ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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The Governance Conundrum

Rules and rationalities are the bases of analysis in a rules-determined governance model. Power as the ability to influence decision-making and the influence of power centres are not sufficiently examined in the literature on the governance of higher education. Various centres of power in the functioning of universities are analysed in this paper. It is found that conflict among power centres affects governance in an amorphous way. Power centres in the governance of higher education are a useful instrument to study the governance of universities.

A School that Lives

The School at Ajmeri Gate: Delhi’s Educational Legacy by Azra Razzack and M Atyab Siddiqui, New Delhi: Oxford University Press, 2022; pp xxv + 501, `2,295.

Quality Assessment of Higher Education Institutions

The National Education Policy 2020 aims to establish a unified Higher Education Commission of India and introduce a new National Accreditation Council with a binary grading system. However, the transfer of accreditation powers to private institutions raises concerns about the potential irregularities and risks associated with evaluating educational institutions through a private sector lens.

Uneven Gains and Bottom-50 Districts

Using data from the National Family Health Survey­-5 (2019–21), it is found that younger individuals (20–40 years) have made impressive gains in education. The average young Indian has a high school education—much better than their mother’s generation that went to school for only three years.

Educational Deprivation of the Tribes

The paper examines the nature of tribal deprivation, with specific focus on the issue of education. The research delves into the supply– and the demand–side factors, which determined the state of education within a region. Reaffirming the deprivation faced by the tribal communities, the study identifies specific factors that cause marginalisation. It points to the failure of the uniform tribal development programme to deal with the context–specific problems and thereby achieving the targeted results. The paper suggests the importance of not assuming the homogeneity of tribal societies, and need for public policies that are sensitive to this fact, in order to translate the goal of empowerment into a reality.

On the Global Education Monitoring Report 2023

Taking stock of the shifts in education and technology in an increasingly digitised world is a necessity.

Does Access to Educational Institutions Signify Gaining Quality Education?

The Annual Status of Education Report has been instrumental in understanding the education trends in rural India. The ASER 2022, published after a gap of four years, draws attention to the aftermath of the COVID-19 pandemic on the primary and middle school education. While an increase in the enrolment rate is an encouraging observation, declining foundational learning abilities is a grim development. Drawing inferences from the major findings of the report, this article suggests the need for renewed collective efforts from the state, teachers, parents, and neighbourhood community to meet the new educational challenges.

 

Modern Challenges to the Dravidian Movement: The Question of Access and Quality of Higher Education in Tamil Nadu

Tamil Nadu has one the highest g ross e nrolment r at io in h igher e ducation among major states in India at 51.4%. These impressive numbers can be traced to multiple schemes of successive Dravidian g overnments that placed a firm emphasis on caste-based social justice, while also focusing on economic development and mobility. However, the abject quality of h igher e ducation i nstitutions in Tamil Nadu casts a serious shadow on the legacy of the Dravidian Movement. Increased privati s ation, low employability of graduates , and poor quality of h igher e ducation i nstitutions (HEIs) further exacerbate wage disparities and income inequalities, taking away the benefits of caste-based reservations, among other legacies of the Dravidian m ovement. This article analyses the shortcomings of the h igher e ducation model in Tamil Nadu and shows how increased access to higher education does little to acknowledge the socio-economic processes of caste in Tamil Nadu.

Overlapping Marginalities

The experience of the COVID-19 pandemic shows that excessive reliance on digital technologies for delivery of education can sharpen the inequalities in learning. In Bhiwandi, both a metropolitan and a digital periphery in Maharashtra, such unequal learning opportunities further marginalised the citizens of the locality. Female students additionally faced several challenges. Among the many freedoms upended during the pandemic was the spatial mobility, offered by the physical access to the colleges. Where educational institutions failed to effectively adapt to the situation, undergraduate Muslim women experienced a lack of digital access and poor quality of learning.

Papering over the Cracks

The multidimensional poverty index conceals more than it reveals.

Homo Sapiens to Homo Digitalis

Through a systematic call for massive corporate investment in the education sector and a greater emphasis on the online mode, education sector is manoeuvring the revival of the enfeebled capitalist system. To analyse this interrelationship, we require studying the complex network of power and hegemony within a given society.

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