The Right of Children to Free and Compulsory Education Act (RTE), 2009 ratified education as a fundamental right and seeks to promote equitable access to education for all children up to the age of 14 years. However, the Act focuses almost entirely on school inputs and not on learning outcomes. The lack of a focus on output has been accompanied by poor learning outcomes, increased pressure on government capacity and the implementation of policies that may not necessarily give the returns in terms of improving outcomes. In this paper, we argue for a case to shift the focus of education investment from inputs to outcomes, outlining the recognition norms defined under the RTE. We review the literature available to examine whether a correlation between input norms and learning outcomes exists and make recommendations for an outcomes-focused policy approach to improving the quality of education.
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The paper reports on existing incentive structures in a sample of government and private schools in Delhi and elicits teachers’ perspectives on factors which motivate them. It is found that performance-related pay and promotions are important monetary incentives for teachers. Recognition, regular evaluation and monitoring and contractual based employment are found to be important non-monetary incentives. Having a large class size, having to teach subjects outside of a teacher’s expertise and performing clerical duties are found to be some significant disincentives for teachers.
Budget Private Schools (BPS) are privately-run schools that charge very low fees, operating among the poorer sections of the society and have become relevant to the education discourse of India. Such small schools began mushrooming in the late 1980s across developing countries as alternatives to dysfunctional state-run schools and India was no exception. However, the in the succeeding two decades, BPS contributed heavily to the soaring enrollment rates in private schools. These schools have been referred to in literature as “low-fee private schools”, “affordable private schools” and “private schools for the poor” among others, and are considered an entrepreneurial response to meet urgent education needs by expanding access to the poorest children. Despite lack of infrastructure and facilities, studies over the past decade has shown that learning outcomes in these schools are equal to or better than those of far more resourceful government schools. Despite huge spending over the past decade and more, the government still faces the challenges of millions of out-of-school children, high dropout rates after elementary education and low female enrolment among other things. It is in this context that existing literature on such low-fee charging private schools is being analysed to gain a better understanding of the situation in different parts of India about the achievements, challenges and overarching role of Budget Private Schools (BPS) in India’s school education ecosystem.
Studies published in the late 1990’s to as recent as 2014 have been included in the analysis and this meta-study has attempted to capture as wide a range of issues related to BPS from learning outcomes and regulations to gender problems and questions of equity while trying to maintain as much geographic coverage as possible at the same time. This study aims to understand why parents are increasingly choosing to send their children to BPS even in places with access to government-run schools, how children in BPS are performing relative to government schools and how regulations are affecting the functioning of BPS, besides trying to gain some clarity about the direction in which education in India is headed in this context.
The paper examines the current state of funding of school education in India and identifies the inefficiencies and arbitrary nature of allocation of the system and suggests an alternative per-child funding model. The paper argues for the model on the basis of school choice and decentralized school administration, which would result in schools competing to be efficient in spending to attract/maintain students. The paper draws from such existing models in countries like Canada, Netherlands and UK while using the San Francisco School District's model as a detailed case study to further strengthen the argument for such a per-child model of funding.
Street vendors’ rights to carry on their trade in public spaces, has been the subject matter of debate and discussion in India for a very long time. In fact it has taken numerous judgments of the Supreme Court and High Court to recognize their rights and shape up a statutory regime. This scenario raises an important question, as to what is the kind of property rights enjoyed by these street vendors. A study was undertaken to analyse this aspect and answer some key questions pertaining to the gradual changes that occurred in the overall concept of property rights in India.
Against the post-New Industrial Policy (1991) growth witnessed in large-scale industries, a corresponding boom in the small and mid-sized domestic industry has been conspicuously absent. The paper seeks to document the causes for the same. Further, a comparative evaluation of Indian MSMEs with those operating in other BRICS nations will be conducted, in an attempt to understand the overall effect of the business, policy and legal/regulatory environment on the growth of MSMEs.
This paper presents case studies of two tribal villages - Mendha Lekha and Jamguda - successfully running forest-based bamboo businesses under the community forest rights provisions of Forest Rights Act (2006). We have documented the issues faced by the villagers in claiming community forest rights, issues faced in harvesting and sale of bamboo, and business practices adopted by both the villages.
A comparative analysis of the state rules under the Right to Education Act
This Matrix features an in-depth analysis of state rules under the Right of Children to Free and Compulsory Education Act, 2009. It broadly classifies the rules into seven key categories, further divided to provide clause level summary.
CCS's iJustice, NIPFP Macro/Finance Group, and Vidhi Legal Centre, alongwith lawyers, legislative experts and economists have identified 100 Laws for repeal to help the administration live up to a key election message.
The group recommends for complete repeal 100 laws that are redundant, or materially impede the lives of citizens, entrepreneurs and the government. The Project does not aim to reinvent the wheel. It simply revisits the work and recommendations of several experts before, and provides a clean compendium of low-hanging fruit that can easily be executed with minimal discomfort or encumbrances.
The Indian education ecosystem today consists of the government, private sector, and nongovernmental organisations (NGOs) that have helped provide education to millions of children. The enactment of the Right of Children to Free and Compulsory Education Act (RTE), in 2009 should have enhanced private sector participation manifold. However, given the current legal framework, the environment is not conducive for the entry and sustenance of private players.
Given this context, this paper seeks to examine the current legislative framework in Delhi and Gujarat, which is acting as a bottleneck for edupreneurs to enter the education sector.