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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.

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.

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 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]

• 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]

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]

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]

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]

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]

Purpose: This study aims to document the participation of intra-household decision-making activities by older adults in India. Design/methodology/approach: This study has used a nationally representative sample of 21,662 older adults (aged 60 and above) from the Longitudinal Ageing Study of India data of 2017–2018. Intra-household decision-making participation is measured based on decision-making activities that includes marriage of daughter/son, buying and selling of property, giving a gift to the family, education of family member and arrangement of social/religious events. This paper used bivariate analysis and binary logistic regression model to examine the factors associated with the participation of older adults in the intra-household decision-making activities. Findings: The result has shown that older persons' participation declined with increased age. This study has also found a difference in the participation of intra-households decision-making activities between male and female, rural and urban older adults, poor and rich older adults. Older adults with good health status who maintain social engagement and a good lifestyle are more likely to participate in the household's decision-making activities. Practical implications: Older adults with better economic and social status are more likely to participate in intra-household decision-making activities that make their life happier than the counterpart. Therefore, emphasis should be given to those vulnerable older adults who do not have any social and economic security in the society. Originality/value: There are limited studies available on intra-household decision-making participation by older adults. This paper documents the intra-household decision-making participation by older adults in India with a nationally representative large sample. [ABSTRACT FROM AUTHOR]

The world we live in today compels what Ruben Gaztambide-Fernandes describes as 'intensified encounters with difference' constituted by contradictory and paradoxical movements. A decolonial approach to constructing global imaginaries centres on reconfiguring human relations in ways that unmask complicity and denial and further healing, justice and solidarity. In this paper, we reflect on the possibilities and challenges for alternative approaches to global citizenship education (GCE) in India through the experience of a thirty-year old educational programme called Avehi-Abacus (AA). The paper begins with an overview of the historical influence of colonial, nationalist and neoliberal discourses on citizenship and citizenship education. We then reflect on specific pedagogical challenges and possibilities in relation to (a) unlearning socio-cultural diversity as deficit and danger, and (b) reimagining ourselves and our relationships with other living beings. The discussion highlights the intrinsic linkages between knowledge, relation and affect in an educational approach which attempts to inculcate alternative understandings of being and becoming a global citizen. [ABSTRACT FROM AUTHOR]

This paper offers gendered accounts of girls' schooling and childhood from urban India. It challenges global 'girl effect' narratives by grappling with the interplay of poverty and caste patriarchy and how it shapes families' struggles and concerns and girls' (re)productive labour, (un)freedoms and classroom experiences. Moving beyond the notion of 'multiple childhoods' it develops a conceptual framework that accounts for the way the state, the market, economic inequalities and local patriarchies inscribe poor girls' schooling and work. Drawing upon ethnographic work with Class VIII students in a state school it also unpacks girls' negotiation of classed and casted patriarchies. [ABSTRACT FROM AUTHOR]

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

Purpose – The purpose of this paper is to identify challenges for management education in India and explain their nature, significance and interrelations using total interpretive structural modelling (TISM), an innovative version of Warfield’s interpretive structural modelling (ISM). Design/methodology/approach – The challenges have been drawn from literature and validated by an empirical study conducted through questionnaires administered electronically and personally to 250 management graduates. TISM has been applied to 14 finalised factors. Findings – All the identified factors, except accreditation, were found to be important. Ineffective regulatory bodies and ineffective leadership emerged as the biggest roadblocks. Several significant interrelations were found which were sometimes not revealed by plain observation. Originality/value – The existing literature has discussed the challenges for management education but not their interrelations. This paper uses TISM to demonstrate the relationships between different challenges and to explain the logic behind the relationships. The results would be useful for the owners (or managers) of management institutes faced with the same challenges. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students. Design/methodology/approach: ASAP is applied as a case study to examine the employability enhancement initiative in India. Findings: Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students' technical and skill development can help overcome local and national talent shortages. Originality/value: The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided. [ABSTRACT FROM AUTHOR]

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

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

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

Learning environments have changed significantly in the past few decades due to the inclusion of emerging Information and Communication Technology (ICT), both in hardware and software, as well as various online media in classrooms. Learners today utilize mobile gadgets and applications as their primary sources of information, knowledge, and social discourse. However, despite these advances in learning all technologies and the way learners have adapted to their changing environments, Technology is often used to supplement, rather than drive, the learning environment. Smart learning involves the emerging notion of smart technology. Incorporating smart learning techniques into classroom teaching seems very interesting and constitutes complete knowledge pack. Further it is interesting to see what is being done, what issues are emerging, and what successes possible in the concerned areas that likely to occur in the next few years. In responding, this conceptual paper seeks to identify learning elements and approaches that might lead to stable, coherent and exhaustive understanding of smart learning environments, thereby providing standards development for learning, education. [ABSTRACT FROM AUTHOR]

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

Purpose – The purpose of this paper is to outline tools and techniques to ensure innovative management education in India. Design/methodology/approach – The paper addresses the challenges in the present Indian management education and outlines a blueprint with innovative solutions. Findings – It calls for support from all stakeholders including industry, educators, students, educational institutions, government and thought leaders to innovate Indian management education as per the global standards to create world class managers and leaders. Practical implications – These tools and techniques can be customized in other countries to ensure quality management education. Social implications – The social implications of this research suggests that stakeholders must strive to ensure innovative management education to create effective managers and leaders globally. Originality/value – It overhauls Indian management education as per international standards. It explains management education from the perspective of Henry Mintzberg. It reinvents management education as per the dynamic global business environment. [ABSTRACT FROM AUTHOR]

This paper reports on a rigorous literature review of research into medium of instruction in Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findings, which are discussed in two parts: the first categorises the three areas of research explored in the empirical studies reviewed, namely the effectiveness of language-in-education policies, problems hindering the implementation of these policies, and attitudes to these policies. The second provides an overview of the recommendations for how, given the obstacles in implementing the current policies, to better ensure the effectiveness of language-in-education policies in Ghana and India. Together these findings show that similar issues arise that contribute to challenges of providing equitable, quality education, and similar recommendations have been put forward as a result. This paper thus provides a valuable overview of key issues in the role of language-in-education policies in improving equity and quality in education in LMICs. [ABSTRACT FROM AUTHOR]

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

Education is an important tool for development of an individual, society and for a country. Quality Education plays an important role in Sustainable Development of a country. Over a period of time, India has shown significant progress in increasing the overall literacy level. But, whether India is able to give quality education is a big question. The Sustainable Development Goal 4 “Quality Education” focus on the educational development of the country. To achieve quality education, India has to achieve the targets of Sustainable Development Goal 4. The Sustainable Development Goal 4 has 10 targets to achieve through various government schemes, New Education Policy (NEP) and with the assessment of NITI Aayog. This paper focuses on the progress and achievements of Quality Education in Indian States and Union Territories. [ABSTRACT FROM AUTHOR]

Sudden health shocks may be devastating if their consequences are transferred to human capital formation of children, especially in families that are unable to access affordable healthcare. As such, access to health insurance may play a role in determining schooling decisions. I examine the impact of India's national health insurance scheme (RSBY) on gender differences in school enrolments in this paper. Employing difference‐in‐differences and triple differences approaches, I find that RSBY reduces the gender gap in school enrolments. Therefore, while RSBY was implemented with the aim of reducing financial burden for the poor, I find evidence that it has unintended positive consequences for girls in particular. [ABSTRACT FROM AUTHOR]

This paper estimates the returns to education for adult male workers in regular and casual wage employment using Indian national survey data at three points in time spanning almost two decades. Both standard and augmented Mincerian wage equations are estimated using a set of human capital measures and other controls after addressing the issue of potential selection bias. This paper finds that the returns to education are significantly different for the two types of workers—while casual workers face at best flat returns to education, the returns to education for regular workers are positive and U‐shaped with respect to education levels. There is also some evidence of a widening wage gap between regular workers with graduate and primary education that could possibly be a consequence of trade liberalization and other reforms pursued during the 1990s. [ABSTRACT FROM AUTHOR]

This paper aims to assess the intergenerational mobility of educational and employment status using a nationally representative large dataset collected by the National Sample Survey Organisation (NSSO) for the 68th round Employment and Unemployment Survey (EUS) in India. To understand the influence of mother's and father's educational status on their children's education and employment, sons' data has been matched with mother's and father's data for each household. The paper applies multinomial logistic regression analysis to predict the impact of parents' education on their sons' educational and employment status achievements. Father's education level has moderate upward mobility across generations, while mother's education level is having a significantly higher influence on the upward mobility of sons' educational and employment outcomes. Parental education determines children's' educational level and employment status after controlling other factors. Therefore, the study suggests more inclusive educational policies with more generous incentives for less educated households, to encourage their children to send to quality schools to compensate for the lower education level of parents. It is also crucial to emphasize and pay greater attention towards improving female education as mother's education has more intergenerational positive impact on children's education and employment. [ABSTRACT FROM AUTHOR]

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

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

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

Microfinance has been recognized globally as a poverty alleviating strategy and particularly as a gender equality enhancing approach. There have been immense, intense and nuanced debates in the field of international development, feminist studies and comparative social policy regarding the role of microfinance in addressing gendered poverty. This paper provides an account of these debates and the conceptual and theoretical perspectives underpinning them. These debates are used as a way to frame the dominant understandings of the relationship between gendered poverty and education in the context of microfinance policies and practices. These global discourses are interrogated against particular representations of the same by consumers of microfinance. In other words, employing narratives of 27 in-depth interviews with consumers of microfinance and their kin from India and Australia, the paper highlights how global discourses are contested in the local everyday lives of poor women and men. By doing so, the paper calls for re-casting educational goals, in poverty alleviation and gender equality strategies, as moving beyond access for women to expanding freedoms of women and men. [ABSTRACT FROM AUTHOR]

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Purpose – Management education is at its peak in India. But pedagogy and modes of delivery are not always innovative compared to top international Business Schools. It is through experimentation that the paper may be able to discover what works best in our context. The purpose of this paper is to determine the effectiveness of intensive mode of delivery vs traditional semester-wide teaching of management courses among MBA students of a leading Business School, through one such experiment. Design/methodology/approach – A total of 19 dimensions were used in this study. The questionnaire was tested on two different groups. An independent sample t-test was conducted for each dimension, to find out if the group that was subjected to this experiment had opinions different from the group that did not undergo the accelerated version. Findings – The results indicated perceptions on most of the dimensions disconcerting, barring increase in commitment, engagement, focus, and concentration with intensive mode. Further, this negative perception augmented towards intensive delivery mode, after experiencing traditional delivery. Practical implications – The literature does appear to show controversial outcomes related to intensive mode but more studies are in support of intensive modes of delivery format. The issue of whether students learn better in a semester/trimester of traditional length or with a compressed schedule is a key concern to the innovations in higher education scheduling today. Findings of this study pose a serious threat to all those management institutions which are planning to attempt to speed up the delivery of programmes and courses within them in order to reduce cost or other reasons. Originality/value – In education literature, significant amount of research has been carried out using a time compressed in developed countries. This study is one of the first studies, which focuses on determining the effectiveness of intensive teaching against traditional trimester/semester wide teaching among MBA education in India. [ABSTRACT FROM AUTHOR]

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

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

Purpose Quality education can be provided to underprivileged section in developing economies by the collaborative effort of private-paid schools. The purpose of this paper is to explore and highlight the model which can be adopted by a private school in imparting education to girls coming from lower income strata. It also highlights how synergies could be attained by sharing of resources in terms of infrastructure and utilities.Design/methodology/approach Data are gathered through multiple sources via literature and interviews with variety of people including CEO, principal and students. Data on profile of students were provided by the school.Findings Achieving quality education for girls of low-income strata is possible by efficiently utilizing the resources of a private-paid school. The school operates in second shift when the infrastructure is lying idle without any use. The mammoth cost of building a school can be saved and funds can be diverted for running it. Successful experiments like Prerna shows very distinctively how well-defined intervention strategies and innovation to methodologies using existing infrastructure can provide meaningful access to education not only to girls but to all.Research limitations/implications Can the model be adopted by government of developing economies by making it compulsory for every private-paid school.Practical implications Findings confirm that quality education to underprivileged girls is a reality at a minimum possible cost.Social implications A learned and well-informed girl is in a better position to take life decisions. In a country like India, where cost act as a deterrent to girl child education this model provides a solution to an extent, bringing relevance of education in their lives by right empowerment approach through focused discussions in the form of critical dialogues on sensitive issues related to marriage, sexual abuse, domestic violence, health and others.Originality/value This paper provides case-based evidence of how a successful private-paid school can participate in bringing a paradigm shift in providing quality education to underprivileged girls. It helps in understanding dynamics of sustaining such project. [ABSTRACT FROM AUTHOR]

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

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]

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]

Purpose – The purpose of this paper is to examine the careers of skilled migrants from Indian Punjab. This study complicates the normalization of skilled migration as a "win-win" situation by examining the career trajectories of skilled migrants from the Indian Punjab who are trying to establish themselves in Britain. Design/methodology/approach – The paper examines 20 life history interviews undertaken with skilled migrants from the Indian Punjab to Britain, in IT, media, law and hospitality industries, health and welfare professionals, and student migrants. Findings – Skilled migrants were able to migrate on their own auspices through migration economies in Punjab. Once in Britain, however, they were directed to universities and labour markets in which they were not able to use their skills. They experienced under-employment, devaluation of their qualifications and downward mobility, which forced them into ethnic and gendered markets within their home networks and created ambivalence about migrant success and issues of return. Research limitations/implications – The study emphasizes the need to take a transnational lens when looking at skilled migration, address how migrants' career trajectories are limited by racism, anti-immigration sentiment and gender inequality, and consider temporality and uncertainty. Originality/value – The paper raises questions concerning the ways in which rapidly changing "managed migration" policies in Britain have burdened individual migrants. [ABSTRACT FROM AUTHOR]

Purpose School-based nutrition education programmes have the potential to reinforce healthy dietary behaviours in adolescents. The purpose of this paper is to understand the views of secondary school students in Kolkata, India, regarding the food and nutrition curriculum, food skill acquisition at school and home and barriers to learning food skills.Design/methodology/approach The sample of 1,026 year nine students was drawn from nine private, English-speaking secondary schools in Kolkata, India to participate in a cross-sectional, self-reported paper-based survey. Data analyses including descriptive statistics and χ2 analyses were performed.Findings The majority of the respondents (65.3 per cent) were female. Biology, Home Science and Life skills classes were the main places in which students acquired food and nutrition knowledge. Almost two-thirds of the respondents acknowledged the importance of acquiring food-related knowledge and skills. Approximately half (48.3 per cent) reported that the food and nutrition curriculum involved excessive memorisation while around the same proportion described the curriculum as interesting (47 per cent) and easy to comprehend (50.3 per cent). However, relatively few students said they enjoyed attending food and nutrition classes (38.7 per cent). Only a minority reported receiving food skills training, i.e. cooking skills (23 per cent), meal planning skills and food purchasing skills (12.3 per cent) at school. Despite some parental support received at home, time constraints (50.5 per cent) and lack of interest (26.3 per cent) were cited as prominent barriers to learning food skills.Practical implications These data underscore the need for a skills-focussed food and nutrition curriculum to improve Indian adolescents’ food-related skills, nutritional knowledge and dietary behaviours.Originality/value This is the first cross-sectional survey to investigate the delivery of nutrition education and food skills in the Indian school context. [ABSTRACT FROM AUTHOR]