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For much of their pre-independence history, India and Singapore maintained close relations. As a trading post established by the British East India Company in 1819, Singapore was directly administered by British India, and official linkages continued to exist even after Singapore was put under the purview of the British Colonial Office in 1876. The colonial period also saw significant immigration from British India into Singapore. However, in the post-independence phase, relations between the two states generally cooled in the context of the Cold War. Nevertheless, over the past fifteen years, bilateral relations have experienced an upswing, characterized by collaboration across a range of areas. This paper examines recent trends in the India-Singapore relationship, looking at both "traditional" issue areas like economic and defence-strategic ties, as well as "non-traditional" issue areas like education-knowledge transfer and building societal-level links between the two countries. The paper also explores future possibilities and potential pitfalls in bilateral ties. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to study the relation between the employment of mothers and the activities of children with the aim of contributing to the understanding of child work in India. Design/methodology/approach -- Multinomial logit specifications of children's activities and mothers' employment are estimated on survey data drawn from the National Family Health Survey 1998-1999 for all India. The joint specification combines four states of children aged 6-14 (studying, working in the market, working for the family or being inactive) with the employed/not employed status of mothers. Findings -- The results show that the mother's preferred choice is not working and sending children to school. This is especially true for more educated mothers. Also the father's education is positively (negatively) related to child schooling (work), but the effect is smaller as compared to that of mothers. All specifications yield the result that the probability of children working increases if their mothers work. Higher levels of household wealth play a fundamental role in lowering the risk of child work. Research limitations/implications -- This empirical model does not take into account the unobserved heterogeneity of two types -- namely, the residual correlation among the outcomes of mothers and children, and the residual correlation among children of the same mother. Practical implications -- The evidence that children of employed mothers have a higher risk of working suggests that the problem may be related to the low quality and pay of jobs accessible to women in India, especially in rural areas. The policy indication would then be to improve the condition of women in the labour market and also to improve the welfare of their children. Originality/value -- While women's and children's time allocation has been studied in separate settings, in this paper these two aspects are analysed together for the first time. [ABSTRACT FROM AUTHOR]

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This paper analyses the work of Rokeya Sakhawat Hossain (1880-1932), urban Bengali Muslim educator and writer, placing her in the wider context of women organising themselves in associations to create social change through education for women, in the province of undivided Bengal in colonial India, from c. 1900 to c. 1932. A subject of the British Indian Empire, Rokeya, and many of her colleagues, wrote back to the empire against both colonialism and patriarchy, and created innovative educational discourses and practices. The history of education is inscribed not merely in the formal school that Rokeya founded, but in her larger career as writer and builder of women's associations. An analysis of the enmeshing of women's writing and women's networks thus yields a creative, nuanced history of women's education. This paper also connects micro-histories and macro-histories of women's education, correlating macro-level data about Indian non-governmental agency in advancing female education with the work of individual figures such as Rokeya. The paper analyses Rokeya's novella Padmarag (“The Ruby”), showing that the integrated paradigm of women's educational and welfarist work found here has many similarities with the actual educational-welfarist work done by women such as Ramabai, Sarala Ray, or Abala Bose. Through her activities and writing, often made in alliance with other educating women such as Sarala, Rokeya gave voice to ideologies and views widely at variance with conservative Indian nationalists and hegemonic British colonial officialdom. The paper also shows that women of different races and religions formed networks and alliances, in the transnational British Empire, to further women's emancipation and education, in bodies such as All India Women's Conference and Bengal Women's Education League. The paper recognises how much women such as Rokeya were able to actually be and actually do in achieving social change in education. [ABSTRACT FROM AUTHOR]

This paper tests three hypotheses about how mothers' autonomy in India affects their children's participation in school and the labor market. To do so it extends the concept of mothers' autonomy beyond the household to include the constraints imposed by the extent of gender equity in the regions in which these women live. This study began with the expectation that increased autonomy for Indian mothers living in heterosexual households would increase child schooling and decrease child work. However, the results are mixed, indicating that mother's autonomy can be reinforced or constrained by the environment. The paper concludes that mothers and fathers in India make different decisions for girls vis-a-vis boys and that the variables reflecting mothers' autonomy vary in their impact, so that mothers' level of education relative to fathers' is not often statistically significant, while mothers' increased contributions to household expenditure decrease the probability of schooling and girls' work. [ABSTRACT FROM AUTHOR]

Efforts to improve the 'quality' of education for all in government primary schools in India have seen a shift towards child-centred teaching. This paper examines the 'Joyful Learning' programme, an example of a pedagogic reform implemented in rural primary schools in the southern Indian state of Karnataka. Through an empirical analysis of teachers' pedagogic discourses, I explore what it means to introduce child-centred pedagogic principles in low-income, rural Indian contexts. Of particular interest to this paper is how new forms of pedagogic control in child-centred approaches might be understood and mediated by teachers. The analysis reveals how the social controls of knowledge acquisition can remain unchallenged, and hidden, by the rhetoric of this child-centred pedagogy. The discussions reflect on the need for more complex and contextual considerations of pedagogy in attempts to achieve 'quality' universal education. [ABSTRACT FROM AUTHOR]

In addition to the proliferation of private, fee-paying schools in India, non-governmental organisations (NGOs) play an important role in providing educational services, especially in un-served and under-served communities. This paper uses qualitative research to critically examine the nature and potential of NGO provision of primary schooling in India. In particular, it explores the contributions of one NGO programme which has sought to increase access for socially and economically marginalised children by establishing and providing support for small, rural, multigrade schools. The paper argues that NGO programmes like these have had positive impacts in terms of both access and quality because, firstly, the programmes are small-scale and locally rooted, and secondly, their organisation allows for greater flexibility and room for innovation in areas such as curriculum design, teacher education, and school networking than is commonly possible within government schools. [ABSTRACT FROM AUTHOR]

This paper examines whether the recent growth in 'low-fee private' (LFP) schools is able to promote Education for All by being accessible to the poor. Based primarily on a 13-village survey of 250 households and visits to 26 private and government schools in rural Uttar Pradesh, India, this paper explores who 'chooses' private schooling, in the light of the well-documented failure of the government school system. In particular, the paper explores the issue of whether private provision is affordable and accessible to poor rural parents. It finds that LFP school costs are unaffordable for over half of the sampled children, including the majority of low caste and Muslim families. It also finds that while LFPs are greatly preferred under current conditions, what parents actually want is a well-functioning government school system. [ABSTRACT FROM AUTHOR]

In this paper, we assert the critical influence of education on health-beliefs among women from India, an emerging economy. We further examine the urban vs. rural differences and the role of social capital in shaping health-beliefs of women. Using nationally representative data of eligible women from India, we find education to have a positive influence on health-beliefs. We find this effect to be higher in rural regions. Further, we find social capital to negatively moderate the effect of education. Our findings stress the importance of education, especially in rural regions. [ABSTRACT FROM AUTHOR]

This paper tries to understand the nature and extent of inequality across states of India with special reference to Bihar. The study is based on secondary data collected from various sources, including NSSO, NFHS and other government/non-government documents and reports. The study analyzes inequalities under four themes: livelihood, education, health and gender. The analysis finds that, however, some positive changes can be seen in terms of enrolment in case of primary education, but still, productivity of education is the lowest in Bihar. The state government has invested money in attracting students to government schools, but because of a low per capita expenditure on education, access to facilities like computers in schools is the lowest in Bihar. In the case of health expenditure, the people of Bihar have to bear significantly higher per capita out of pocket expenditure. Though, Bihar has achieved higher growth in the last couple of years but the level of female empowerment is still very low in the state. Thus, this study finds that Bihar is still at lowest position in all four themes across states of India and, people of this state are facing grim challenges related to livelihood, quality education and health. [ABSTRACT FROM AUTHOR]

India's education system is complex because it has to meet the needs of a population which is culturally, geographically, politically, religiously and economically diverse. The principal investigator spent two summers in India talking with teachers and learners. This paper reports on the impact of Christian values in the secular but arguably Hindu nationalist education system. Working within an interpretivist paradigm and through an ethnographic lens, an interpretive phenomenological analysis approach was adopted to make sense of 34 interviewees' narratives from five Indian states. The narratives were mapped onto an adaptation of a 'tree metaphor' to illustrate how values underpin decision-making and action in the school context. Five of the narratives are presented as keyhole examples to exemplify the similarities and contrasts in reported beliefs, values and behaviours set within the context of teachers' professional practice. Findings reveal that all 34 participants drew on their Christian faith, and Indian cultural context, in their decision-making both in how they made sense of education policy, and how they interpreted school events and behaviours. Despite their common faith (Christianity), the 34 interpretations, decision-making and actions varied as demonstrated in the five selected narratives. We explore how the variance manifested and was influenced by the geographical, cultural, post colonial and school context. [ABSTRACT FROM AUTHOR]

Grounded in two collaborative interpretive studies—one with women in India who were survivors of domestic violence, and another with queer youth and youth of color in the Midwest who were survivors of sexual assault—this paper argues that there is a hidden curriculum of violence. This curriculum of violence can be traced through affective resonances that exist within an assemblage of violence. Powerfully enacted on the bodies of women and girls and their ways of being, these lessons occur across contexts, from the classroom through the communities where they are learned. This is significant because victims/survivors of such violence are often working to exercise their available power within a set of agentic contingencies that reify oppression, making it difficult to surmount normalized aggressions that are ultimately understood as business-as-usual. [ABSTRACT FROM AUTHOR]

Incomes and earnings are highly volatile in developing countries and credit and insurance markets are inadequately developed. At the same time schooling attainment and investment are low. This paper analyzes effects of household income risk on schooling investment in Bihar, India. Bihar is one of the poorest states in India. Schooling in Bihar faces several challenges including low investment and learning outcomes. This paper utilizes a unique primary survey data eliciting schooling indicators and subjective income distribution from households in twelve villages in Bihar. The survey contained a module designed to elicit information on the cumulative probability distribution of future income of households. Using this information, household-specific variance of future income is derived, which is used as an indicator of income risk. This is one of the first papers to use subjective income distribution data to analyze the effects income risks on schooling in a developing country. Data shows that there is a significant bias against female children in schooling investment in Bihar. Regression analysis suggests that this gender bias in schooling investment can partly be due to income risks faced by households. Results show that household income risk has a significant negative effect on schooling expenditure and time-spent by children on tuition and homework, particularly of female children in Bihar. It has significantly larger negative effect on schooling expenditure of low income households and time-spent by their children on tuition and homework relative to higher income households. Overall these findings suggest that income risk faced by poorer households is an important reason for the persistence of low educational achievement and outcomes in Bihar, particularly for female children. Government policies which reduce income risks such as provision of health insurance, unemployment insurance, old age pension scheme and easier availability of consumer credit targeted towards poor households, are likely to have significant positive effect on schooling. Microfinance institutions and NGOs can play an important role in the provision of insurance and labor market information. Public investment in irrigation and better weather information can reduce income risk and encourage schooling investment. [ABSTRACT FROM AUTHOR]

This paper attempts to examine the socio economic factors influencing the women infertility in India and Bangladesh. The main aim of this study is to evaluate the impact of socio economic factors on infertile women across India and Bangladesh. Quantitative study was carried out by taking the data from NFHS-4 health survey. Infertile women were selected based on the assumptions. Binary logistic regression was done to find the association between the economic variables and infertility. On contrary to Bangladesh, Wealth index, residence and education were largely influenced by a infertile women in India. The study pays way for further study by gathering information through direct discussion with infertile women. [ABSTRACT FROM AUTHOR]

Education is the right of every child because it equips them to meet the challenges of life. The children with disabilities (CWD) need this all the more, to supplement their differential talents so that they can prepare themselves for a happy, productive and useful life. In the present study, an attempt has been made to examine policies and legislations for educating the disabled children, challenges providing education to CWD in the context of Assam, India. A few recommendations were also made as part of the study. It is hoped that the juxtaposition of existing laws, the academia, media and the public domain along with the discussion in this paper will successfully shed more light on the interactions between disability, law and gender on access to education. [ABSTRACT FROM AUTHOR]

The purpose of the study is to know the preferences of parents towards management education and the choice of a management institution. The study also purports the factors and antecedents that go into selection of a B-School for their child. A focus group study was taken as a qualitative approach amongst the parents (both male and female) of children studying in a B- School in Bangalore. The students were mostly from various parts of India. The study showed that parents seek good faculty, good placements and social support for their wards and the infrastructure is secondary criterion. Parents seek good social support and want their children manage the diversity that is seen in the B-School. Study indicates a high collectivistic approach of the Hofstede framework, though on a long term, parents want their wards to take decisions individually and decide for themselves about their future. The implications of the study is that results are applied to the higher education with respect to management education, given that the focus group was limited to seven parents who had their wards studying in the B-School in Bangalore. The parent as a stakeholder can be delved into, assessments and reviews can be done from the parent's perspective too. This paper throws light on the underlying factors for parents that form the basis for choice of a B-School. [ABSTRACT FROM AUTHOR]

The tourism education has undergone a paradigm shift in last few years. The Ministry of Human Resource Development, Government of India has started some of the most desired restructuring in the education system. This includes initiatives like skill development and integrating employability education into school education and under graduate education. National Skill Qualification Framework (NSQF) has established a system of clear educational path ways qualification packs (QP's) from school to higher education by providing certification (Level 1 to Level 7 and above) to vocational skills with options of multiple level entry and multiple level exit programs. The importance of this has also been reflected in the National Education Policy (NEP)-2020. The present paper, which is a part of ICSSR sponsored major research project, is based on exploring expectations from the tourism students who have joined the industry after the completion of course in tourism (either at senior secondary level or at undergraduate level). The method of tool preparation based on the results obtained, has been discussed in the present study. The industry expectations have been collected via Google forms in the month of March-April, 2020 during the COVID-19 lockdown period and responses are collected from the eminent industry experts which were analysed using both qualitative and quantitative methods. The various expectations thus obtained based on majority responses can be mapped with the curriculum of the course in focus which is being run at various educational institutes of Himachal Pradesh. The results can be highly beneficial not only for improvement in curriculum but in preparing better candidates for the tourism industry. The results are further utilized to probe both teachers and students associated with the course to ascertain the level upto which the curriculum fulfills the expectations laid by the industry experts. Two tools have thus been prepared and they were validated by experts from education, research and tourism. The tools prepared could prove to be fruitful for evaluating any curriculum associated with the course which is the focal point of the research. [ABSTRACT FROM AUTHOR]

This paper explores the cultural and economic strategies of educated but un/under-employed young Muslim men aged between 20 and 34 in a village in western Uttar Pradesh, north India. Drawing on Connell's gender theory, the paper demonstrates how economic and political forces shape Muslim young men's strategies. The paper distinguishes between 'school-educated' men, some of whom had studied in madrasahs for long periods, and the 'madrasah-educated'. Concentrating on school-educated men, we discuss their perceptions of education, and how these relate to their search for a respectable masculinity and what they regard as 'good work'. We also show how uneducated Muslim young men with alternative visions of education criticise the strategies of their educated peers. We use this account of Muslim young men's practices to emphasise the value of a culturally sensitive political economy approach to the analysis of threatened masculinities. [ABSTRACT FROM AUTHOR]

Students studying in government-run schools in rural India possess much experiential knowledge of the world around them. This paper presents a narrative account of an ethnographic exploration of such students as they attempted to learn about electricity in an eighth-grade classroom in a government-run schools in a village in India. The paper shows how students having a rich experience with household electric circuits attempt, in a contingent and situated manner, to negotiate their role as students and participate in the school science discourse. The students' actions expressed agency that was contingent, situated, and aimed at selective appropriation of school science discourse for their own purposes. Such expressions of student agency indicate rich possibilities for meaningful learning of science in rural schools in India provided school science is made relevant for their lives and concerns. © 2007 Wiley Periodicals, Inc. Sci Ed92:297–319, 2008 [ABSTRACT FROM AUTHOR]

Human development is considered to be the ultimate objective of development, with economic growth as a means to achieve it (Ranis et al. in World Dev 28(2):197–219, 2001). Development stands to be justified when it is equipped with good employment opportunities. Employment provides the means for meeting the income and subsistence needs of the individuals and their families, which fulfils the goal of overall and equitable development (Mathew in Int Labour Rev 154:497–518, 2015). Employment levels would rise when there is sufficient and efficient human capital. Human capital establishes an interconnection between employment and development. The relationship between education and employment is better understood through the labour market, which has a mediating role in influencing educational choices and employment prospects. Against this background, this paper tries to examine the interlinkages between human development, economic growth and employment situation in India with special reference to females in Kerala. Using secondary data, this paper tries to address primarily two objectives: firstly, to examine the relationship between educational attainment, employment and economic growth in India and secondly, to explore the trends and pattern in female employment state-wise with the main focus on Kerala. There exists a huge mismatch between the demand and supply gap among labour force in all Indian states. Employment trends in India, and in particular, women's employment, have been an issue of considerable discussion in scholarly writings over the last few years. Extensive literature review and data suggest that though there has been a constant rise in the educational level of women in India, the employment rates have not raised at a similar pace. Kerala, the most literate state of the country, shows an identical picture among higher educated women where unemployment rate is as high as 20–30%. Women's individual job preferences, overall high unemployment in the economy, family constraints, lack of adequate skills and discouraged worker effect are some of the probable reasons for high unemployment among females. The study concludes that "Kerala model of development," on the basis of its impressive historical accomplishment in social and human development indicators, is definitely praiseworthy but not to be replicated. It is so because though the model has surpassed every state in terms of human development indicators, it showed a development trajectory by fostering unemployment rates, especially in terms of female participation. Therefore, the study suggests that in order to achieve holistic development, there is an urgent need to understand the basic requirement of a particular state. Considering female employment, the study evokes creation of an environment that promotes women to join workforce and thereby attain economic growth. States such as Kerala which have a large pool of educated women must develop policies which aim towards enhancing their employability skills so that the benefits of human capital can be obtained. [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 provides an overview of school education in India. First, it places India's educational achievements in international perspective, particularly against countries with which it is now increasingly compared, especially China. Second, the paper examines schooling access in terms of enrollment and school attendance rates, and schooling quality in terms of literacy rates, learning achievement levels, school resources, and teacher inputs. Third, the paper investigates the role of private schooling in India, examining the extent of growth of private schooling and surveying evidence on the relative effectiveness and unit costs of private and public schools. Last, the paper discusses some major public education initiatives. The concluding section suggests a future research agenda and appeals for rigorous evaluation of the impacts and costs of the numerous existing educational interventions, in order to learn about their relative cost-effectiveness for evidence-based policy-making. [ABSTRACT FROM AUTHOR]

Both Kerala and Finland have made notable achievements in the realm of literacy: Kerala has one of the highest rates in the developing world and Finland ranks first in literacy among developed countries. Both also share a cultural history of granting women a high status in their respective societies. Using Kerala and Finland as examples, this paper explores the status of women in highly literate societies in both the developing and developed worlds, looking not only at the historical circumstances in which these conditions developed but also at the outcomes associated with them. This paper argues that literacy rates and female status are interconnected: each impacts on the other, as high female status contributes to improved literacy rates and educational and life opportunities, while high female literacy rates result in increased social standing for women. Such synergy produces outcomes beneficial to a society, regardless of its developmental status. [ABSTRACT FROM AUTHOR]

In this paper we analyse the determinants of child work and schooling in rural India within a bivariate probit framework. Our sample consists of 93,825 children (6–15-year-olds) from the 50th Round of the National Sample Survey (NSS) in India. Our primary focus is whether an increase in the wages earned by fathers and mothers in our sample would help decrease the work done by children. Two results stand out from our analysis. First, we can confirm the luxury axiom in India: an increase in mothers’ and fathers’ wages does decrease child work. The effect is neither continuous nor monotonic in the case of mothers’ wages, however. In fact, we find that mothers’ work actually increases the probability of child (especially girls’) work, and this effect is mitigated by an increase in mothers’ wages only when the latter increases quite significantly. Second, mothers’ and fathers’ education are very significant in decreasing the probability of children working. Finally, the supply of schooling is a significant determinant of the probability both of work and of schooling (though the specific variables that are significant vary for boys and girls). Dans cet article, nous analysons les déterminants du travail et de la scolarisation des enfants dans des zones rurales de l'Inde, à l'aide d'un modèle probit à deux variables. Notre échantillon comporte 93 825 enfants (6 à 15 ans) provenant d'une base de données nationale (50th Round of the NSS) en Inde. Notre premier objectif est de déterminer si une augmentation des salaires des pères et des mères de notre échantillon permettrait de réduire le travail des enfants. Deux résultats ressortent de notre analyse: en premier lieu, nous pouvons confirmer l'axiome de luxe en Inde: une hausse des salaires de la mère et du père réduit le travail des enfants. Cependant, l'effet n'est ni continu ni monotone dans le cas du salaire de la mère. En fait, nous trouvons que le travail de la mère augmente la probabilité du travail des enfants (surtout des filles) et cet effet est atténué par la hausse du salaire de la mère seulement quand celle-ci est importante. En second lieu, l'éducation de la mère et du père détermine fortement la probabilité du travail des enfants. En dernier lieu, l'offre scolaire est un déterminant significatif de la probabilité à la fois du travail et de la scolarisation (bien que les variables spécifiques significatives varient pour les garçons et les filles). [ABSTRACT FROM AUTHOR]

This paper comprises an overview of film education institutions in India, mapping orientations and concerns centred on the interface between theory and practice. The paper posits that film education in a country of a developing status, such as that of India, is influenced by the interplay of complex factors which mould the role of students as film-makers. These factors include qualifications of faculty and heads of institutions; accessibility to amenities; location of film education, first in the context of the film and television industry and then within the wider context of development; and funding patterns of these institutions. This paper looks at three particular instances and attitudes in the institutions: the proposal for syllabus revision and the spate of student strikes at FTII since the mid-1990s; technology reification prevalent in the film schools in particular and Indian society at large; and the lack of Film Studies as an organized, academic discipline. These instances and attitudes are discussed as not simply inherent within the institutions, but as comprising responses on behalf of the institutions to changes around them. These point at the role the film schools perceive for themselves as educational institutions. [ABSTRACT FROM AUTHOR]

The Baiga are a small tribe inhabiting the forested regions of Central India. They are known for their extensive knowledge of forests and healing. A local pedagogic tradition supports the transmission of this knowledge from expert practitioner-gurus to their chelas or novices. The knowledge system is local and oral. The pedagogic tradition and socialisation which supports its transmission is marked by these qualities as also the subsistence level of production and the lack of centralised authority in the organisation of the tribe, and in children's lives. This paper explores the disjunction between this and formal schooling whose pedagogic practices and curriculum presume a literate tradition: where knowledge is decontextually presented in texts and children are already socialised to accept pedagogic/adult authority. In the present Indian context where there is a growing emphasis on incorporating indigenous knowledges into the school curriculum, the paper raises questions on the epistemological feasibility of such an inclusion. [ABSTRACT FROM AUTHOR]

Every religion regards education as the most efficient means of passing on its ideas, morals, and values to the next generation of citizens. For this reason, each religion has developed its own educational system. The Madarsa education system of Islam frequently matches the educational needs of its future generations. The history of Islam's presence in India and its contributions to knowledge and culture are well-documented, enhancing the country's vast diversity of religions and cultures, for which India is well-known worldwide. In truth, it was Madarsa education in India that challenged the idea that only the wealthy should have access to education and helped the underprivileged have access to it as well. But regrettably, recent worldwide events that were negative have raised questions about the Madarsa's goals and objectives and cast a shadow over them. Every intellectual's desire to learn the true facts underlying the extraneous data has intensified as a result of this. The unfavourable and misleading perceptions of its educational institutions, or madarsa, are currently Islam's greatest global challenge. Undoubtedly, this is a really complicated problem that requires careful discussion and investigation. The goal of the current paper is to provide a broad review of Madarsa education in India from a variety of perspectives. [ABSTRACT FROM AUTHOR]

The paper deals with Mian Muhammad Nawaz Sharif's Chief Ministership of the Punjab Province, which lasted from April 09, 1985 to August 06, 1990. The focus of the paper is on the steps taken by Nawaz Sharif's government for the promotion of education in the province. Education was declared as a strategic area by his government, the Nawaz Government therefore gave special attention to the primary education in the rural areas by establishing and upgrading Primary, Middle, High, Model, Masjid (Mosque) Schools and Colleges. Meanwhile more than forty thousand teachers were appointed to promote education in the province. Due to these efforts literacy ratio was increased considerably. The speeches delivered by Mian Nawaz Sharif in the Punjab Assembly, funds allocation, programmes, plans, schemes, the Assembly proceedings and debates are the main sources utilized for this paper. Moreover relevant newspapers and books have also been utilized. [ABSTRACT FROM AUTHOR]

Background: Nurses form the largest share of India's health workforce. This paper explores the relationship between nurses' pre-service education and labor market aspirations. It investigates supply-side factors shaping students' career plans and studies the influence that nurse training institutes have on students' transition into the workforce.Methods: A cross-sectional survey of 266 nursing students and training administrators at 42 training institutes was conducted in 2014 in two Indian states, Bihar and Gujarat. Piloted questionnaires were used to collect information on the cost and quality of training programs, the background of students, and their career aspirations. Descriptive analyses and multivariate logistic regression analyses were conducted.Results: A multivariate model on students' post-graduation plans indicated that students whose institutes provided training in non-technical skills, such as communication and teamwork, were less likely to aim for public sector employment upon completing their training. Similarly, students who joined their training institute because they believed it to be the best place to access job opportunities were less likely to have intentions to seek public sector jobs. Students attending institutes that organized job fairs were also more likely to want to study further or seek private sector employment rather than seeking public sector employment. On the other hand, studying in Bihar and belonging to historically disadvantaged social groups (deemed Scheduled Castes and Scheduled Tribes by the Constitution of India) were factors positively associated with plans to seek public sector employment.Conclusions: This study helps explain some of the supply-side factors driving the preference for public sector employment among nurses in India by highlighting the influential role of caste, state-level characteristics, and training programs on nursing students' post-graduation plans. It demonstrates that the strong preference for government jobs among nursing students is linked to the limited role training institutes play in connecting students with other potential employers. In addition, the study indicates that training in non-technical skills, such as communication, makes students more open to pursuing private sector jobs and advanced training programs. [ABSTRACT FROM AUTHOR]

Purpose – Educational institutes must embrace the principles of total quality management (TQM) if they seek to remain competitive, and survive and succeed in the long run. An educational institution must embrace the principles of quality management and incorporate them into all of their activities. Starting with a theoretical background, the paper outlines the results of a study conducted on both internal and external customers of the educational system, with select engineering and management institutes as foci of study. The study is an attempt toward developing an integrated customer-centric model of quality management in education, through the use of multiple methodologies so as to be able to evaluate service quality; prioritize improvement of service; and guide and develop educational services by incorporating the voice of the customer (VOC). The purpose of this paper is to establish the prioritization for improvement of service design of an educational system through incorporation of the VOC, be it internal or external customers, through the use of multiple methodologies, leading to generalization of results. Design/methodology/approach – The study uses multiple methodologies with various techniques for analysis through the application of the SERVQUAL; quality function deployment (QFD); interpretive structural modeling (ISM); and path analysis. The SERVQUAL was applied to identify the gap and determine the level of service quality. Following this, QFD, ISM and path analysis were used to identify the set of minimum design characteristics/quality components that would meet the requirements the various internal and external customers of the educational system. The QFD was used to identify the set of minimum design characteristics/quality components that meet the requirements of the various internal and external customers of the educational system. The ISM and path analysis were used to identify and prioritize the design characteristics/quality components that would meet the requirements the various internal and external customers of the educational system. Findings – The findings from the various techniques were amalgamated, and proposed as an integrated model of TQM in higher education. The study helped identify with a customer perspective, the quality components which would help design TQM for higher education institutions in India. Research limitations/implications – The paper could be useful to government bodies, funding agencies, policy makers and administrators in developing a system that could lead to satisfaction of both internal and external customers of the educational system. Originality/value – The study includes within its scope the varied customers of the educational system, namely, internal and external customers of the educational system; the internal customers being the faculty and the administrative staff, and the external customers being the students and the industry (as the employer). This is yet to be seen in other research studies. Also, the integration of the multiple tools and their application to the field of higher education in India, has not yet been made available in the literature. [ABSTRACT FROM AUTHOR]

In India, education is provided by the public sector as well as private sector, with control and funding at three levels: federal, state and local. Education in India falls under the control of both union government and the states, with some responsibilities lying with the union and the states having autonomy for others. Education has been made too easy for the students so that more and more students can enter into the scope of education system of the country. The announcements like abolishing compulsory CBSE board exams for Class 10th from session 2010-11, introduction of grading system, the passage of Right of Children to Free and Compulsory Education Bill, reservation policies etc. are a few efforts taken by the government. Now the question arises as to what extent such efforts in the field of education have succeeded in different states of the country. Punjab is served by several institutions of higher education, including 32 universities which provide undergraduate and postgraduate courses in all the major arts, humanities, science, engineering, law, medicine, veterinary science, and business. Primary and secondary education systems are mainly affiliated to Punjab School Education Board. According to the 2011 Indian Census, the population of Punjab is 27,704,236 (males 14,634,819 & females 13,069,417). The literacy rate is 75%, male literacy being 80.23% and female literacy 68.36%. The present paper is an attempt to study the literacy level of the male and female in the various districts of Malwa region of the Punjab. This paper concludes that literacy rate in Punjab increased to 76.7% as per 2011 census, out of which maximum literacy rate has been found in the district Sahibzada Ajit Singh Nagar (Mohali) (83.8%) and the lowest in district of Mansa (62.8%) of Malwa region. Male-female literacy rate shows an improvement sign. Sex ratio improved in all the districts of Punjab but found to be maximum in the district of Shaheed Bhagat Singh Nagar (Nawanshar) (95%). [ABSTRACT FROM AUTHOR]

While rapid fertility decline in India in the last two decades has received considerable attention, much of the discourse has focused on a decline in high parity births. However, this paper finds that, almost hidden from the public gaze, a small but significant segment of the Indian population has begun the transition to extremely low fertility. Among the urban, upper income, educated, middle class, it is no longer unusual to find families stopping at one child, even when this child is a girl. Using data from the India Human Development Survey of 2004–2005, we examine the factors that may lead some families to stop at a single child. We conclude that the motivations for this very low fertility are likely to be a more extreme form of those for low fertility rather than reflecting the qualitative change in ideologies and worldviews that is hypothesized to accompany very low fertility during the second demographic transition. [ABSTRACT FROM PUBLISHER]

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Purpose – The paper aims to discuss current Technical Education scenarios in India. It proposes modelling the factors affecting quality in a technical institute and then applying a suitable technique for assessment, comparison and ranking. Design/methodology/approach – The paper chose graph theoretic approach for quantification of quality-enabled model. Further, the paper has validated the approach by taking examples of institutions and applying the methodology. Findings – The paper provides a systematic methodology to build a quality model for quantification of various factors in a technical institute. The qualitative effect represented in form of a single numerical index is a novel method for such representations. The illustrated methodology in the paper is equally useful for comparison and ranking of a set of institutes. Research limitations/implications – Because of the chosen factors in the approach, the methodology may not be equally suitable based on type and size of institute and the geographical location. Practical implications – The paper includes demonstration on application of methodology for comparing the quality in a quantitative manner. The dynamic model allows changing factors and/or their effects as per requirement. Social implications – In future, the methodology can be taken up by government/regulatory bodies and can convey the comparisons of institutions to stakeholders including students and parents. Originality/value – This paper attempts to develop a novel method for comparing quality that can be used by accreditation bodies. [ABSTRACT FROM AUTHOR]

This paper is an attempt to understand the issues of internal migration for education among the 15-29 years of age group. The NSS data 2007-08 reveals that migration patterns depict the heavy concentration of the migrants from upper socio-economic strata for acquisitions of higher education. Using Binary Logistic regression model for educational migration, it is also found that those who belong to the socially and economically upper strata have higher probability of moving for higher education and vice versa. [ABSTRACT FROM AUTHOR]

Field work is considered to be the most vital part of social work education across the globe. The element of field work is visible in almost all curriculum frameworks, even though there are variations in the credit and methods allotted for it. Generally field work practicum in India consists of observation visits, concurrent field work, summer placement and block placement. Open Community Placement (OCP) is an Indian model of concurrent field work which is widely practiced in the country apart from the institutional placement. Rural villages are preferred to be the potential locations for the student's placement for concurrent field work as it facilitates the trainee to understand the magnitude of rural problems, possible intervention strategies and working models. There is higher demand of trained manpower for working with the rural issues in India. This necessitates social work profession to engage their young trainees pro actively with the rural issues. The trainees placed in open communities are closely works with the local institutions, stakeholders and clients under the guidance of a faculty supervisor. Different methods of social work are being practiced during the span of placement. Present paper is based on the experience of placing students in rural community forfieldwork. This paper tries to highlight the reciprocal advantages which students, faculties and community had through these placements. Information were collected from student trainees (those who are undergoing training and completed), alumnus, social work educators (who guide the students for Open Community Placement) and from the community. Two school of social work which practicing Open Community Placement (OCP) was selected for the analysis. The analysis shows higher implications of Open Community Placement (OCP) in Social Work education and practice. [ABSTRACT FROM AUTHOR]

India is experiencing a digital revolution. E-Commerce is leading this revolution by showing a tremendous growth rate of about 50% enjoyed in the last five years. E-Commerce has revolutionized the transactional mechanism of purchase and sale of goods and services, and it appears as though all the providers are competing with each other in providing their goods and services on the Internet through ever innovative ways and schemes. This paper attempts to provide a thorough and detailed study of Indian e-commerce sector with regard to the immense market potential which, by and large, still remains untapped. The paper also outlines various segments of e-commerce, its key drivers and the conducive ecosystem which are pushing this phenomenal growth across these segments in India. The paper also focuses on the advantages e-commerce offers to the consumers along with the operational challenges that act as barriers in its effective implementation. Given all this and the employability potential of e-commerce in India, the paper also touches upon the prospect of the impending need for sharpening the focus on the e-commerce as a program of the study in the curriculum of commerce, which can prove to be the cornerstone in making commerce education more attractive to the prospective students. [ABSTRACT FROM AUTHOR]

Background: Stroke survivors and their caregivers have numerous and diverse educational needs, many of which are unmet because of inadequate training from healthcare professionals. As stroke recovery and rehabilitation can continue for years post-stroke, it is critical that stroke survivors are provided with and have access to a range of support options and evidence-based information. Website-based education programs (WEP) have been adopted in recent years to manage health problems. The present pilot study aims to evaluate the effect of WEP on activities of daily living (ADLs) and the fear of falls among sub-acute stroke survivors. Methods: A total of 16 eligible post-stroke survivors were recruited from multiple study settings across Surat City of Gujarat state in western India and were randomly assigned using a lottery method to either the experimental group (n = 8) receiving WEP or the control group (n = 8) receiving conventional physiotherapy for 4 weeks. Outcome measures were the Indian Stroke Scale (ISS), Modified Barthel Index (MBI), and Falls Efficacy Scale-International (FES-I). Results: Both groups showed statistically significant improvements in all outcomes but the experimental group showed more significant improvements in ADLs and fear of falls among sub-acute stroke survivors (p < 0.05). Conclusion: WEP for sub-acute stroke survivors is an effective intervention. It improves the performance of ADLs for stroke survivors and helps in better fall management indicating that web-based education programs shall be implemented on a regular basis to improve patient care. [ABSTRACT FROM AUTHOR]

In this paper the behavioural factors which make for continuing high levels of child mortality in rural Punjab, despite favourable conditions in terms of nutrition, income, women's literacy and health care facilities are examined. A major factor is that inadequate attention has been paid to improved health care practices within the home. Women's autonomy, social class, and mothers' education significantly influence child survival. One of the pathways by which mothers' education affects child survival is through improved child care. In this society, a woman's autonomy is Lowest during that part of her life-cycle which also contains her peak childbearing years: this perverse overlap raises child mortality. The risk of dying is distributed very unevenly amongst children, as the majority of child deaths are clustered amongst a small proportion of the families. The death-clustering variable remained significant even after several possible biological and socio-economic reasons for clustering had been controlled. It is argued that this clustering of deaths is partly due to the poor basic abilities of some mothers and other carers. [ABSTRACT FROM AUTHOR]

The paper delves into the origins for Linguistic Inequality in India which persists despite various efforts to support multilingualism especially in the context of education. It enquires into the socio-political and theoretical basis for the present situation of language use in educational context. It begins by examining some theories of linguistic analysis with their strengths and shortcomings, and then demonstrates how some of these can assist in understanding the complex linguistic situation and resulting marginalization of languages and associated communities in a multilingual set up such as India. A generalized theory of language synthesizing different perspectives is elusive till now, but appropriating the structure of power hierarchies, derived from the usage of language in social context by sociologist Pierre Bourdieu, I've tried to make sense of the issue dominant languages in a multilingual set up and how these interact with the socio-political discourse of power. Analysing the linguistic situation from this socio-linguistic theoretical framework and touching upon the interaction of education and other 'significant domains' through brief outlines from the constituent assembly debates, the constitution itself and subsequent educational policies and their implementation, I've attempted to arrive at a basis for the inequality that we witness today in Indian education in terms of language. [ABSTRACT FROM AUTHOR]

This paper explores equity challenges common to short-term cross-cultural research partnerships. We focus on a project-based activity in which U.S. undergraduate students and college faculty taught middle-school students in Goa, India how to make podcasts about complex environmental problems. Project team members conducted a collaborative auto-ethnography focused on questions of power, leadership, collaboration, and equity, and examined exit- interview photo elicitation data to identify the core challenges of ethical and equitable short-term cross-cultural research and programming. Our use of photographs as conversation prompts helped to highlight contradictions and asymmetries along axes of power, cultural imperialism, knower-knowledge, age, race/ethnicity, social class, and gender. We reflect on possibilities for educational research that rejects a "voluntourism" model and moves, if imperfectly, toward more equitable international collaborations. [ABSTRACT FROM AUTHOR]

Large classes, i.e. classrooms with a large number of students, are becoming the norm at all levels of education. These classes have often been associated with a variety of problems, and this paper aims to examines the impact of large classrooms on higher education in India. The main purpose of this paper is to understand the current system of education, and suggest measures, if necessary, to maximise students' learning in large classes. A survey was conducted, and questions were posed to teachers and students to understand their thoughts and perceptions regarding large classrooms and to identify gaps which could be filled. While smaller classrooms may be beneficial to aspects like attitude towards learning, active participation, and immediate feedback, with some modification, these could be ensured in larger classes as well. These suggestions would help in enabling students to learn better and harness their skills to the maximum potential. [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]

This study provides new insights on compensation and human resources practices of multinational corporations (MNCs) and how they differ from those of domestic companies. The authors focus on cross-geography differences in compensation for IT professionals and take a closer look at returns on master of business administration (MBA) education and information technology (IT) experience. They analyze data on more than 20,000 IT professionals across the United States and India and compare practices of United States–based MNCs and India-based firms for IT professionals in India and of United States–based MNCs for IT professionals in the United States and India. The study finds that MNCs source IT talent from emerging markets because of the lower cost of IT professionals in these markets, coupled with the availability of a large pool of technically qualified professionals. For IT professionals in India, results indicate that United States–based MNCs pay a premium (compared with India firms) for each year of IT experience. By contrast, India firms pay a premium (compared with United States–based MNCs) for IT professionals in India with an MBA. Interestingly, whereas United States–based MNCs do not pay a premium for MBA education in India, they do pay a premium for MBA education in the United States. The findings are informative for IT professionals to decide whether to pursue an MBA or invest in gaining firm-specific experience. The results also provide indirect evidence that MNCs apply a portfolio approach to optimize their profits by using knowledge workers in various locations based on their skills and costs. How do multinational corporations (MNCs) and domestic firms compensate technical and managerial skills of knowledge workers within and across geographies? This paper answers this question by examining how developed economy MNCs and emerging economy firms value master of business administration (MBA) education and firm-specific information technology (IT) experience of IT professionals in India and how developed economy MNCs value MBA education and firm-specific IT experience differently across India and the United States. Our analyses of archival data on more than 20,000 IT professionals reveal two important findings. First, for IT professionals in India, the marginal effect of firm-specific IT experience on compensation is greater for developed economy MNCs than for emerging economy firms, and the marginal effect of MBA education is greater for emerging economy firms than for developed economy MNCs. Second, when we compare compensation of IT professionals employed by MNCs across India and the United States, we find a greater marginal effect of firm-specific IT experience in India but a greater marginal effect of MBA education in the United States. These findings suggest that the manner in which MNCs and emerging economy firms value and compensate IT professionals across geographies is consistent with their firm-level strategies and capabilities. The findings provide important insights on compensation of IT professionals within and across geographies based on firm national origin. These contributions are important to understand the broader context of compensation of IT professionals across firm national origin and geographies. [ABSTRACT FROM AUTHOR]

In this paper, we identify factors which improve the quality of technical education using the data from World Bank's Technical Education Quality Improvement Programme (TEQIP) in India. We evaluate the success of TEQIP in improving the quality of technical education in the country. Our findings show significant impact of this intervention on the quality of the technical education. The design, strategy, and implementation of TEQIP have crucial lessons for developing countries who want to build their technical education sector for rapid economic growth. [ABSTRACT FROM AUTHOR]

• Education has contradictory implications for young women in north India. • The nature of these contradictions has changed as new forms of patriarchy emerge. • Marriage constrains women's capacity to navigate education. • Long-term research reveals contradictions at a cohort and a household scale. • The Indian Government should invest in improving tertiary education for women. Scholars are increasingly emphasizing the contradictory nature of schooling's social effects, often blending Sen's (2000) insights on education's empowering role with critical sociological work on schooling and inequality (e.g. Majumdar and Mooij, 2011; Morarji, 2014). This paper advances this literature through examining shifts in girls' education in Bemni, Uttarakhand, India. The paper draws on two periods of ethnographic research – in 2003–2004 and between 2012 and 2017 – as a means of tracking long-term changes in the nature of the contradictions that young women experience. In the 1990s and early 2000s there was a marked increase in girls' primary schooling in this village and Uttarakhand more broadly. But girls were largely excluded from secondary school, and patriarchal assumptions regarding women's work remained largely unchallenged. By 2012, however, young women were participating in secondary education, seeking paid employment, and felt empowered by their schooling. Nevertheless, key challenges remained. Educated women experienced underemployment, relegation into less favoured university courses, and difficulties navigating marriage markets. In making these points, the paper underlines the value of holding the theoretical ideas of Sen (2000) alongside critical approaches to education, but it goes beyond existing work on the contradictions of education in two key ways. First, it highlights the experiences and voices of young women in the rural Global South, about whom there is currently a dearth of substantive material. I show that the contradictions associated with education among young women are sometimes different to those experienced by men in similar settings (e.g. Jeffrey et al., 2008; Mains, 2012). Second, I argue that the contradictions associated with education can change over time within a single location – an observation that emerges from longitudinal ethnographic research of the type showcased here. [ABSTRACT FROM AUTHOR]

Innovations are changing everything from school culture to student assessment. Changing educational needs of the student and advancement in technology has widened the area of responsibilities of teachers. Pre-service and in-service teachers training became crucial in this aspect. However, studies in field of teacher education point towards various lacunas in pre-service as well as in-service teacher education. In a bid to robust education system in national Capital, the Government of Delhi, began reforming school education in Delhi in 2015 by designing and successfully implementing large scale programs. Placement of Teacher Development Coordinator (TDC) in each school is one of such initiative introduced by Delhi Government through SCERT in July, 2017 as part of the flagship programme of Mentor Teachers. The vision of this programme is to create a collaborative network of teacher-educators for professional development of all teachers teaching in DoE (Directorate of Education) schools for creating 'An education system where everyone learns together'. This programme was started with a view to strengthen the culture of sharing teachers' best teaching practice in the school system, and to identify and work on the specific needs of teachers in particular school to further strengthen the learning of all students. This paper presents a comprehensive understanding of Teacher Development Programme- an innovative project stated by Delhi Government. [ABSTRACT FROM AUTHOR]