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This paper applies Information and Communication Technologies (ICT) as well as data analysis to gain a better understanding of the existing perception on the education system. 45,278 tweets were downloaded and processed. Using a lexicon-based approach, examining the most frequently used words, and estimating similarities between terms, we detected that a predominantly negative perception of the education system exists in most of the analysed countries. A positive perception is identified in certain low-income nations. Men exhibit a more positive sentiment than women as well as a higher subjectivity in some countries. The countries that exhibit the most positive perceptions India, Canada, Pakistan, Australia, South Africa and Kenya are also those that manifest the highest subjectivity.

The aim of this paper is to explain online different tools for Teaching Learning Philosophy to design additional courses in engineering education to fill the gap in academia and industry by practicing of Survey done for Faculty Members as well as Students. Continuous learning is key for excellence of human kind and education is foundation of a successful nation. Hence India's National Education Policy (NEP-2020) focuses on designing multidisciplinary higher education and improvising current teaching approach by emphasizing on use of blended Teaching-Learning Philosophy (TLP). Due to COVID-19 situation around, in this crisis educators and students moved towards contactless approach of learning without physical interaction. Hence various different tools come into the picture to provide online education. We are studying all the tools so that we will design add-on and bridge courses for students which will help to increase their chance at getting placed in good companies. This paper will highlight such tools which are being used by Vikrant Institute of Technology and Management for conduction of TLP smoothly as well as further actions on how to conduct add-on and bridge course in institute. [ABSTRACT FROM AUTHOR]

Emergency medicine services and training in Emergency Medicine (EM) has developed to a large extent in developed countries but its establishment is far from optimal in developing countries. In India, Medical Council of India (MCI) has taken great steps by notifying EM as a separate specialty and so far 20 medical colleges have already initiated 3-year training program in EM. However, there has been shortage of trained faculty, and ambiguity regarding curriculum, rotation policy, infrastructure, teachers' eligibility qualifications and scheme of examination. Academic College of Emergency Experts in India (ACEE-India) has been a powerful advocate for developing Academic EM in India. The ACEE's Education Development Committee (EDC) was created to chalk out guidelines for staffing, infrastructure, resources, curriculum, and training which may be of help to the MCI and the National Board of Examinations (NBE) to set standards for starting 3-year training program in EM and develop the departments of EM as centers of quality education, research, and treatment across India. This paper has made an attempt to give recommendations so as to provide a uniform framework to the institutions, thus guiding them towards establishing an academic Department of EM for starting the 3-year training program in the specialty of EM. [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]

The aim of our study was to characterize the cases of unnatural deaths admitted to the Basaveshwara Teaching & General Hospital (BTGH), M. R. Medical College, Kalaburagi. This is prospective study conducted at mortuary of Basaveshwara Teaching and General Hospital, Kalaburagi, Karnataka between November 2013 to August 2015, which included 151 cases of unnatural deaths. Burns (49.01%) constituted the maximum number of cases, followed by RTA (31.79%), poisoning (16.56%), fall from height (1.32%) and bites and stings (1.32%). Out of 151 cases of unnatural deaths, 81 (53.64%) cases were males and 70 (46.36%) cases were females. The largest number of victims was in the age group 21-30 years (29.80%). Maximum numbers of the victims (76.82%) were married. Majority of the victims (31.12%) were house wife, followed by (23.52%) were employed in service. Most of the victims (80.13%) were having low level education. Majority of cases (67.55%) were from rural area. Maximum numbers of victims were Hindu (89.40%). Most of the cases (42.38%) were belongs to class V socioeconomic status followed by (26.49%) were belongs to class IV. Maximum number of cases (36.42%) were reported in summer season followed by (34.44%) in winter seasons. Majority of incidents were occurred in the afternoon hours (35.10%).Maximum numbers of victims (33.77%) were survived for less than 24 hours, followed by (29.14%) victims for 3 days to 1 week. Most of the cases (80.79%) were accidental in nature. [ABSTRACT FROM AUTHOR]

• Caste is an important and unique axis of inequality in India. Caste based digital divide can exacerbate the existing socioeconomic divisions between different caste groups. • Using non-linear decomposition method, the present paper explains the digital divide between disadvantaged and other caste groups. • We find that there is a considerable first level and second level digital divide between the disadvantaged caste groups and Others in India. • The caste-based digital divide is largely explained by the differences in education and income between the caste groups. • The study foregrounds the importance of bridging the caste-based digital gap by closing the gap between the educational attainments of the disadvantaged and other caste groups. With the increasing importance of information and communication technologies in access to basic services like education and health, the question of digital divide based on caste assumes importance in India where large socioeconomic disparities persist between different caste groups. Studies on caste-based digital inequality are still scanty in India. Using nationally representative survey data, this paper analyzes the first-level digital divide (ownership of computer and access to the Internet) and the second-level digital divide (individuals skills to use computer and the Internet) between the disadvantaged caste groups and Others. Further, this paper identifies the caste-based differences in socioeconomic factors that contribute to the digital divide between these groups using a non-linear decomposition method. The results show that there exists large first-level and second-level digital divide between the disadvantaged caste groups and Others in India. The non-linear decomposition results indicate that caste-based digital divide in India is rooted in historical socioeconomic deprivation of disadvantaged caste groups. More than half of the caste-based digital gap is attributable to differences in educational attainment and income between the disadvantaged caste groups and Others. Findings of this study highlight the urgent need for addressing educational and income inequality between the different caste groups in India in order to bridge the digital divide. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is twofold. Firstly, the study has investigated the changing scenario of gender bias in households' education expenditure and the socioeconomic factors responsible for it. Secondly, the study has estimated the inequality in education expenditure for the male and female students and determined the significance of socioeconomic variables in gender discrimination. Design/methodology/approach: To address the above-mentioned issues, this paper has used the unit-level data of NSSO 52nd, 64th, 71st and 75th rounds from 1995–1996 to 2017–2018. The log linear regression model is applied to estimate factor impending average education expenditure dynamics. The Oaxaca–Blinder Decomposition method has been employed to measure gender discrimination, and the Lorenz curve and Gini coefficient are used to assess inequality among girls experiencing prejudice. Findings: The study has discovered an gender bias in education expenditure against females during the study period in India. Further, it has been found that gender discrimination against girl students is decreasing. Moreover, the factors such as age, religion, castes, MPCE (income quantile), type of institution, present enrolment and type of education are responsible for this gender differences. Originality/value: This paper uses 20 years of household-level data for study and suggests that discriminatory behaviour of households and credit constraints of the underdeveloped countries prevent investment in girl's education. Therefore, the state must pay for education of girls by offering scholarships and free or heavily subsidized education. In addition to this, awareness programs for gender equality should also be implemented by the government, especially in rural areas. Peer review: The peer-review history for this article is available at: https://publons.com/publon/10.1108/IJSE-08-2022-0537. [ABSTRACT FROM AUTHOR]

This article offers an interconnected, grounded understanding of how two Gandhian endeavours in the city of Ahmedabad in Gujarat, India, make us rethink the notion of "education" in terms of civic and communal engagement. Drawing on local, vernacular ways of living, learning, being, reasoning, and believing--in this case Gujarati--I show how these endeavours engage in civically minded projects in the wake of two devastating events in the city, namely a massive earthquake in 2001 and horrendous Hindu-Muslim riots in 2002. The exploration is intended to not only move us all toward rethinking traditional notions of "education," but toward offering insights into how critical practice functions in non-Western contexts.

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]

Private tutoring participation is increasing in several developing countries, and this expansion has attracted the interest of scholars spanning disciplines of economics, sociology and history. This paper presents a theoretical model of private tutoring demand. The model incorporates the household and school characteristics in a developing country context and demonstrates the source of gender gaps in access to private tutoring. Using a recent database from India and employing a hurdle model approach, the paper also provides estimates of the drivers of private tutoring participation and spending for pre-secondary students. Our results indicate evidence of gender gaps in private tutoring access, and that the socio-economic profile of a student is positively correlated with tutoring demand. Further, school quality indicators are negatively correlated with tutoring participation, suggesting that students at 'better' schools rely less on tutoring. Overall, the findings suggest that tutoring demand is influenced by a mix of demand-side (household, community drivers) and supply-side (school quality and learning environment) factors. The results bring into focus the equity implications of tutoring growth and the need to improve school quality in order to reduce the dependence on private tutoring. [ABSTRACT FROM AUTHOR]

This paper presents a report on the activities and the proposed action plan of the Education and Public Outreach Working Group (EPO WG) of Square Kilometre Array–India Consortium (SKAIC). Details of a set of flagship programs as well as supporting activities are presented, in consonance with the scale of India's involvement in Square Kilometre Array Observatory (SKAO), as well as the educational and science literacy contexts in the country. Ongoing independent EPO activities by some of the member institutions are also included. [ABSTRACT FROM AUTHOR]

This paper examines how the expansion in schooling infrastructure of girls as part of India's Education for All program has increased female literacy and reduced gender gaps. To identify causal effects, I exploit the variation according to the targeting scheme of the programme which involved classifying subdistricts as either educationally backward or not. Using a regression discontinuity method, I find significant expansion in the number of girls' schools and residential schools for girls, but no significant positive effect on either female literacy or the gender literacy gap. Cost-effective methods other than an untargeted, large-scale infrastructure programme should be explored. [ABSTRACT FROM AUTHOR]

In this editorial introduction to the Special Theme, Sacrifice, Suffering and Hope: Education, Aspiration and Young People's Affective Orientations to the Future, we discuss the key theoretical themes (aspiration, sacrifice and affect) that underpin the papers in this collection. With geographical focus on India, Indonesia, Kenya and Bangladesh, our aim is to contribute a more ethnographically-grounded understanding of the affective orientations that emerge or become visible in the context of young people's educational experiences, and that shape and give meaning to processes of aspiration formation. [ABSTRACT FROM AUTHOR]

The paper argues that the mother's association with the child's schooling and educational needs is not just limited and peculiar to the middle-class families, as the literature suggests, but it is increasingly true of poor and working-class families too. This paper discusses how mothers from a poor neighbourhood in India straddle between household work, paid employment and children's education and how they envisage and support their children's schooling, at times going against the general tide to ensure a better life for their children. Other than highlighting the gendered nature of support for children's education, this paper, also outlines the nature of the differences and distinctions among mothers from a poor neighbourhood in terms of the family social status and educational levels. [ABSTRACT FROM AUTHOR]

The pandemic situation has forced most of the countries to plummet toward a virtual, distant learning format in recent years since 2020. While there are certain undeniable benefits of a virtual, technology-infused setup, it essentially calls for a complete paradigm shift for a country like India which has otherwise been a practitioner of traditional classroom teaching. Despite that, the recent boom in the EdTech market in India coupled with recent government policies indicate that India is going for that paradigm shift. The key thing to note here is that an EdTech-intensive setup is not as primitive as the traditional one. Its feasibility demands more rigorous infrastructural support. This paper looks into the very basic infrastructural requirements of the system in light of a very straightforward strategic analysis model—Objective and Key Results. Under this setup, India's readiness is measured in terms of the availability of electricity, internet, and digital equipment with the intention of making an accessible, affordable and inclusive EdTech-driven education system. Moving one step further, this paper also tallies the recent policies with the specific shortcomings of the existing system to determine whether or not India is moving on the right path to progress. In a nutshell, it is found that there is ample room for improvement in the current arrangement for implementing a large-scale EdTech-enabled system, but the progress is most certainly happening in the right direction. Recent policies make quite an argument in favor of doing away with the digital divide and building an effective and inclusive EdTech-powered education system for the future generations of citizens. [ABSTRACT FROM AUTHOR]

Digitalization in India has become essential and necessary in our day to day life. It has become indispensable and very important part of every individual, business organization and other financial or banking services. As we are moving towards cashless economy, it is possible with implementing digitalization in India. It will boost the digital literacy in India and India is a developing country so there is need to literate every individual and other organization about digital literacy, to move towards becoming a developed country. Therefore, this paper analyse impact of digitalization on education in India. For this analysis considered time series data from 2000 to 2019. In this paper applied regression method for the analysis and before applied the regression we have checked the normality and multicollenerity with the help of descriptive and correlation analysis. Regression results reveal that the coefficient of Government expenditure on education is negative which means there is need to improve the education with more proper funds and efforts towards education for increasing the literacy rate among youth. The Digitalization variables positively correlated to the education's variables, like literacy rate positively correlated to the secure internet server which shows that through the internet server literacy rate is going to increase and in future it will have better impact to the society with the increasing rate of literacy and internet service. [ABSTRACT FROM AUTHOR]

In this paper, using the "2005-2006 National Family Health Survey" dataset from India, we study the likelihood of a school-age child working, combining work with schooling or being idle, rather than attending school full time. Our analysis finds that with the inclusion of household chores in the child labour definition, boys are significantly more likely than girls to be full-time students and significantly less likely to be working, being idle or combining school and work. There are also significant regional differences, with children from the north-eastern states significantly more likely to be in the idle category rather than in school. The likelihood of being in the idle category is also significantly higher for older children, children with pre-school age siblings, urban children, Muslims and children from Scheduled Tribes. Finally, parental education, household wealth and land ownership are significantly and negatively correlated with the likelihood that the child is working, but land ownership does increase the risk of a child combining work and schooling.

The requirements of software industries are ever-changing following the advances in computer technologies. Hence, it is required to evaluate the students as per the industry expectations with the current trends. A change in the syllabus and examination system is needed. The purpose of this study is to determine the problems in the current syllabus and examination system of MCA course from the professors' perspective, thereby providing valuable suggestions for further improving and enhancing the standard of this course. This paper uses a questionnaire-based survey among professors of this course and their perception of these problems are analyzed. This study is limited to the University of Mumbai offering MCA course. [ABSTRACT FROM AUTHOR]

India has a broad, varied, and multifaceted technical and higher education system and is behind China and the United States in terms of the world's largest system of higher education. Accreditation is a mechanism intended to assess whether an educational institution or program satisfies the specified academic standards. While in the US the accreditation body is Accreditation Board for Engineering and Technology, Inc. (ABET), in India, it is the National Board of Accreditation (NBA) and National Assessment and Accreditation Council (NAAC). NBA accreditation model is linked to ABET via Washington Accord. The task in front of these authorities is introducing the policies to ensure that students receive the type of education they require in today's complicated and volatile world. This paper demonstrates a case-study on how the Electronics and Telecommunication Engineering Department of Fr. C. Rodrigues Institute of Technology (FCRIT) leveraged the policies and models adapted by NBA for Outcome Based Education (OBE) for raising the quality of the Bachelor of Engineering Program. It reviews the history and role played by ABET and NBA in continuously evolving the criteria for the accreditation of engineering courses. It presents the systems and processes established by the Department as per the NBA-OBE model for enhancing students' Course Outcome (CO) and Program Outcome (PO) attainments. There has been increase of 4.1% and 5% in averaged CO and PO attainments, respectively, for the 2016-20 passed out batch compared to 2014-18 batch. In conclusion, the NBA-OBE model can be leveraged further for enhancement in outcomes in the proposed autonomy model at FCRIT. [ABSTRACT FROM AUTHOR]

This paper offers an ethnographic account of how Golden Harvest International School in Bengaluru branded itself as both 'International' and 'Indian', by elaborating discursive practices within the school. Drawing upon scholarship that has sought to delineate the ways in which globally hyper-mobile Indians construct a distinctive cultural identity, the paper shows how a fusion of national and international allowed the school to cater to a particular set of elite parents, who were globally hyper-mobile even as they sought to be 'appropriately Indian'. The paper pays attention to how cultural practices and resources in the school operated within a forward caste-Hindu ethos that was presented as 'Indian', while also responsibilising teachers, students, and even parents to ensure the school acquired and retained globally valued credentials such as accreditation for the Middle Years Program of the International Baccalaureate. [ABSTRACT FROM AUTHOR]

This paper evaluates the impact of household participation in a large‐scale public works programme in India on educational decisions including children schooling and expenditure incurred on private coaching and other educational components. Exogenous variation in proximity of households to a river is used to control for the potential endogeneity. The findings indicate positive impact of the programme on expenditure on private coaching while having no impact on other educational expenditures indicating higher income elasticity of private coaching. The paper thus emphasizes on various direct and indirect benefits of the programme which necessitate its effective implementation at the local level. [ABSTRACT FROM AUTHOR]

In this paper, an effort is made to explore the authors' involvement as resource persons and facilitators in an exchange programme between Japan and India. The 15-day programme was created to understand the culture and rich heritage of India, particularly Rajasthan, by involving Japanese participants in a Tour based student exchange programme. The programme offered an opportunity for Japanese students to provide an experience of Indian culture through the use of various modules. The paper attempts to explore the impact of learning that took place during the period of the exchange programme, analysed through structured interviews. The findings of this study can facilitate effective creation and development of such exchange programmes in India and elsewhere. [ABSTRACT FROM AUTHOR]

This paper discussed about FDI in education sector of Indian scenario. Foreign Direct Investment (FDI) has long been a source of concern for India. Although 100% FDI is allowed in the education sector by the government, it also has some obstructions or barriers in addition to its main benefits. The authors of this study have made an effort to highlight both the positive and negative effects of FDI on the education sector. In India, this is noted that education is key to developing the nation. It is also a well accepted fact that empowering young people with the right knowledge and skills can ensure societal advancement and economic growth. According to the Indian educational system, education plays a role in establishing values such as libertarianism, respect for majority rule traditions, universal liberties, and the pursuit of equity. [ABSTRACT FROM AUTHOR]

Outcome-based education (OBE) by Washington Accord (WA) promises to improve the technical education system by clarifying expectations for students and focussing assessment on specific learning outcomes for better measurement of student achievements. Numerous publications describe the process and results of OBE implementation in India. This article is a meta-analysis of research articles documenting the OBE efforts made by Indian engineering institutes. The study implements the established objective approached based reviewing technique. A rubric comprising seven distinct measurements was applied to assess critically selected articles. The detailed assessment indicates that there is a lack of empirical validation of the results obtained by the researchers. The papers were also found to lack a consistent understanding of CO-PO mapping. Hence, there is a clear research gap of statistical validation of the results using pre and postimplementation data for a given improvement. [ABSTRACT FROM AUTHOR]

The paper highlights the issues in the prominent copyright case between some big publishers and a Delhi University photocopy shop. The paper also addresses the question whether the present copyright system in India requires a relook in view of the changing socio-economic conditions of our society and the world at large. Concludes that supporting students and researchers in their study and research are essential and some changes are required in the present copyright toward this end. Open Access (OA) publishing is a step in that direction. [ABSTRACT FROM AUTHOR]

This paper examines the effects of socio-economic determinants on child malnutrition in Uttar Pradesh- the most populous and malnourished state of India. Using data from NFHS-4, this study highlights district-wide variations in nutritional status of children less than five years in the state. The percentage of stunted, wasted, and underweight have been taken as dependent variables, while main explanatory variables of child malnutrition were female education, maternal malnutrition (BMI), breastfeeding practices, children's place of residence, father’s education, wealth index of household, family planning, sex of the child, sex of the household and age cohort of mother. Logistic regression models have been applied in order to observe the association between explanatory variables and malnutrition. The findings revealed a high incidence of less stunted, wasted, and underweight infants in case of an educated parents, particularly educational level of mother. Wealth index representing the possession of assets by the household found to be an important indicator in the sense that children born to households with richer and richest quintiles showing better-nourished children aged under-5. The modern method of using contraceptive, breastfeeding practices, maternal malnutrition were also important indicators influencing the rate of malnutrition in children. The study suggested that imparting education to females, breastfeeding practices, economic status, and contraceptive use can play an important role in reducing nutritional status of children.   [ABSTRACT FROM AUTHOR]

Indian official data points out a progressive decline in child labour during last three decades.Nevertheless, there are several gaps that need to be addressed for targed policy intervention. This paper highlights the key socioeconomic vulnerabilities among children in rural and urban India and also summarize the key focus areas to be prioritized. We posit that children's entry into the labour force is driven by varied access to resources such as education, societal status and gender. The children in Scheduled Castes and Scheduled Tribes households are the most vulnerable. We recommend prioritizing easy‐to‐access quality education among the key strategies for eradicating child labour. [ABSTRACT FROM AUTHOR]

In this paper, we show that the village social structure shapes the learning outcome of marginalised children in rural India. Exploiting the variation in the dominant social group in the village, we find a significant impact of village dominance. The reading and arithmetic skills of Scheduled Castes are better in their own castes-dominated villages compared to higher castes-dominated villages. Our findings show that village dominance affects learning outcomes primarily through differential teachers' behaviour. Children from marginalised castes are more likely to be scolded, beaten up, and treated unfairly by teachers in villages dominated by higher castes compared to their own castes. We do not find evidence of other mechanisms like the difference in parent and children's aspirations, caste diversity, discrimination in the village, or positive group externalities, which could explain why children from Scheduled Castes fare better in their own castes-dominated villages. [ABSTRACT FROM AUTHOR]

In India, the history of education has traversed a unique path in the last hundred years. The political influences guided the discipline, but at the same time, they were also contested and critiqued in equal measures. History of education as a discipline went through four distinct phases. The first phase coincided with the last stage of the freedom movement (1920–1947), which saw a new interpretation of what constituted education from the perspectives of Indian tradition and its contestations. The second phase (1947–1980) began with the collection and publication of official documents with strong introductions analysing the complexity of the history of education in the colonial period. The third phase (1980–1998) revived the arguments that took centre stage during the freedom movement based on literary texts and political speeches. The fourth phase (1998–2020) has witnessed a critical questioning of the historiography of the previous decades on the basis of archival sources and saw the publication of books and journal articles on various themes. This paper looks at these distinct phases and analyses the underlying socio-political currents that moulded the history of education. [ABSTRACT FROM AUTHOR]

Pandemic and online learning have added to barriers to education. Lack of digital access, difficulty in communication with teachers and lack of peer support create major hurdles in learning for a large proportion of the student population. New entry barriers to better jobs, level and quality of higher education, will add to existing social barriers of gender, caste and nepotism. This will perpetuate a vicious cycle of low education and low incomes. In this paper, we investigate whether there is a threshold of level of education for better jobs in India? We find that higher secondary education is a threshold required for entry into good jobs. We observe increasing returns to private investments in higher levels of education and higher returns to education in the formal sector jobs compared to the informal sector. Will deficits in education during the pandemic reduce investments in education? We study these issues mainly using secondary data from the National Sample Office (NSO). The purpose of this short paper is to build research hypotheses regarding the relation between investment in education and employment, which we highlight in the conclusion. [ABSTRACT FROM AUTHOR]

The relationship of Dalits with exclusion is a common scenario in India over several periods of time. Since ancient times, Dalits have faced different social, political, and cultural exclusion in the Indian society. When it comes to education, the exclusion is still prevalent in various part of modern India. Especially in the low-access, caste dominant areas, the situation is worse for the higher education of Dalits. For girls, it becomes more complicated to access the general resources to continue education without hassles. Therefore, the literacy rate (56.6% from census 2011) of Dalit women is still very low in India compared to the general population of this country, which creates a gap in their social, political, and economic engagements in the country. Irrespective of constant governmental efforts, the complexities of the Dalit women's education are still very much persistent in India, after over 74 years of independence. Thus, this paper mainly focuses on factors such as gender- and caste-based discrimination, low enrolment in schools, scholarship issues, violence against them, and so on, based on secondary data, which create exclusion in Dalit girls' education. This paper also tries to highlight the constitutional provisions. It further highlights the history of Dalit girls' exclusion and their struggle for education in India. The ultimate goal of the paper is to underline the current situation of Dalit girls' education and the root cause of the problem, to ensure closing of the gap between governmental efforts and Dalit girls' education in India. [ABSTRACT FROM AUTHOR]

Aim. The paper examines the impact of education on the rate of suicides in India and takes a global outlook on how prevalent is suicide among countries with high education indicators. Methodology. The paper is based on secondary research with data collected from National Databases like NCRB and International databases of WHO and OECD. Data analysis has been performed in MS Excel using statistical techniques such as correlation. Results. The study reveals that in India, the increase in the education levels of people has had a negligible impact on the number of suicides in the country. Across states, the suicide rates and literacy rates have a positive correlation of .35; while correlation does not mean causation and the two are mildly correlated, it does establish the fact that education does not have a direct impact on the suicide rate. The analysis indicates that even though the education levels in the country have risen, subsequently, the educational level among people who committed suicide also increased. Also, it is found that the countries that are ranked higher on PISA ranking and tertiary education attainment have mostly higher rates of suicide. Conclusion. As shown throughout the study, education has not been an effective instrument in equipping people with survival skills. It is as if education is happening in vacuum with no impact on the people committing suicides. Thus, it is important that we question our educational practices, and re-align our goals of education so that they lead to the overall development of an individual. [ABSTRACT FROM AUTHOR]

This paper challenges (inter)national development narratives that propose schooling as a way out of poverty in the global South by interrogating poor children's experience of pedagogic and disciplinary processes in an Indian classroom. It also develops a theoretical framework to interrogate the relationship between urban poverty and classroom processes which attends to wider class and caste relations in the contemporary context of economic liberalism and 'political and social illiberalism'. Drawing upon parent interviews and ethnographic fieldnotes from a classroom in a state school it unpacks the term, 'labour class', used by teachers to refer to pupils' social background. Further, deploying the notion of 'deficit view' it shows how pedagogic practice, physical and verbal aggression experienced by pupils and pupils' struggles to engage with classroom teaching are shaped by realities of deeply stratified schooling, inadequate infrastructure in state schools and the relationship between 'labour class' communities and middle-class teachers. [ABSTRACT FROM AUTHOR]

Purpose: Given that the policy is rather comprehensive and detailed, this paper aims to identify some of the key features and discuss the mechanisms by which the benefits of the policy might reach all sections of society. Design/methodology/approach: In this paper, we analyse India's new education policy (NEP) and discuss how it might impact education and employment in India and the neighbourhood. Findings: This paper believes that the NEP (2020) is likely to alter the educational landscape of India and make education accessible to all sections of society. In addition, the impact of this bill will be felt in the Indian workplace. Research limitations/implications: This paper would urge the policymakers, educationists and corporate leaders to conduct research on the benefits of the NEP in two phases. In the short run, they could study the implementation – in the long run, all three stakeholders should track the changes in the quality of graduates being produced as a result of the new policy. Originality/value: This is the first known critique of the NEP (2020) written by five Indian-origin academics and practitioners, offering insight into the policy for scholars and practitioners. [ABSTRACT FROM AUTHOR]