Pakistan. (Individual papers contains references.) (ND)

During 1997-98, a research team from the University of Leeds investigated the effectiveness of teacher resource centers (TRCs) as a strategy for teacher development in developing nations. The study included a literature review and fieldwork in four countries (India, Kenya, Nepal, and Zambia). The study examined the extent to which TRCs helped improve the environment for learning in schools and the quality of teaching and learning in classrooms. It also examined issues surrounding TRCs and how TRCs were affected by those issues. Data collection involved literature reviews and observations and interviews at TRCs and in schools in the four countries. Results indicated that it was very difficult for TRCs to achieve their goal of improving teachers' classroom performance and thus positively impacting teaching and learning, because they were detached from work at schools. Overall, the TRCs and their inservice courses were used very little in all four countries and made little significant contribution to improved teaching and learning in schools. Teachers had to leave their classes to go to TRC activities, so the TRCs actually contributed to teacher absenteeism. Sustainability depended on outside resources, particularly international donors. (Contains 227 references.) (SM)

A collection of essays on European language policy, each by one or both of the authors, are: "Lessons for Europe from Language Policy in Australia"; "English Only Worldwide, or Language Ecology"; "Minority Workers or Minority Human Beings? A European Dilemma"; "Educational Language Choice--Multilingual Diversity or Monolingual Reductionism?"; "Linguicide and Linguicism"; "A Historical Outline of British Policy for the Spread of English"; "Is India Throwing Away Its Language Resources?"; reviews of two publications on language policy; reviews of Normand Labrie's "La construction linguistique de la Communaute europeenne" and Christina Bratt Paulston's "Linguistic Minorities in Multilingual Settings"; and "Language Policy," a proposed 5-year policy plan for Denmark, written in Danish. Each of the papers was written as part of a project on language policy in contemporary Europe, supported by the Danish Research Council for the Humanities. Some are papers presented at conferences worldwide, and others were written for publication. (MSE)

This publication is one of two prepared for a South Asian Colloquium on issues related to teacher training in Bangladesh, India, Pakistan, and Sri Lanka. The papers in this volume focus on innovations and alternative strategies designed to improve quality in teacher education at preservice phase. The publication is in five sections. The first four sections were prepared by the respective national Ministries of Education. Section 1 is on Bangladesh and includes an overview of literacy and primary education and a discussion of provisions for initial training of teachers, the funding of education, and problems and remedies. Section 2, on India, includes a brief history of India's educational system, a review of key issues in the National Policy of Education, a discussion of issues facing Indian educators in the nineties, and several data tables. Pakistan is the focus of section 3 which looks at historical perspectives on teacher training, training of elementary and secondary teachers, qualifications for teacher educators, innovations in teacher training, analysis of teacher training programs, financing of teacher education, and recommendations for future development. The fourth section is on Sri Lanka and covers inservice and preservice teacher education, successful innovations in teacher training, problems and issues, and statistical information. The final section is an overview by Beatrice Avalos which summarizes the educational context and the characteristics, issues, and alternatives of teacher education in general and in each of the four countries. (Individual sections contain references.) (ND)

This project is the result of a three year study of a sample of secondary schools in Botswana, India, Northern Ireland, and Zimbabwe. The study is backed up by longer interviews with students, teachers, and administrators, an audit of the curriculum, a review of educational materials, and an examination of the teacher education available. A questionnaire was administered to 915 students aged 14 and 16 in 23 schools. The study was designated as a key Commonwealth contribution to the United Nations Decade of Human Rights Education. It looked at how the education systems are currently providing an infrastructure for human rights in these member states. The project concentrated on: (1) how national commitments to human rights instruments are reflected in the school curriculum; (2) whether young people are acquiring basic concepts in selected dimensions of human rights; (3) what the difference two years of study makes to the understanding of young people; (4) whether there are any significant variations between countries (by gender or between different types of school within the same country); (5) what are the key priorities identified for strengthening this area of the curriculum; and (6) what scope there is for Commonwealth cooperation in the future. (Contains 45 references.) (BT)

A group of 100 randomly selected women living in the resettlement colony of Ambedkernager in South Delhi, India, who had participated in colony's Total Literacy Campaign (TLC) were interviewed regarding their participation in the TLC. Of the 100 women, 34 had attended school earlier. Four of the 34 women were still attending school. Most respondents were motivated to join the TLC by young literacy volunteers living in their neighborhoods. Although most women joined the TLC on their own initiative, most had husbands, parents, or children who supported their participation in the campaign. Most respondents had positive opinions about the literacy volunteers; however, not all of them liked attending literacy classes. Although all the respondents had completed the three TLC primers, only 16% were able to reach the National Literacy Mission norm when tested. By and large, the respondents did not use their newly acquired reading, writing, and numeracy skills in their everyday lives. When asked whether literacy had changed their personal and family lives, many respondents did not initially answer positively. When probed, however, they acknowledged some changes in their lives after acquiring literacy skills. (Contains 28 references.) (MN)

This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)