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  • 1
    Online Resource
    Online Resource
    From Good to Great in Indian Tertiary Education : Realizing the Promise of the National Education Policy (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Keywords: Access and Equity ; Education ; Education Indicators and Statistics ; Education Reform and Management ; Gender and Education ; Girls and Stem ; National Education Policy ; Tertiary Education System
    Abstract: India has one of the largest and fastest-growing tertiary education systems in the world. The system enrolls 37 million students across nearly 50,000 institutions. The recently endorsed National Education Policy (NEP) aims at a further doubling of the gross enrollment ratio in higher education from 26.3 percent to 50 percent by 2035. Despite its size and growth rate, and the emphasis placed on tertiary education by Indian policymakers in recent times, the system has faced continuous challenges of equitable access, quality, governance, and financing, with the quality of inputs and outputs not keeping pace with the expansion of the sector. The World Bank has supported tertiary education in India through a series of engagements in technical education at the national level, and general tertiary education in specific states. The NEP's proposal for broad-based tertiary education reforms as a key step toward transforming the tertiary education sector in India aligns with the Bank's global tertiary education strategy and presents an opportunity for the Bank's engagement in this area through analytic work, dialogue with key stakeholders, and strategic engagement with states and tertiary education institutions. Based on this analysis, the World Bank in 2020-2021 expanded its engagement in Indian tertiary education through dedicated analytical and advisory work in the NEP context. Focusing on the areas of access and equity, employability, digitalization, internationalization, academic careers, governance, funding, as well as quality assurance, the World Bank conducted a series of virtual events and prepared technical reports discussing the status quo in Indian tertiary education in the context of the proposed NEP reforms and international trends. The report at hand provides a summary of the outcomes of this work
    DOI: 10.1596/39582
    URL: lizenzpflichtig
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  • 2
    Online Resource
    Online Resource
    Public Participation, Teacher Accountability, And School Outcomes : Findings From Baseline Surveys In Three Indian States (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (39 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Pandey, Priyanka Public Participation, Teacher Accountability, And School Outcomes
    Keywords: Education ; Education for All ; Effective Schools and Teachers ; Human development ; Human resource development ; Papers ; Primary Education ; Professional development ; Schools ; Secondary Education ; Student achievement ; Student learning ; Teacher ; Teachers ; Teaching ; Tertiary Education ; Education ; Education for All ; Effective Schools and Teachers ; Human development ; Human resource development ; Papers ; Primary Education ; Professional development ; Schools ; Secondary Education ; Student achievement ; Student learning ; Teacher ; Teachers ; Teaching ; Tertiary Education ; Education ; Education for All ; Effective Schools and Teachers ; Human development ; Human resource development ; Papers ; Primary Education ; Professional development ; Schools ; Secondary Education ; Student achievement ; Student learning ; Teacher ; Teachers ; Teaching ; Tertiary Education
    Abstract: This paper presents findings from baseline surveys on student learning achievement, teacher effort and community participation in three Indian states, Karnataka, Madhya Pradesh and Uttar Pradesh. Results indicate low teacher attendance and poor student learning. Parents and school committees are neither aware of their oversight roles nor participating in school management. However, there is substantial heterogeneity in outcomes across states. Karnataka has better student and teacher outcomes as well as higher levels of community awareness and participation than the other two states. The authors find substantial variation in teacher effort within schools, but most observable teacher characteristics are not associated with teacher effort. One reason for low teacher effort may be lack of accountability. Regression analysis suggests low rates of teacher attendance are only part of the problem of low student achievement. The gains in test scores associated with higher rates of attendance and engagement in teaching are small in the states of Madhya Pradesh and Uttar Pradesh, suggesting teachers themselves may not be effective. Ineffective teaching may result from lack of accountability as well as poor professional development of teachers. Further research is needed to examine not only issues of accountability but also professional development of teachers
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 3
    Online Resource
    Online Resource
    Community Participation In Public Schools : The Impact of Information Campaigns In Three Indian States (2008)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (42 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Pandey, Priyanka Community Participation In Public Schools
    DDC: 370
    Keywords: Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Human development ; Human resource development ; Learning ; Learning outcomes ; Papers ; Primary Education ; Schools ; Teacher ; Teachers ; Tertiary Education ; Workers ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Human development ; Human resource development ; Learning ; Learning outcomes ; Papers ; Primary Education ; Schools ; Teacher ; Teachers ; Tertiary Education ; Workers ; Education ; Education for All ; Education sector ; Effective Schools and Teachers ; Human development ; Human resource development ; Learning ; Learning outcomes ; Papers ; Primary Education ; Schools ; Teacher ; Teachers ; Tertiary Education ; Workers
    Abstract: This study evaluates the impact of a community-based information campaign on school performance from a cluster randomized control trial. The campaign consisted of eight to nine public meetings in each of 340 treatment villages across three Indian states to disseminate information to the community about its state mandated roles and responsibilities in school management. The findings from the first follow-up 2-4 months after the campaign show that providing information through a structured campaign to communities had a positive impact in all three states. In two states there was a significant and positive impact on reading (14-27 percent) in one of the three grades tested; in the third state there was a significant impact on writing in one grade (15 percent) and on mathematics in the other grade tested (27 percent). The intervention is associated with improvement in teacher effort in two states. Some improvements occurred in the delivery of certain benefits entitled to students (stipend, uniform, and mid day meal) and in process variables such as community participation in each of the three states. Follow-up research needs to examine whether there is a systematic increase in learning when the impact is measured over a longer time period and whether a campaign sustained over a longer time is able to generate greater impact on school outcomes
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 4
    Online Resource
    Online Resource
    Does culture matter or firm? : demand for female labor in three Indian cities (2019)
    Washington, DC, USA : World Bank Group, Social, Urban, Rural and Resilience Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 28 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8736
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Das, Maitreyi B Does Culture Matter or Firm? Demand for Female Labor in Three Indian Cities
    Keywords: Graue Literatur
    Abstract: In discussing the inordinately low employment of Indian women in urban areas, several studies have argued that culture and attitudes have created a labor market that is inherently discriminatory. The unsaid corollary is that culture is slow and hard to change and so, women will stay out of the labor market until social change occurs. The empirical evidence on the role of culture is slim at best. This paper fills the void in the policy literature, as it assesses the relative role of culture, as signified by attitudes of employers, and firm characteristics in hiring women. The paper is based on a unique survey of 618 firms in three of the largest cities in the state of Madhya Pradesh (India)-Bhopal, Indore, and Gwalior. Using detailed descriptive, bivariate and multivariate analysis at the firm level, the hiring process, and attitudes toward male and female workers, the paper addresses the issue of culture and firm characteristics, while noting that the two are not necessarily in binary opposition. The results reinforce the conventional wisdom in some ways and are surprising in others. The most salient result is that employer attitudes matter much less for the chance that women will be hired, than do firm and location characteristics. This has significant policy implications, the most important of which is that female employment in urban India is amenable to policy intervention, and that it is not necessary to wait for culture to change
    DOI: 10.1596/1813-9450-8736
    URL: Volltext  (lizenzpflichtig)
    URL: Deutschlandweit zugänglich
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  • 5
    Online Resource
    Online Resource
    Getting the Right Teachers into the Right Schools : Managing India's Teacher Workforce (2017)
    Washington, D.C : The World Bank
    Details
    ISBN: 9781464809880
    Language: English
    Pages: 1 Online-Ressource (290 p)
    Series Statement: World Bank Studies
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als
    Abstract: India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India's 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts
    DOI: 10.1596/978-1-4648-0987-3
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 6
    Online Resource
    Online Resource
    Sri Lanka Education Sector Assessment : Achievements, Challenges, and Policy Options (2017)
    Washington, D.C : The World Bank
    Details
    ISBN: 9781464810534
    Language: English
    Pages: Online-Ressource (1 online resource (230 p.))
    Edition: Online-Ausg.
    Series Statement: Directions in Development;Directions in Development - Human Development
    Series Statement: Directions in Development - Human Development
    Series Statement: World Bank E-Library Archive
    Parallel Title: Druckausg.
    Keywords: Education Sector Assessment ; Early Childhood Development ; Human Development ; Primary Education ; Higher Education
    Abstract: A country's education system plays a pivotal role in promoting economic growth and shared prosperity. Sri Lanka has enjoyed high school-attainment and enrollment rates for several decades. However, it still faces major challenges in the education sector, and these challenges undermine the country's inclusivegrowth goal and its ambition to become a competitive upper-middle-income country. The authors of Sri Lanka Education Sector Assessment: Achievements, Challenges, and Policy Options offer a thorough review of Sri Lanka's education sector-from early childhood education through higher education. With this book, they attempt to answer three questions: How is Sri Lanka's education system performing, especially with respect to participation rates, learning outcomes, and labor market outcomes? How can the country address the challenges at each stage of the education process, taking into account both country and international experience and also best practices? Which policy actions should Sri Lanka make a priority for the short and medium term? The authors identify the most critical constraints on performance and present strategic priorities and policy options to address them. To attain inclusive growth and become globally competitive, Sri Lanka needs to embark on integrated reforms across all levels of education. These reforms must address both short-term skill shortages and long-term productivity. As Sri Lanka moves up the development ladder, the priorities of primary, secondary, and postsecondary education must be aligned to meet the increasingly complex education and skill requirements
    Note: Description based on print version record
    DOI: 10.1596/978-1-4648-1052-7
    URL: Volltext  (Deutschlandweit zugänglich)
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