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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]

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]

Many countries have Community Service Programs (CSPs) in their schools and colleges. These programs let students do social and civic work for their communities. They also teach students to be responsible and inclusive. But we don't know if CSPs really make society more inclusive. This paper studies CSPs in some Indian schools and colleges by surveying different stakeholders. The paper examines the goals, methods, results, and views of CSPs from students, teachers, administrators, community members, and experts. The paper also identifies the problems and successes of CSPs and suggests ways to improve them. The paper argues that CSPs make students and their communities more inclusive by increasing their social skills, values, and involvement. [ABSTRACT FROM AUTHOR]

This paper examines how Indian migrant families in Dubai actively sustain mobile livelihoods across the Indian Ocean and beyond, paying attention to the role played by education in the unfolding of such migrant lives. This paper aims to nuance the experiences of Gulf migrants that have broadly focused on systemic vulnerabilities produced by the legal, economic and social structures encountered in Gulf destinations. This paper builds on the stories of three families from the southern Indian state of Kerala with diverse mobility trajectories over time and space, which is conceptualized in relation to the practice of specific livelihoods, focusing on the patterns and impacts of mobility at different life stages and across generations. Literature engaging with the migration‐education nexus, which reveals that education is an integral part of mobile livelihoods worldwide, provides an analytical backdrop. The paper shows distinct ways in which education forms a crucial part of complex agendas, informing family migration to and from the Gulf region. Furthermore, it captures how migrants' educational agendas are continuously being adjusted in processes of migration, and how this relates to the ongoing transformation of individual and collective social identities and the remaking of mobile livelihoods. [ABSTRACT FROM AUTHOR]

The impact that information technology can have on development is the subject of an ongoing debate. Central to this debate is the role of universities. Education shapes people's attitudes toward technology and determines how it will be used. This research shows that in India, students at higher educational institutions are socialized to believe that information technology can have a very positive impact on their country. They do not share the skepticism commonly found in Western literature. This research finds that first and foremost, IT is seen as a tool for personal development, where students can leverage their education to become rich and successful, either in India or abroad. Second, IT is seen as a tool for Indian ascension, lifting India to the status of a great global power. Only thirdly is IT seen as a means to assist in the development of India's poor population. © 2006 Wiley Periodicals, Inc. [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]

We study marital assortative mating in education and its relation to dowry in India. There are four main results and contributions of this paper. First, instrumental variable estimates using Indian Human Development Survey-II data suggest existence of positive assortative mating in education levels of husband and wife. Second, this association is weaker in dowry-prominent districts suggesting that in districts with strong patriarchal norms, high dowry transfers could substitute for lower bride's education. Third, we study the independent effect of husband's and wife's education and its interaction on dowry. Estimates suggest that dowry rises with the groom's education and falls with the bride's schooling years. However, the joint effect of husband-and-wife education on dowry is negative, implying that though dowry rises with groom's education, the rate of increase is smaller the more educated the bride is. Finally, to explain the empirical results, we propose a theoretical model of assortative mating in the presence of dowry. [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 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]

Purpose: The purpose of this paper is to examine the interrelation between two important dimensions of gender segregation: education and occupation. It further investigates the gender wage gap. Design/methodology/approach: The author uses a three-way additive decomposition of the mutual information index – an index based on the concept of entropy. A non-parametric wage decomposition method that uses matching comparisons is used for measuring the wage gap. Findings: The results show that the extent of gender segregation in India is higher in urban areas than that in rural areas. Most of the observed segregation in rural labour markets originates from educational outcomes, whereas in urban markets it is due to occupational profile of individuals. The findings of the wage decomposition analysis suggest that education in rural areas also explains a sizeable part of the gender wage differential. Nevertheless, a large share of the wage gap remains unexplained in both rural and urban areas. Originality/value: While much research has looked at occupational segregation, less attention has been paid to educational segregation. The paper uses a unique approach to understand the joint effect of occupation and education in explaining gender segregation. [ABSTRACT FROM AUTHOR]

This paper examines the comparative status of demographic, socioeconomic and health inequalities experienced by Muslim minority women in the Indian context. To do so, the socioeconomic conditions of Muslim women are compared with those of other minorities and majority religions by using the latest available data. The empirical analysis indicates that Muslim women are relatively educationally and economically backward in India. The socioeconomic condition of women of almost all other minorities is better off than that of Muslims. The paper also goes to examine the level of economic freedom enjoyed by the women of different minorities. It is found that the participation of women of the Muslim minority in household economic decision-making is relatively low. The findings of this study provide justification for the continuation of the provision of special treatment for Muslim women through government policies for improving the level of their socioeconomic development. [ABSTRACT FROM AUTHOR]

Background: Developing public health educational programs that provide workers prepared to adequately respond to health system challenges is an historical dilemma. In India, the focus on public health education has been mounting in recent years. The COVID-19 pandemic is a harbinger of the increasing complexities surrounding public health challenges and the overdue need to progress public health education around the world. This paper aims to explore strengths and challenges of public health educational institutions in India, and elucidate unique opportunities to emerge as a global leader in reform.Methods: To capture the landscape of public health training in India, we initiated a web-based desk review of available offerings and categorized by key descriptors and program qualities. We then undertook a series of in-depth interviews with representatives from a purposively sample of institutions and performed a qualitative SWOT analysis.Results: We found that public health education exists in many formats in India. Although Master of Public Health (MPH) and similar programs are still the most common type of public health training outside of community medicine programs, other postgraduate pathways exist including diplomas, PhDs, certificates and executive trainings. The strengths of public health education institutions include research capacities, financial accessibility, and innovation, yet there is a need to improve collaborations and harmonize training with well-defined career pathways. Growing attention to the sector, improved technologies and community engagement all hold exciting potential for public health education, while externally held misconceptions can threaten institutional efficacy and potential.Conclusions: The timely need for and attention to public health education in India present a critical juncture for meaningful reform. India may also be well-situated to contextualize and scale the types of trainings needed to address complex challenges and serve as a model for other countries and the world. [ABSTRACT FROM AUTHOR]

This paper analyzes the intergenerational effects following the positive changes in women's inheritance rights in India. Using the Indian Human Development Survey data for rural India and a difference-in-differences strategy, we find that the property rights reform significantly empowered women through increased education. However, we find no intergenerational effect of the reform on children's education. We explore two potential mechanisms to explain these results: the role of status conflict among spouses and that of a child's birth-order and gender. Given that a woman's bargaining power may depend on her relative position to that of her husband, we investigate this channel and find a significant decrease in children's education in households where fathers are less educated than mothers. Accounting for a child's birth-order and gender, we find no evidence of son-preference through the education channel. [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]

Abstract This paper analyses relationships between private supplementary tutoring and mainstream schooling in urban Maharashtra, India. The role of private tutoring progressively expands from the lower to the higher grades, and is especially visible in Classes 11 and 12 when it seems to supplant rather than supplement mainstream schooling. The paper notes the complex interplay of social, economic and educational factors in the shifting relationships, and has relevance not only for other parts of India but also other countries. The dynamics of private tutoring should be considered when conceptualising educational processes and devising policies for schooling, especially in relation to social inequalities and the efficiency of school systems. [ABSTRACT FROM AUTHOR]

This paper explores the inclusion of spatial dependency in measuring the impact of geographically targeted programs. Using an education program in India, which targeted educationally backward districts, I study the influence of the program on the change in the rural female literacy rate and the gender gap in the literacy rate. In the estimation of a non-spatial model, the residuals exhibit spatial dependency, and the data suggests the spatial error model or the spatial Durbin error model (SDEM) as the appropriate specification. According to the SDEM estimates, with a one percentage point increase in the educational backwardness of a district, there was a 0.08 percentage point increase in the rural female literacy rate and a 0.02 percentage point decrease in the gender gap in literacy rate. The results imply a small but insignificant influence of the program received by the neighboring districts on the change in rural female literacy rate of a district. Limited financial flexibility and the lack of incentive to engage in a competition is a possible explanation for the absence of strategic interaction between districts. [ABSTRACT FROM AUTHOR]

Background: Primary Care Doctors (PCDs) are the first contact for majority of patients with psychiatric disorders across the world including India. They often provide symptomatic treatment which is naturally inadequate. Absence or inadequate exposure to psychiatric training during undergraduate medical education is one of the prime reasons. Classroom training (CRT), a standard practice to train PCDs is driven by specialist based psychiatric curriculum and inherently lacks clinical translational value. Aim and Context: The 'Department of Psychiatry' of 'National Institute of Mental Health and Neurosciences', Bengaluru, India has recently come up with an innovative digitally driven modules of 'Primary Care Psychiatry Program' (PCPP) for practicing PCDs. Goal of this paper is to provide an overview of all these (five) modules with its various stages of implementation. Methods: Authors briefly discuss the current status of primary care psychiatry in India and also narrate the newly designed five modules of PCPP in this paper. Results and Discussion: An adopted psychiatric curriculum is designed in 'Clinical Schedules for Primary Care Psychiatry' (CSP) which is an integral part of PCPP. This is brief clinical schedules contains culturally appropriate screening questionnaire, transdiagnostic classification of 8 core psychiatric disorders, diagnostic, referral and management guidelines. PCPP contains 5 modules named as orientation module, basic module, advanced module [Tele-psychiatric 'On-Consultation Training' (Tele-OCT)], videoconference based continuing skill development module, and collaborative video consultation modules which covers all essential areas of primary care psychiatry for practicing PCDs. Last three modules are fully designed digital modules in hub and spoke model of Tele Medicine. In this designed program, the CSP and Tele-OCT are two path braking innovations having inbuilt higher clinical translation value. The challenges and opportunities that could be faced during its implementation across India are also discussed. Conclusion and Future Directions: Innovative PCPP is pragmatic in nature and has potential for higher clinical translational value. Once validated thoroughly, PCPP has potential for pan-India expansion. There is a need for artificial intelligence-based modules for next phase of PCPP in India considering her population and lesser number of available psychiatrists. [ABSTRACT FROM AUTHOR]

Taking data from the 'India Youth Survey: Situation and Needs' the paper examines intergenerational educational mobility for young females (vis-à-vis their mothers) in India. The paper uses transition/mobility matrices and mobility measures widely used in the literature on intergenerational mobility for the examination. The overall intergenerational educational mobility among the young females in India is about 0.69 (the upper limit being 1). The upwards component of the overall intergenerational educational mobility is 0.55 (that is, nearly four-fifth of the overall). Also, the intergenerational educational mobility is slightly higher in the 'Scheduled Castes and Tribes (SC/ST)' compared to the 'Other Backward Castes (OBC)' as well as 'Others' castes. But the upward mobility is substantially higher in the 'Others' caste group compared to SC/STs. The upward mobility among the OBCs is higher than that of SC/STs but lower than that of the 'Others' category. Also, the overall mobility as well as upward mobility is higher in urban areas. Moreover, there are large inter-state variations with the economically and demographically poorer states having substantially lower overall as well as upward mobility than the economically and demographically advanced states. [ABSTRACT FROM AUTHOR]

The present paper is a case study of how the commodification of the Russian language has transformed a market in New Delhi, India, inaugurated in 1969 and known as Yashwant Place. Over the years, the market slowly assumed a new identity, referred to as Yashka not only by Russian visitors but also tourists from countries of the former Soviet Union, symbolizing the status it has acquired as a largely Russian (-speaking) place of trade. With the help of ethnographic fieldwork that includes participant observations and interviews, this paper traces the histories of four shops in the market that mainly cater to Russian speakers, examining both how Russian emerged as a language that provides an added value and at the same time ask, which Russian is actually commodified by whom and in which ways. In addressing the histories of the shops, the personal trajectories of salespersons and their motivations to acquire a form of Russian, this paper aims to show the particular conditions and processes that characterize the commodification of languages within specific spaces for limited audiences. This will provide insights into the characteristics of a locally confined ‘Yashka-pidgin' language that emerged as a result of commodification efforts by local entrepreneurs. [ABSTRACT FROM AUTHOR]

Endogamy or intra-caste marriage is one of the most resilient of all the caste based practices in India. Even in 2011, the rate of inter caste marriages in India was as low as 5.82%. In this paper we explore whether education has any relationship with this age-old practice of marrying within one's own caste. Using a nationally representative data set, the Indian Human Development Survey, we find that, in sharp contrast with the findings in the existing literature on out-marriages in the Western countries, education levels of the spouses themselves do not have any association with the likelihood of their own marriage being an inter caste one. However, couples with a more educated mother of the husband have a significantly higher probability of being in an inter caste marriage. One standard deviation increase in the years of education of the husband's mother is associated with a 10.16% increase in the probability of inter caste marriage over the sample mean. Our analysis highlights the importance of recognizing the institution of arranged marriages in any analysis of Indian marriage markets. [ABSTRACT FROM AUTHOR]

Effective programmes introduced by NGOs in developing countries have the potential to benefit a large number of people if they are scaled up, but instances of successful scaling-up are relatively rare. This paper uses a case study of an Indian educational NGO that has scaled up rapidly and effectively in order to explore the reasons for choice of scaling-up strategy, the particular barriers to scaling-up in the education sector, and how these barriers can be overcome. It finds that, while a high-functioning NGO can successfully overcome many of the internal organisational challenges posed by scaling-up, external barriers such as the difficulty of building relationships with key stakeholders like government officials and school teachers pose significant challenges. While these difficulties could in principle be mitigated by moving from an expansion-based to collaboration-based model of scaling-up, low accountability and governance of the NGO sector make it difficult to detect the quality of potential partners. The case also shows that India's recent law mandating CSR has increased funding availability for scaling-up, but its requirement for corporate donors to preferentially support local projects has also created some challenges by constraining NGO ability to harness economies of scale during scaling. [ABSTRACT FROM AUTHOR]

This paper investigates the portrayals of schools in various textbooks used by the focal children at an anathashram (orphanage) in suburban New Delhi, India. It draws on data collected in the course of ethnographic inquiry on the language and literacy socialization of focal boys over the past decade. The texts selected for this study related to the topic of 'school' and were drawn from textbooks assigned to the focal children at their village school. I conduct a close analysis of the descriptions of schools that circulate in the children's textbooks, focusing specifically on the imagined community of readers of these texts. The analysis highlights the marked differences between the schools depicted in the books and the actual schooling worlds of the children. Furthermore, I show how the use of person deixis in these texts implicates socioeconomically marginalized readers of these textbooks in profoundly problematic ways. Beyond pushing us to question the politics of representation within textbooks, this investigation contributes to the inter-disciplinary scholarship challenging the penetration of dominant ideologies through the school curriculum. [ABSTRACT FROM AUTHOR]

Drawing on qualitative interview data from a group of lower income parents in Delhi, India, this paper focuses on the dynamic relationship between parental choice of a particular school and parents’ own identity construction. The data indicate that choice of school is for some parents a symbolic expression of identity, influenced by family dynamics and parents’ educational biographies. The paper outlines the concept of ‘forging solidarities’ and proposes it as an alternative way of understanding school enrolment decisions that recognises the social significance of such choices for the wider family unit. More generally, as school choice mechanisms in various forms become an increasingly important part of the educational landscape in many countries, the findings draw attention to the sociocultural nature of choice in real-world market settings and the contribution of schooling choices to processes of social and educational segregation. [ABSTRACT FROM AUTHOR]

This paper draws on qualitative fieldwork conducted in 2004-5, 2010 and 2012 to examine the recent expansion of higher education markets in north India. It focuses on a group of young men who attended university in the city of Meerut, Uttar Pradesh. Faced with dismal job prospects, they began to improvise, making money ad hoc by acting as small-scale political brokers on campus. However, some of them subsequently utilised these improvisational skills to try and attain loftier economic ambitions. As India's education sector was liberalised, they honed in on an opportunity to establish their own profitable colleges. Our paper points to a paradox that resonates far beyond India; namely, that the continued expansion of private education is, in some cases, happening in spite of and even because of poor job growth. We also extend recent work on the theme of improvisation. By examining long-run changes, we show that improvisation is not indelibly linked to the activities of 'youth', but rather a set of practices that they may perform and abandon as they move through the life course. As such, improvisation can serve as a staging post in the efforts of young people to obtain a more secure foothold in the economy. [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]

Life skills have become the foci of many girls' education initiatives because they are assumed to empower girls to negotiate oppressive gender norms constraining their lives. Often these programmes give a singular attention to gender norms, despite other interlocking oppressive structures and norms. Although postcolonial feminist perspectives in education have often stressed on intersectional analyses, little attention has been given to caste in such scholarship in India. In this paper, we draw on data from a three-year qualitative study of a girls' life skills programme in Rajasthan, India, employing a postcolonial feminist framework. We engage with Dalitbahujan feminist perspectives in education (Paik, S. 2014. Dalit Women's Education in Modern India: Double Discrimination. London: Routledge.) to decolonize our frameworks and illustrate how the life skills programme produced contradictory outcomes to address gender oppression, such as ensuring girls' bodily integrity, while re-inscribing caste norms. This intersectional analysis of caste, gender, and modernity expands on a postcolonial feminist critique of life skills [ABSTRACT FROM AUTHOR]

Sanitation work is considered highly polluted in Hindu society and the stigma inflicted on sweepers and manual scavengers (safai karamcharis) extends to their children. This paper examines how safai karamcharis navigate parenting from the 'polluted' margins. It explores strategies adopted to protect children from stigma and explains how these strategies are temporal and partial. It also discusses the hope parents place on education for their children's social mobility but how securing quality education is fraught with challenges, and that while education is necessary it is insufficient for the children of safai karamcharis to achieve social mobility and freedom from caste-based occupational rigidity. [ABSTRACT FROM AUTHOR]

This paper studies the role of non-cognitive skills like self-efficacy in explaining the education and employment aspirations and outcomes of adolescent and young women in Jharkhand, India. We find that self-efficacy is an important correlate of the educational and employment aspirations of these women, and ultimately, of their actual attainments. This suggests that such “hidden” forms of human capital may serve as critical targets for interventions aimed at altering young women’s educational and economic trajectories. We also examine factors that correlate with young women’s level of self-efficacy, and find that an “enabling” and supportive family and community environment appears to be important. [ABSTRACT FROM AUTHOR]

Abstract Having achieved remarkable improvements in basic education, India now faces the issues of low learning levels, and a high dropout rate. This paper examines whether the learning crisis is responsible for students dropping out of school using unique panel data that followed nearly 1000 Indian children from 2002 to 2013. We discover that literacy skills acquired by the age of 12 have long-lasting, positive effects on subsequent school progression. We also find that local job opportunities influence school progression. Further, we find that time spent on household chores negatively affects literacy acquirement during primary school years. [ABSTRACT FROM AUTHOR]

The economic importance of financial literacy among individuals necessitates policy intervention. Estimation of financial literacy is a prerequisite for strategies to improve financial literacy. This paper, using data collected from the educated young adults in Kerala, the most literate state in India, builds a predictive model for financial literacy employing logistic regression. The study reveals the low level of financial literacy in the state. The model points to the significance of gender, age, religion, discipline of study, occupation, and personal income as determinants of financial literacy. The findings have implications for policies aimed at improving the financial literacy of young adults in India. [ABSTRACT FROM AUTHOR]

Drawing on qualitative interview data from a group of lower income parents in Delhi, India, this paper focuses on the dynamic relationship between parental choice of a particular school and parents’ own identity construction. The data indicate that choice of school is for some parents a symbolic expression of identity, influenced by family dynamics and parents’ educational biographies. The paper outlines the concept of ‘forging solidarities’ and proposes it as an alternative way of understanding school enrolment decisions that recognises the social significance of such choices for the wider family unit. More generally, as school choice mechanisms in various forms become an increasingly important part of the educational landscape in many countries, the findings draw attention to the sociocultural nature of choice in real-world market settings and the contribution of schooling choices to processes of social and educational segregation. [ABSTRACT FROM PUBLISHER]

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]

Past efforts invested in computer-based education technology interventions have generated little evidence of affordable success at scale. This paper presents the results of a mobile phone-based intervention conducted in the Indian states of Andhra Pradesh and Tamil Nadu in 2012-13. The BridgeIT project provided a pool of audio-visual learning materials organised in accordance with a system of syllabi pacing charts. Teachers of Standard 5 and 6 English and Science classes were notified of the availability of new videos via text messages (SMS), which they downloaded onto their phones using an open-source application and showed, with suggested activities, to students on a TV screen using a TV-out cable. In their evaluation of this project, the authors of this paper found that the test scores of children who experienced the intervention improved by 0.36 standard deviations in English and 0.98 standard deviations in Science in Andhra Pradesh, relative to students in similar classrooms who did not experience the intervention. Differences between treatment and control schools in Tamil Nadu were less marked. The intervention was also cost-effective, relative to other computer-based interventions. Based on these results, the authors argue that is possible to use mobile phones to produce a strong positive and statistically significant effect in terms of teaching and learning quality across a large number of classrooms in India at a lower cost per student than past computer-based interventions. [ABSTRACT FROM AUTHOR]

• Naxalite violence and impoverishment combine to limit learning outcomes in India. • Conflict reduces tutoring and increases school absences. • Conflict also affects presence of local teachers and praise of children. • However, some girls experience improved learning outcomes due to Maoist ideology. • Education policy should tackle supply- and demand-side constraints during conflict. This paper investigates the relationship between violent conflict, poverty dynamics and learning outcomes in India. Generalized ordered logistic regressions indicate that Naxal violence is associated with lower outcomes in basic literacy and numeracy, though with variations by gender and poverty trajectory. Mixed methods data, involving panel analysis alongside in-depth interviews in conflict-affected areas, point to supply- and demand-side constraints especially for children in impoverished households. Harassment of girls increased school absence, while interactions with Naxals when travelling to school prompted many boys to stay in hostels during holidays thus limiting absences. Conflict also modified teacher incentives. Understanding how conflict affects acquisition of basic skills is critical in contributing to policies better tailored for marginalised girls and boys. [ABSTRACT FROM AUTHOR]

This paper is based on the findings of a research study which traced 56 rural women learners 15 years after they had participated in an empowerment and education programme in North India. It attempts to understand, from the perspectives of women from marginalised communities, the ways in which participating in the programme had been empowering for them, or not. While most of the women were indeed able to transform several areas in their lives, this study illustrates that empowering outcomes cannot be assumed or articulated in categorical terms and that bringing about change requires the negotiation of power at various levels. The women's narratives stand in contrast to the prevalent discourses around women's literacy and empowerment, which highlight the importance of literacy only in terms of its positive impact on attaining development goals. Despite the vigorously discussed de-politicisation of the concept of empowerment, the authors show in this paper that empowerment, when informed by a critical feminist understanding, continues to provide a useful framework to analyse women's experiences related to education, as a process enabling women to understand and negotiate structures of power - which are neither static nor wholly dominating - and to find spaces to exercise agency. There are few longitudinal studies which trace the long-term impact of educational programmes on adult women, and most studies are in the nature of impact assessments of programmes. Through this paper the authors argue for the need to analyse the complexities around the relationship between women's education and empowerment. [ABSTRACT FROM AUTHOR]

Using the nationwide school-feeding programme—the Mid Day Meal Scheme (MDMS)—in India as its anchor, this paper critically evaluates the use of schools as sites for discharging social policies. Data from semi structured interviews ( N = 26) and focus groups ( N = 8) conducted in a north Indian village provide evidence that the community distrusts the central and the regional governments and regards state run schools as deficient institutions. In such a social climate, the community perceived the MDMS as an evil governmental design to distract poor people from education. Such representations, the paper argues, further erode the faith of the community in state run schools. Crucially, data from the study indicate that the MDMS has contributed to a shift in community representations of schools from being a site for imparting education to that of an institution providing free meals. It is argued that such a shift in community representations of schools may hinder the agenda of promoting education in disadvantaged settings. The paper concludes by identifying two critical considerations in using schools as the site of social policy: (a) the symbolic environments of meaning making which inform local interpretations of policies; and (b) the local meaning making and representations that communities develop of new or existing social policies. The theory of social representation informs the arguments made in this paper. [ABSTRACT FROM AUTHOR]

The paper examines the household asset dynamics in India as well as Indian rural States. The paper contributes to the empirical analysis of poverty trap by investigating the presence of one potential poverty trap to simultaneous poverty trap. The paper uses the India Human Development Survey for the year 1993 and 2005. We use the local polynomial regression with Epanechnikov kernel weights to test the existence of multiple or single equilibrium in asset poverty dynamics. Moreover, we use the partial linear mixed model to test the impact of illiteracy trap and under-nutrition trap on asset dynamics process. Across all the States we find only single dynamic asset equilibrium for rural households. However the nature of the asset dynamics varies from one state to another. We find that, in most of the States, asset accumulation does not take place and welfare dynamics is very poor in rural areas. Further, we find under-nutrition trap uniformly affect the asset accumulation in most of the States. However an illiteracy trap affects the asset level heterogeneously over the income and regional distribution. We find the most deprived States (Bihar, Uttar Pradesh, Orissa and Madhya Pradesh) have the multiple poverty trap compared to richer States. Our result implies that asset dynamics of the household varies in the long term according to the types of traps. Government and policy makers should take pointed policy and programme based on whether the poor are trapped and in what ways. [ABSTRACT FROM AUTHOR]

Skill development has been a major policy agenda of the Indian government in the past few years. This paper sheds light on the current scenario and labour market outcomes of vocationally trained population. The paper is based on data from two recent rounds of nationally representative employment and unemployment survey. The paper shows that 2.4% of the population had vocational education and training in year 2004–2005 and this share has further declined to less than 2% in year 2009–2010, in the age bracket 15–29 years. Though unemployment rate of this group has declined by two percentage points between the two years, nevertheless, the extent of the rate has remained very high. Further, we compare the outcomes between formal and non-formal vocational trainees. [ABSTRACT FROM PUBLISHER]

The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integration of CCA and the ‘child-centred’ teacher in India. Based on empirical analysis of teachers’ interviews, the findings demonstrate that the role of the teacher continues to be largely overlooked in spite of a willingness from teachers to engage within the child-centred pedagogic discourse. Disempowerment, a lack of autonomy and limited professional status are highlighted. Therefore, this paper calls for the rediscovery of the ‘child-centred’ teacher to advance from within the nation. Without this, it is asserted that the authenticity of the CCA model will continue to be compromised, and with it, any indigenous expressions of a similar epistemology will be fundamentally restricted. [ABSTRACT FROM PUBLISHER]

The oral health delivery strategies are taking back seat in the universal health coverage scheme in India. This paper highlights the personal experience of a dental professional from India as an educator, motivator, and collaborator to nullify or minimize social policy challenges faced by medical health providers in the administrative cadre to strengthen the oral care delivery model in the health services department in Kerala state. The author has nevertheless persisted with positive educational, motivational, and collaborative approaches with medical health providers in the administrative cadre, general cadre, and specialty cadre in the health services department in Kerala state to change the current climate. [ABSTRACT FROM AUTHOR]

Universal school enrolment of children aged 6–14 years has been a commitment enshrined in the Indian constitution since 1950. To attain this goal, the central government has set up a range of programs, such as incentive programs, teacher grants and infrastructure grants, while state governments share responsibility in implementing those educational policy initiatives. This paper reviews the progress of India’s primary schools over the period 2005–2011 as public educational undertaking shifted more from the centre to the states. Using two waves of the Indian Human Development Survey conducted in 2005 and 2011, we track the progress of primary schools in terms of infrastructure upgrade, teachers’ quality, the costs of education, enrolment and learning outcomes. We find that while progress has been made in terms of infrastructure provision and enrolment, other aspects have either seen no progress or have worsened over time, and numerical and reading skills of children 8–11 years old worsening over time. Better performing states are generally in the South and in the extreme North. However, in terms of learning outcomes, the abysmal results are nationwide. [ABSTRACT FROM AUTHOR]

In 1917, Rabindranath Tagore declared, ‘There is only one history - the history of man’ [Tagore, R. (1917/2009). Nationalism. New Delhi: Penguin, p. 65]. This concept of ‘one-history’, and by extension ‘one-world’ is at the heart of his conceptualisation of what I call, education-sans-boundaries and, as I see it, one of the ways to bring a glocal unity. His goal was to establish the dignity of human relationships across boundaries. Thus, for him, local education and global education should not be two ends of a spectrum but overlapping categories instead. Moreover, the education-sans-boundaries should help in restoring the balance and harmony between man and society, knowledge and knowledge, and nation and nation. In this paper, I will explore Tagore’s relevant writings on education, with a focus on his concerted educational efforts to negotiate the boundaries of nation and geography to restore the lost rhythm. In the highly fractured times in which he lived, Tagore saw education in India was in a double-layered crisis under colonialism and growing nationalism. His was a non-dogmatic defence of harmony and principles of unity, and he tried to achieve this in his education models by going beyond the realms of collapsing of cultural differences and without sacrificing local/individual ties and that admits to no artificial boundaries - political, ideological or geographic. The present attempt, therefore, engages with Tagore’s distinct conceptualisation of open-ended education models by looking at his scholarly-and-practical efforts. It suggests that transmission of cultures has provided a ‘broad-basis’ of education in India and can offer healthy conditions for, and directions towards, building transnational/international solidarities. [ABSTRACT FROM AUTHOR]

Son preference is widespread in a number of developing countries despite substantial improvements in education levels and economic development. One potential explanation for the persistence of this phenomenon is that individual household members like the mother derive large non-monetary benefits from giving birth to a son and therefore prefer boys to girls. Qualitative evidence suggests that such benefits exist and may depend on the child’s age. This paper uses large nationally representative datasets from India and tests whether having a son leads to higher decision-making powers for mothers than having a daughter. Since the number and gender composition of children is likely to be non-random for families that want a son, I focus on first-born children for whom the sex ratio of girls relative to boys is normal. The main analysis also focuses on young children of up to six months, which gives parents little time to adjust desired birth-spacing intervals that could be systematically correlated with decision-making powers and child gender. The results show little evidence of consistently large female benefits shortly after birth, and any positive impacts of having a son disappear after the first six months. There are also no large benefits for adult sons. These empirical patterns do not support qualitative evidence suggesting that women benefit from the birth of a son through larger decision-making powers in the household because of increased respect by other household members. The benefits also do not heavily depend on the child’s age, which is not consistent with a channel predicting a better bargaining position for women with adult sons who start taking over the running of the household. Overall, these results extend our understanding of individual-specific incentives for son preference. [ABSTRACT FROM AUTHOR]

Gender discrimination within the household exists in many contexts. In societies where the norm is to not expect future support from daughters, parents may invest even less in the health and human capital of girls. In India, as in other patriarchal societies, the eldest son occupies a special position as the potential head of the extended family and is expected to assume responsibility for parents' welfare in their old age. In this paper, I explore intra-household differences in educational expenditure and enrollment for children by gender and birth order. Using child level data from the nationally representative India Human Development Survey-II (2011–12), I confirm the presence of a pro-male bias and an additional preference for the eldest son. In families with more children and greater competition for resources within the household, the pro-male bias falls and the bias in favor of the eldest son is greater. Parents in the higher income bracket, who are also less likely to be dependent on their children, discriminate less in favor of the eldest son. As expected, pro-male bias is highest in the north, central and eastern zones of the country. The north-eastern zone exhibits the lowest levels of intra household discrimination based on gender. Finally, I find evidence suggesting reverse discrimination, i.e. discrimination against sons, in the state of Meghalaya which follows a rare matrilineal system where the youngest daughter takes over as the head of the household. [ABSTRACT FROM AUTHOR]

There exists an enormous interest in clarification of the relationship between education and economic growth. Over the past 30 years, there have been conducted studies by economists about the connection between education and economic growth. There are actually many publications which provide strong evidence that suggests a correlation between the two. This paper attempts to build upon previous publications and to introduce a unique insight along with contemporary evidence about the relationship between education and economic growth in India from 1975 to 2016 by foc using on primary, secondary and tertiary levels of education. The relationships are examined by utilization of econometric estimations with the Granger Causality Method and the Cointegration Method. These methods are used to create models that could shed light on the claim that education plays a central and significant role in economic growth of India which could consequently be used as an example for similar countries in Asia or around the world. The findings of this work show that there is compelling evidence proving a positive connection between education levels and economic growth in India which might influence governmental actions and shape the future of India. [ABSTRACT FROM AUTHOR]

Individual fertility preference is influenced by observed social norms. The present paper investigates the effect of the observed fertility of peers on a woman's fertility preference. We explore the role of two peer groups: neighbourhood peers and religious peers. Data from the National Family Health Surveys (1992-1993, 1998-1999 and 2005-2006) in India is employed for empirical estimations using a multinomial logit model. We find that both neighbourhood and religious peers have a significant impact on individual fertility preferences, but their relative importance changes with family size. An increase in peer fertility increases the probability of preferring more children. We further examine the roles of education and wealth as transmission channels between the fertility norms of peers to the fertility preferences of the women and find that education plays an important role in moderating peer influences. These findings can serve as vital inputs in formulating family planning and gender policies. [ABSTRACT FROM AUTHOR]

Increasing rates of school enrolment have changed childhoods in the global South, so that it is now the norm for children to attend at least some years of primary school. This paper explores the extent to which valuing of children as educational projects and outcomes may be displacing previous valuations of children as contributors to the domestic economy. The paper draws on qualitative interview data from Young Lives, a longitudinal study of children growing up in four developing countries, using a case study approach to explore the experiences of four children in rural Andhra Pradesh, India. The paper suggests that children are balancing expectations for the future with responsibilities to their families in the present, and concludes that the over-valuing of formal qualifications and the under-valuing of forms of work such as agriculture risk being internalised by children, leaving those who do not succeed feeling they are 'a waste'. [ABSTRACT FROM AUTHOR]

EXECUTIVE SUMMARY: As protected areas continue to be subjected to visitor impacts it is common to find that academics and land managers routinely turn to minimal impact education programs of Western origin, like Leave No Trace, to lessen impacts. However, Western conceptions of nature and conservation are not shared in all corners of the globe. Our research in Garhwal, Uttarakhand, India was inspired by the notion that unique societal conditions may be instrumental in spurring an individual's actions toward the environment and there may be drawbacks to reliance on minimal impact programs that were not developed in the locale where impacts are occurring. This paper is a reflection of meaning from our recently published research on implementing minimal impact programs in non-Western contexts. With caution, we differentiate between Western and non-Western to emphasize five lessons learned from our research analyzing the bridges between knowledge and action--guides. These lessons provide the keys to a better understanding of how minimal impact education efforts may be ineffective or improved in non-Western protected area contexts. We examined the degree to which the antecedents of the theory of planned behavior mediated cognitive relationships between adventure guides and pro-environmental behavior. This inquiry gave us the ability to compare the reality of guides operating in a non-Western context with assumptions made about nature guides in general. We also explored the cross-cultural efficacy of American minimal impact programs when introduced to populations with different environmental ethics and conceptions about nature and conservation. Triangulating the survey results, field observations, extensive literature search, and dialog with one of the research members who has spent many summer seasons (equating to years) in India, we are able to extract five lessons to better understand the implications for cross-cultural transfer of minimal impact knowledge. We found that although adventure guides appear to hold a type of Western conception of nature, there are a number of unexplored factors stemming from their residence within a unique non-Western society and cultures that may dictate how guides actually behave while guiding, such as societal norms, internal beliefs, and external influences. The lessons learned and shared in this paper will hopefully foster an evaluation of minimal impact programs as they are currently globally exported. We posit that since the application and scope of minimal impact programs is now global the conversation with respect to objectives, techniques, and curriculum should be expanded based on a sound understanding of non-Western populations being served to decipher how these programs help and hinder protected area management efforts in non-Western contexts. [ABSTRACT FROM AUTHOR]