15 results
Search Results
2. What explains the stagnation of female labor force participation in urban India?
- Author
-
Klasen, Stephan and Pieters, Janneke
- Subjects
GENDER GAP ,Economics ,LEVELS OF EDUCATION ,EMPLOYMENT GUARANTEE SCHEME ,ECONOMIC GROWTH ,OCCUPATIONAL CLASSIFICATION ,EMPLOYMENT GROWTH ,EMPLOYMENT OPPORTUNITIES ,JOB ,CASUAL WORKERS ,FEMALE EDUCATION ,JOB OPPORTUNITIES ,ROLE OF WOMEN ,POPULATION AND DEVELOPMENT ,India [L13] ,EMPLOYMENT ,WAGE DIFFERENTIALS ,POPULATION GROWTH ,POPULATION ,AVERAGE WAGES ,MIGRANTS ,UNEMPLOYMENT ,AGE COMPOSITION ,NUMBER OF CHILDREN ,PRODUCTIVE EMPLOYMENT ,WOMEN ,WORKERS ,URBAN WOMEN ,JOBS ,SELF-EMPLOYMENT INCOME ,O15 ,HOUSEHOLD WEALTH ,CONSUMER PRICE INDEX ,OCCUPATIONS ,WHITE-COLLAR OCCUPATIONS ,SUBSTITUTION EFFECTS ,SKILLED WORKERS ,CONSUMPTION SMOOTHING ,LABOR SUPPLY ,AGE AT MARRIAGE ,SALARIED EMPLOYMENT ,PRIMARY EDUCATION ,POLICY DISCUSSIONS ,TOTAL EMPLOYMENT ,AGE GROUP ,WORKER ,GENDER GAPS ,WAGE GROWTH ,REAL WAGES ,UNEMPLOYED ,INFORMAL ECONOMY ,RURAL AREAS ,FERTILITY ,SECONDARY EDUCATION ,MARRIED WOMEN ,AGE GROUPS ,EDUCATED MEN ,PROGRESS ,SOCIAL GROUP ,CLERICAL WORKERS ,MALE WORKERS ,LABOR MARKET ,SAFETY NET ,WAGE EFFECT ,J16 ,SOCIAL STATUS ,MIGRATION DATA ,DEVELOPMENT POLICY ,EDUCATIONAL ATTAINMENT ,VICTIMS ,EARNING ,YOUNG CHILDREN ,LABOR DEMAND ,LABOR MOBILITY ,J20 ,LIFESTYLES ,UNMARRIED WOMEN ,EXOGENOUS VARIABLE ,BARGAINING POWER ,URBAN EMPLOYMENT ,RURAL POPULATION ,FEMALE EMPLOYMENT ,PRODUCTIVITY GROWTH ,DEMOGRAPHIC CHANGE ,RURAL EMPLOYMENT ,WAGE EFFECTS ,LABOR FORCE PARTICIPATION ,EDUCATION OF WOMEN ,EMPLOYEE ,FEMALE LABOR FORCE ,LABOUR ,WAGE INEQUALITY ,HOUSEHOLD ASSETS ,LABOUR FORCE ,EARNINGS GROWTH ,AVERAGE WAGE ,HUMAN DEVELOPMENT ,MARRIAGE ,education ,FERTILITY DECLINE ,INCOME SECURITY ,WOMAN ,PRIMARY LEVEL ,HIGH WAGES ,SECONDARY SCHOOLING ,WAGE EMPLOYMENT ,EMPLOYMENT RATE ,FUTURE GROWTH ,POLICY ,UNPAID FAMILY WORKERS ,MALE PARTNERS ,LABOR ECONOMICS ,HUMAN CAPITAL ,HIGHLY EDUCATED WOMEN ,RETAIL TRADE ,SUBSTITUTION EFFECT ,EMPLOYEES ,PRIVATE SECTOR ,SECONDARY SCHOOL ,LOCAL LABOR MARKET ,OPPORTUNITIES FOR WOMEN ,MIGRATION ,CENTER FOR POPULATION ,LABOUR BUREAU ,HUMAN RESOURCES ,HOUSEHOLD INCOME ,I25 ,CASUAL WORKER ,India ,EMPLOYMENT LEVELS ,SKILLED LABOR ,WAGE RATE ,EDUCATIONAL DISTRIBUTION ,POLICY RESEARCH ,DEVELOPING COUNTRIES ,UNEMPLOYMENT RATES ,FEMALE LABOR ,SOCIOECONOMIC STATUS ,ddc:330 ,EDUCATION OF GIRLS ,PRIMARY SCHOOL ,POLICY RESEARCH WORKING PAPER ,LABOR ,LABOR MARKETS ,WORKFORCE ,HOUSEHOLD LEVEL ,PARTICIPATION OF WOMEN ,female labor force participation ,MARRIED MEN ,LAM ,LABOR FORCE ,ILLITERATE WOMEN ,URBAN MIGRATION ,NUMBER OF PEOPLE ,URBAN AREAS ,WORKING-AGE POPULATION ,FAMILY INCOME ,Economics [T21] ,LABOUR FORCE PARTICIPATION ,EDUCATED WOMEN ,EMPLOYMENT GUARANTEE - Abstract
Female labor force participation rates in urban India between 1987 and 2011 are surprisingly low and have stagnated since the late 1980s. Despite rising growth, fertility decline, and rising wages and education levels, married women's labor force participation hovered around 18 percent. Analysis of five large cross-sectional micro surveys shows that a combination of supply and demand effects have contributed to this stagnation. The main supply side factors are rising household incomes and husband's education as well as the falling selectivity of highly educated women. On the demand side, the sectors that draw in female workers have expanded least, so that changes in the sectoral structure of employment alone would have actually led to declining participation rates.
- Published
- 2013
3. From Yashwant Place to Yashka: a case study of commodification of Russian in India.
- Author
-
Suryanarayan, Neelakshi
- Subjects
LINGUA francas ,LANGUAGE & languages ,COMMODIFICATION ,TEENAGERS ,SECONDARY education ,EDUCATION - Abstract
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]
- Published
- 2017
- Full Text
- View/download PDF
4. Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations.
- Author
-
Erling, Elizabeth J., Adinolfi, Lina, Hultgren, Anna Kristina, Buckler, Alison, and Mukorera, Mark
- Subjects
EDUCATION ,ENGLISH language acquisition ,EDUCATIONAL quality ,LANGUAGE policy ,PRIMARY schools ,PRIMARY education ,POSTSECONDARY education ,SECONDARY education ,SCHOOL children - Abstract
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]
- Published
- 2016
- Full Text
- View/download PDF
5. Educating the Young against Discrimination. The Woman Issue in the Hindi Textbooks of the National Council of Educational Research and Training (NCERT).
- Author
-
Offredi, Mariola
- Subjects
EDUCATION policy ,EDUCATION ,SECONDARY education ,TEXTBOOKS ,INDIAN women (Asians) ,SEX discrimination - Abstract
The paper takes into consideration the Hindi textbooks of the National Council of Educational Research and Training (NCERT, set up in 1961 and fully funded by the Central Government) for sixth to twelfth grade students (11/12 to 17/18 years of age) published in the 2000s. In accordance with the NCERT's aim of seeking qualitative improvements in school education, these new generation textbooks are framed so as to bridge the gap between education and life. The literary texts of the collections - prose works, poetry, drama, songs, all introduced (with the exception of the syllabus for class 6) by a critical note - differ as to the subject matter. Some of them are clearly intended to fight discrimination of every kind, be it against low caste people, women, or minorities, while others deal with the problem of discrimination in indirect, and even subliminal ways. In both cases, however, the critical introduction to each text and the associated exercises are meant to serve as a stimulus for reflexion and discussion. The paper focuses on woman as the main issue arising in the 15 analysed textbooks. The paper is subdivided into two parts. The first part deals with the textbooks for classes 6 to 10, the second part analyses the textbooks for classes 11 and 12. The dividing line is marked by the two examinations in the secondary education system, namely, the All India Secondary School Examination (class 10), and the All India Senior School Certificate Examination (class 12). [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
6. Plates for slates: The impact of a school feeding programme on community representations of schools.
- Author
-
Chauhan, Apurv
- Subjects
- *
SCHOOL food , *EDUCATION policy , *EDUCATION , *SOCIAL policy , *POLITICAL trust (in government) , *COMMUNITY-school relationships , *SCHOOL children , *TEENAGERS , *ELEMENTARY education , *SECONDARY education - Abstract
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]
- Published
- 2015
- Full Text
- View/download PDF
7. Beyond the education silo? Tackling adolescent secondary education in rural India.
- Author
-
Kelly, Orla and Bhabha, Jacqueline
- Subjects
GENDER differences in education ,EDUCATION policy ,EDUCATION ,EDUCATIONAL equalization ,EDUCATION of girls ,SECONDARY education - Abstract
In this paper we examine the factors contributing to gender inequality in secondary schooling in India by critically reviewing the government’s secondary education policy. Drawing on the findings of a study in rural Gujarat, we couple this analysis with an examination of the gendered dynamics that restrict girls’ ability to fully benefit from the education infrastructure and initiatives that do exist, using Connell’s Gender and Power framework. We propose that an extension of the government's current approach to educational reform, focused primarily on expanding infrastructure may aggravate the gender, class and caste asymmetries at secondary level. Fostering an environment that enables vulnerable adolescent girls to benefit from enhanced educational provisions is essential to realizing their rights and the achievement of an equitable system. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
8. Negotiating between family, peers and school: understanding the world of government school and private school students.
- Author
-
Sucharita, V.
- Subjects
SOCIALIZATION research ,HIGH school students ,EDUCATION ,SECONDARY schools ,PUBLIC schools ,PRIVATE schools ,HOME & school ,TEENAGERS ,SECONDARY education - Abstract
The present paper, based on an ethnographic study of a government school and a low-cost private school in Andhra Pradesh, India, argues that the students of a government school and a private school have two different worlds and are socialised differently. As children progress from childhood to adolescence, the transition is accompanied by increased responsibilities, cognitive maturity and behavioural changes. At home, socio-economic status, parental educational levels, family atmosphere and household survival strategies influence the way children perceive the world. At school, teachers and peer-group relationships play a cardinal role in moulding children differently. However, family, peers and school are not distinct arenas, but inter-related, and together contribute in shaping the child. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
9. Connecting high school and university teachers in national and international contexts: perspectives from the 2012 Bangalore workshop of the AAG-CGGE.
- Author
-
Basu, Pratyusha, Pawson, Eric, Akhter, Majed, Palmer, David, and Mervine, Valerie M.
- Subjects
GEOGRAPHY teachers ,GEOGRAPHY education in secondary schools ,GEOGRAPHY education in universities & colleges ,HUMAN geography education ,ADVANCED placement programs (Education) ,EDUCATIONAL cooperation ,EDUCATION & globalization ,EDUCATION ,YOUNG adults ,TEENAGERS ,HIGHER education ,SECONDARY education ,CONFERENCES & conventions - Abstract
This paper focuses on the Center for Global Geography Education teaching workshop held in Bangalore, India, in March 2012 which served as a collaborative forum linking geography teachers in secondary and higher education in the USA and India. It considers the inclusion of the Advanced Placement Human Geography teachers from the USA and the building of global teaching content in collaborative teams as a useful way to connect geography teachers across institutional contexts. Based on a survey of workshop participants, it also highlights some of the issues that need to be addressed for further strengthening of high school–university linkages within national and across international contexts. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
10. Vocational education and training in India: a labour market perspective.
- Author
-
Agrawal, Tushar and Agrawal, Ankush
- Subjects
- *
VOCATIONAL education , *OCCUPATIONAL training , *SECONDARY education , *EMPLOYMENT & education , *EDUCATION - Abstract
Skill development has been a major policy agenda in several countries and there is a lot of emphasis on the promotion of vocational education and training (VET) programmes. This paper investigates the labour market outcomes of the vocationally trained population in India using the data from a nationally representative survey on employment and unemployment. We find that a large section of the population in the age group 15–59 years does not have any kind of formal training. Among the VET holders, a large share is accounted for by non-formal trainees. Quite a high proportion of formal trainees in the workforce remain unemployed reflecting underutilisation of human resource. We also examine the extent to which individuals’ training matches their occupational levels and find that overall about two-thirds of the trainees are employed in occupations related to the field of training. Further, we compare the returns to general secondary and vocational education streams using the standard earnings function accounting for the sample selection bias. Our findings show that the relative returns to vocational education is higher than that to general secondary education. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
11. Expanding access to secondary education: Can India catch up?
- Author
-
Lewin, Keith M.
- Subjects
- *
SECONDARY education , *RIGHT to education , *EDUCATION , *ELEMENTARY education , *INFRASTRUCTURE (Economics) , *EDUCATIONAL law & legislation , *SUSTAINABLE development - Abstract
Abstract: In the last decade the national Sarva Shiksha Abhiyan (SSA) programme has focussed on universaling access to elementary education (Grades I–VIII). Most recently the Right to Education Act provides the legislative framework to guarantee schooling to all children between 6 and 14 years of age. It remains the case however that less than half of all children attend and complete secondary school especially in the Northern states. Under the 11th National Plan Rastriya Madhyamic Shiksha Abhiyan (RMSA) has been launched to increase the numbers entering secondary school. This paper explores some of the key issues in planning and managing the growth in participation that is envisaged so that 75% or more enjoy the benefits of transition to Grades IX and X. The issues include the constraints on expansion that arise from the restricted output of elementary school graduates, the continued exclusion of the poorest and those from disadvantaged groups from progression to Grade VIII, the costs to households and government of universal secondary schooling as currently structured, the limits to growth of private provision, the massive infrastructure needs, and the problems associated with increasing teacher supply and deployment. Policy dialogue around secondary school expansion is a central concern if India is to close the gap between itself and China and other rapidly developing countries in educating most of its population beyond the elementary level. [Copyright &y& Elsevier]
- Published
- 2011
- Full Text
- View/download PDF
12. Attitudes of secondary school teachers towards inclusive education in New Delhi, India.
- Author
-
Bhatnagar, Nisha and Das, Ajay
- Subjects
SPECIAL education ,INCLUSIVE education ,TEACHERS ,EDUCATION ,SPECIAL education teachers ,SPECIAL needs students ,SECONDARY education ,ATTITUDE (Psychology) - Abstract
This study was undertaken to determine the attitudes of secondary regular schoolteachers towards the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organisation in Delhi, returned the completed survey. A two-part questionnaire was used in this study. Part one gathered information relating to personal and professional characteristics of the teachers. Part two was a 16-item Likert scale titled, Attitudes towards Inclusive Education Scale. The major finding of the study was that the teachers in Delhi had positive attitudes towards the inclusion of students with special needs. This study also indicated that the teachers who were more positive about inclusive education were male, younger teachers (less than 40 years of age), less experienced (less than 10 years) and had postgraduate qualifications. In addition, the teachers who had a contact with a person with a disability and those who did not have a focus on disability during their preservice teacher education programmes were more positive towards inclusive education. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
13. From 5 million to 20 million a year: The challenge of scale, quality and relevance in India's TVET.
- Author
-
Mehrotra, Santosh
- Subjects
VOCATIONAL education ,EDUCATIONAL change ,EDUCATION policy ,EDUCATION ,EDUCATIONAL quality ,INDIAN economy ,SECONDARY education - Abstract
In the first decade of this century, India became one of the world's fastest growing large economies, and began to face serious skill-related shortages of workers. Its TVET system has not responded adequately to the growth in demand for semi-skilled and skilled workers. This article describes six sets of reforms that India's educational planners and policy-makers must put into place if these shortages are not to constrain India's ability to benefit from the demographic dividend. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
14. Implementing inclusive education in Delhi, India: regular school teachers’ preferences for professional development delivery modes.
- Author
-
Das, Ajay K., Gichuru, Margaret, and Singh, Ajay
- Subjects
INCLUSIVE education ,EDUCATION ,TEACHER education ,TEACHER training ,DESCRIPTIVE statistics ,PROFESSIONAL education ,CONTINUING education ,PRIMARY education ,SECONDARY education - Abstract
This study examines the preferences of regular primary and secondary school teachers in Delhi, India regarding professional development delivery modes in the context of inclusive education for students with disabilities. A total of 223 primary school teachers and 130 secondary school teachers responded to a seven-item Likert-type questionnaire, indicating their preferences for the delivery modes. The teachers were also requested to list additional delivery modes that they would like to see being used while receiving in-service training. Data were analyzed using descriptive statistics,ttests and Spearman rank-order correlation. The implications for teacher training in India are discussed in terms of the different models that can improve teacher quality for inclusive education. [ABSTRACT FROM AUTHOR]
- Published
- 2013
- Full Text
- View/download PDF
15. Enrolment & dropout percentage among boys & girls up to secondary level in India: a comparative study
- Author
-
Ramesh Pandita
- Subjects
Schulbildung ,media_common.quotation_subject ,Bildungswesen Sekundarstufe I ,boy ,Primary education ,India ,Mindset ,Secondary education ,Secondary Education Sector Lower Level ,Einschulung ,Education ,Promotion (rank) ,ddc:370 ,Pedagogy ,Girl ,Indien ,Human resources ,Bildung und Erziehung ,Socioeconomic status ,Dropout (neural networks) ,Bildungswesen Sekundarstufe II ,media_common ,Mädchen ,Secondary level ,Sekundarbildung ,business.industry ,Macroanalysis of the Education System, Economics of Education, Educational Policy ,girl ,drop-out ,Junge ,Sekundarbereich ,school enrollment ,Makroebene des Bildungswesens ,Abbrecher ,comparison ,school education ,Vergleich ,business ,Psychology ,Secondary Education Sector Upper Level ,Demography - Abstract
Purpose: The present paper seeks to examine the enrolment and dropout percentage of children in India, supported with empirical findings up to secondary level. Although, the study is general in nature, but the emphasis has been laid on the girl child education, which is one of the greatest concerns in the Indian school education sector. Some of the aspects studied include, enrolment and dropout of children during the period of study, under both boys and girls category, their corresponding growth rate in enrolment, their corresponding decline rate in dropout and many other allied aspects.Scope: The study is confined to secondary level education and the findings have direct bearing on the Indian school education system. Given the population size of India and the socioeconomic conditions of the country, there is a need to observe caution, while generalizing the findings for other countries.Methodology/Approach: The present study is purely based on the analysis of secondary data retrieved from the official website of the Ministry of Human Resource and Development, Govt., of India. The data lasts for the decade 2001-02 to 2010-11 and was retrieved on October 02, 2014. Since the data on the website stands up-dated up to the year 2010-11, as such the findings simply reflect a trend in the enrolment and dropout percentage in India and may show variation by the time figures are updated.Findings: The study reveals that during the period of study, the enrolment percentage of girls has improved over two fold to that of boys. As, compared to 18.17% increase in the overall enrolment of boys, the enrolment percentage of girls increased by 40.52% during the decade. The corresponding growth surely reflects the changed mindset of male dominated Indian social setup towards the girl child. Even, the average annual dropout percentage of girls remained better to that of boys, as the girls recorded a corresponding decline in their dropout percentage by 3.53%, while as in case of boys the dropout percentage declined by 2.54% annually. Despite all these positives, the discouraging part is that compared to 57.39% boys, 60.39% girls’ dropout by or before reaching the upper primary level and against 78.40% boys, 81.72% girls’ dropout by or before reaching the secondary level.Social Implications: Given the new and changed world order, no country can afford to remain elusive of basic formal education, what is commonly known as elementary education and so holds true of India. The study is a positive indicator of the growing awareness among Indian masses towards the promotion of girl child education, but still there is lot yet to be done to reduce the dropout percentage between upper primary and secondary level for both boys in general and girls in particular.
- Published
- 2015
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.