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1. Budget Brief: Samagra Shiksha

Author:
Mridusmita Bordoloi, Avani Kapur, and Sidharth Santhosh
Publication Date:
02-2023
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
Samagra Shiksha is Government of India’s (GoI’s) school education programme covering preprimary to higher-secondary levels. Launched in April 2018, the scheme is the primary vehicle to implement the provisions under the Right of Children to Free and Compulsory Education (RTE) Act, 2009, and the goals for school education envisaged under the National Education Policy (NEP), 2020. After a year of reopening of schools, post the COVID-19 pandemic, this brief uses government data to analyse Samagra Shiksha performance based on: ■ Trends in allocations, releases, and expenditures; ■ Component-wise approved budgets; ■ School enrolment trends pre and post COVID-19 pandemic; and ■ Learning outcomes and ICT infrastructure.
Topic:
Education, Governance, Budget, COVID-19, and Public Spending
Political Geography:
South Asia and India

2. The future of women in India: Barriers, facilitators and opportunities

Author:
Amita Vyas, Misha Iqbal, Capucine Querenet, Harris Samad, and Irfan Nooruddin
Publication Date:
03-2023
Content Type:
Policy Brief
Institution:
Atlantic Council
Abstract:
The barriers South Asian women face in the workforce are deep and intersecting, including but not limited to: accessing digital technology; disruptions to supply chains; the dual burden of managing eldercare and childcare; limited physical and mental health services; and the increased risk of gender-based violence (GBV). These are key obstacles to women’s labor force participation, and all were exacerbated by the COVID-19 pandemic. According to a joint report published by the International Finance Corporation and the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women), 35 percent of women entrepreneurs in India reported that they have suffered declining revenues due to COVID-19, and 72 percent of female small business owners in Sri Lanka reported experiencing difficulties accessing their usual financial services. The same report found that female job-loss rates resulting from COVID-19 are about 1.8 times higher than male job-loss rates globally. Women’s participation and advancement in the labor force not only benefits women themselves, but also men, families, communities, and the entire nation. Despite this, women’s work is a minefield of visible and invisible barriers, rooted in inequality, patriarchy, and privilege. Global corporations, civil society, governments, and businesses across the South Asian region and the globe are committed and poised to support women’s advancement in the workplace, and are well positioned to accelerate and complement these efforts through direct investments and advocacy. But, first, two key areas must be explored, and they serve as the foci for this issue brief: Raise awareness of key economic challenges facing women across the region. Explore best practices and opportunities for addressing these pressing challenges.
Topic:
Education, Women, Resilience, and Society
Political Geography:
South Asia and India

3. Internationalising Indian Education: Work Visas for Foreign Students

Author:
Sifra Lentin
Publication Date:
11-2023
Content Type:
Research Paper
Institution:
Gateway House: Indian Council on Global Relations
Abstract:
This paper recommends amending India’s student visa policy to allow foreign students to work in India on paid internships while studying at Indian colleges and universities, and in jobs for pre-determined periods after they graduate. This modification to India’s ‘S’ Visa provisions would be an important step towards internationalising Indian higher education institutes (IHEIs) – a pivotal objective of India’s New Education Policy (NEP 2020), which advocates attracting more foreign students to study in Indian colleges but does not address changes in student visa rules, even though they would align India’s student visa practices with global norms. The paper supports its argument with five key findings: First, authorising foreign students to work in India surely would attract many more than the estimated 50,000 foreign students currently studying in Indian colleges either at their own cost or on scholarships. Second, India’s accredited new private and regional or state universities and colleges would benefit greatly from an increase in overseas students. New Indian universities have been seeking to build culturally and globally diverse student bodies, enrich classrooms, expand student networks and bring in foreign-exchange revenues. Allowing foreign students to work during or immediately after their time on campus will support their pursuit of all these goals, in particular by attracting students from beyond India’s neighbourhood. The success of overseas Indian doctors and engineers in these countries will encourage students from developed countries to enrol in Indian institutions, and students from established source countries in Africa and South Asia will see the opportunity to get field experience in India as a key value addition to Indian degrees. Third, work visas for foreign students would be important for Indian companies that are internationalising. Through on-campus recruitment and hiring of foreign talent on Indian campuses and hiring alumni of Indian colleges and universities who return to their home countries, Indian companies should be able to develop a natural talent cohort that is culturally acclimatised to India. Fourth, alumni of Indian institutions of higher learning who return to their countries of origin can serve as a valuable “cultural bridge” between India and other countries. Finally, for India’s foreign policy, student work visas would reinforce an important plank of bilateral relations: reciprocity. An estimated 65% of Indian students who study abroad – 7,50,000 Indian students in 2022 – avail themselves of overseas work experience. Offering one-to-three-year work visas to foreign students who graduate from Indian universities can only strengthen India’s international relationships. A student work visa policy can be implemented in a two-year phased and regulated manner. Such an implementation period will help all stakeholders – universities and colleges, companies, and ministries of education, external affairs, home, finance, and commerce – to develop and hone systems, processes, policy, regulations and coordination structures.
Topic:
Education, Students, Visa, and Internationalization
Political Geography:
South Asia and India

4. Budget Brief: Pradhan Mantri Poshan Shakti Nirman

Author:
Avani Kapur, Sharad Pandey, and Madhur Sharma
Publication Date:
02-2023
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
The National Programme of PM POSHAN, previously known as the National Scheme for Mid-Day Meals in schools (MDM), is a scheme to provide one hot cooked meal in government and government-aided schools, with an aim to improve the nutritional status of students. This brief reports on trends for PM POSHAN performance along the following parameters: ■ Past trends in allocations, releases, and utilisation; ■ Coverage and provision of meals to students; and ■ Management Information System (MIS) and Automated Monitoring System (AMS).
Topic:
Education, Budget, and Students
Political Geography:
South Asia and India

5. So Old and Yet So New: Buddhist Education and the Monastic Curriculum in Contemporary Bhutan

Author:
Dorji Gyeltshen and Manuel Lopez
Publication Date:
03-2022
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
The emergence of a modern secular educational system in Bhutan in the 1960s forced the monastic institutions in the country to adapt and change to the new social, political and educational landscape. This article explores the transformation and changes to monastic education in Bhutan during the second half of the 20th century and the early 21st century, with a particular focus on the introduction of a new monastic curriculum in the 1980s and the rise of the Shedra (Tib. bshad grwa) or monastic college as the central religious educational institution in contemporary Bhutan. The article is based on research that took place during the summers of 2018 and 2019, where the authors visited dozens of monasteries, collected various curricula, and talked to monks and officials all over the country. We argue that Bhutan is in the midst of a new transformational period in which Buddhist education and the monastic curriculum are being revitalized through a series of innovations and changes that have to do as much with a dialogue with secular education as with the impact of other factors: the influence of transnational Buddhist movements and ideas, the introduction of the commentarial curriculum from Tibetan monasteries in India, and the loss of political power after the introduction of the Bhutanese constitution in 2008, among others. The result is a monastic curriculum that asserts specific Bhutanese sectarian and national identity, and introduces a religious education that is transforming monastic life and education in ways that we are only beginning to see.
Topic:
Education, Religion, Buddhism, and Curriculum
Political Geography:
South Asia, India, Tibet, and Bhutan

6. Elementary education in India versus China: Guidelines for NEP implementation

Author:
Naveen Kumar and Vinitha Varghese
Publication Date:
06-2022
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
This paper documents the state of elementary education in India and China since the 1960s, key lessons for India from China’s shift in focus from ‘quantity’ to ‘quality’, and evidencebased guidelines for effective implementation of India’s New Education Policy 2020 (NEP 2020). The divergent policy focus has led to differential trajectories for elementary education in the two emerging economies, with China being decades ahead in improving literacy rates. China’s adoption of the New Curriculum Reform 20 years before India’s NEP 2020 has put China on the path to achieving equitable development of ‘quality’ compulsory schooling. India’s NEP 2020 has components that have the potential to improve quality, equity, and efficiency of the education system. This paper makes the following recommendations for effective implementation of some of the NEP 2020 components: (1) an additional worker should be recruited at every preschool centre; (2) more resources should be allocated towards implementation, evaluation, and needed recalibration of the management of school clusters; (3) teacher recruitment, training, and rewards should be revamped; (4) standardized tests should be protected from data corruption, fudging, or grade inflation; and (5) a national-level road map and regular evaluations have to be introduced to ensure participation of socio-economically disadvantaged groups in education.
Topic:
Education, Literacy, and Schools
Political Geography:
China, South Asia, India, and Asia

7. Is economic development affected by the leaders’ education levels?

Author:
Chandan Jain, Shagun Kashyap, Rahul Lahoti, and Soham Sahoo
Publication Date:
06-2022
Content Type:
Working Paper
Institution:
United Nations University
Abstract:
Although formal education is often considered an indicator of political leaders’ quality, the evidence on the effectiveness of educated leaders is mixed. Besides, minimum education qualifications are increasingly being used as requirements for contesting elections, making it critical to understand the role of politicians’ education in their performance. We investigate the impact of electing an educated politician on economic development in the politician’s constituency in India. We use constituency-level panel data on the intensity of night-time lights to measure economic activity. Our identification strategy is based on a regression discontinuity design that exploits quasirandom outcomes of close elections between educated and less-educated politicians. We find that narrowly electing a graduate leader, as compared to a non-graduate leader, in the state assembly constituency increases the growth rate of night-time lights by about three percentage points in the constituency. As pathways, we find that graduate leaders improve the provision of roads, electricity, and power; however, they do not significantly impact the overall provision of public goods. In comparison with findings from other studies in the literature, our result suggests that the impact of formal education of the leader is weaker than the leader’s other characteristics, such as gender or criminality.
Topic:
Education, Politics, Elections, and Leadership
Political Geography:
South Asia and India

8. One Nation One Subscription

Author:
Usha Mujoo Munshi and Jagdish Arora
Publication Date:
01-2021
Content Type:
Special Report
Institution:
India International Centre (IIC)
Abstract:
One Nation, One Subscription (ONOS), an initiative proposed by the Government of India (GoI), aims to provide countrywide access to national and international scientific and academic content. ONOS is expected to sign national licenses with most of the prominent STEM publishers and database producers across the world in order to encourage easy access to highquality academic information, thus stimulating scientific research and innovation in the country. This initiative is expected to benefit research and educational institutions including universities, colleges, research organisations, as well as every citizen of the country through public libraries.
Topic:
Education, Government, Research, Academia, Publishing, and Information
Political Geography:
South Asia and India

9. Birth Order, Sibling Sex Composition, and Quantity–Quality Trade-offs – Evidence from India

Author:
Ilke Onur and Malathi Velamuri
Publication Date:
02-2021
Content Type:
Research Paper
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
We use two waves of data from the India Human Development Survey to investigate the effect of family size on (i) parental expenditures on children’s education; and (ii) test scores of proficiency in reading, writing, and maths for 8–11-year-old children. We investigate whether these effects vary by gender, birth order of children, and sibling sex composition. We address the endogeneity of family size, using an instrumental variable approach. Our ordinary least squares estimates provide evidence of quantity–quality trade-offs in children’s educational expenditures, the existence of birth-order effects, and a sizeable pro-son bias. For test scores as well, ordinary least squares estimates indicate negative spillovers from additional children. The instrumental variable estimates, in contrast, find no evidence of quantity–quality trade-offs, birth order, or sibling sex composition effects in either expenditures or test scores. However, instrumental variable estimates of the male premium are bigger than ordinary least squares estimates. They also suggest that children enrolled in private schools do no better than those in government schools. Moreover, the advantage that boys appear to have over girls in maths is largely reversed in private schools.
Topic:
Education, Gender Issues, Children, and Family
Political Geography:
India and Asia

10. Kanak Mukherjee (1921-2005): Women of Struggle, Women in Struggle

Author:
Tricontinental: Institute for Social Research
Publication Date:
03-2021
Content Type:
Research Paper
Institution:
Tricontinental: Institute for Social Research
Abstract:
The twentieth century was marked by national liberation struggles that emerged in Africa and Asia, as well as in Latin America where neo-colonial structures had subordinated the formally independent countries. The achievements of the Russian Revolution in 1917 inspired the peasantry and the working class across the Global South. The fight for equality and liberation under the leadership of working people are ongoing in the anti-imperialist struggles of our time. Women, in a myriad of ways, powerfully shaped and continue to shape all of these struggles. In the Women of Struggle, Women in Struggle series of Tricontinental: Institute for Social Research, we will present the stories of women in struggle who contributed not only to the wider arena of politics, but who also pioneered the establishment of women’s organisations, opening up paths of feminist resistance and struggle throughout the twentieth century. Praxis, as a knowledge of theory and of organisational methods of struggle as they change and respond to history, gives sustenance to ongoing struggles to face oppression. As militants, we study the diverse organisational methods of these women not only to better understand their political contributions, but also to inspire us as we build the organisations necessary for our fight against oppression and exploitation today. In this second study, we discuss the life and legacy of Kanak Mukherjee, a fighter for the people and people’s struggles who was born in undivided Bengal, India, in 1921. The rich trajectory of her activism teaches us about the history of women organising in local, national, and international struggles that linked women’s rights to anti-imperialist and anti-capitalist struggles throughout the twentieth century. In Mukherjee’s own words: ‘We cannot see the question of women’s rights in isolation. The roots of women’s subjugation and the discriminations against them lie in class exploitation’.
Topic:
Education, Imperialism, Colonialism, Feminism, Biography, and Gender
Political Geography:
India and Asia