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State of Indian Public Schools since the Right to Education Act

Vol. 58, Issue No. 16, 22 Apr, 2023
Ishita Chatterjee, Marie-Claire Robitaille

Despite decades of promise for reforms by the government, India’s education system still remains in a poor state. Using District Primary Education Programme data, the progress, or lack thereof, in achieving the targets of the Right of Children to Free and Compulsory Education Act is assessed. While there has been some progress, such as construction of toilets and ramps in schools, for many indicators, little or no progress was seen in more than a decade since the enactment of the RTE Act in 2009. While the data analysed here precede the COVID-19 pandemic, there is no doubt that improving the delivery of education has become even more urgent after months of school closure. 

Overindulgence in the Facile

Vol. 57, Issue No. 38, 17 Sep, 2022
Charusheel Tripathi

In light of the concern of whether pedagogy and quality of education are treated symbiotically or not, the intent behind the article is twofold: fi rst, it will focus on how the term “quality education” and “quality of education” were taken up at the national level and within international domains, and what were their contents and intricacies, keeping in mind the differences between the two concepts; second, it will directly delve into the question of: Have pedagogy-related variables been considered for measurement? This query will be contextualised with reference to a list of fi ve nationwide metrics or surveys in India and their subjective ideas of the principal attributes of quality education.

Human Development Index 2021–22 and India

Vol. 57, Issue No. 38, 17 Sep, 2022

The slowdown in the growth of life expectancy, schooling, and income has become a major challenge.

Inequalities in School Education

Vol. 57, Issue No. 29, 16 Jul, 2022

The National Achievement Survey shows that students from disadvantaged social groups lag behind.

Skill Training or Nipping Potential in the Bud?

Vol. 51, Issue No. 18, 30 Apr, 2016
Radhika Saraf

The introduction of skilling programmes in government schools from the secondary level itself--as part of the Indian government's ambition to make India the "Skill Capital of the World"--will restrict young people, largely from socially underprivileged backgrounds, to low-productivity blue-collar employment in the informal sector. What is needed is not truncated education in the form of vocational training, but quality basic education for all, which will enable young people to compete for employment in the formal economy.

Government Wage Policies in Public Sector, 1947-1982

Vol. 36, Issue No. 02, 13 Jan, 2001
Dilip Subramanian

Since independence the government has striven to adopt wage fixation policies with regard to public sector organised labour. Initially the role was discharged by the judiciary and a while later by a tripartite machinery - the wage boards. However, the setting up of the Bureau of Public Enterprises in the early 1960s signalled a shift to greater centralisation. Despite the bureau's existence as a 'supra-bureaucracy', its attempts to impose wage standardisation and salary restraints, but for a brief period during the emergency years, proved by and large ineffectual.

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