Dissertations / Theses: 'India Education'

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Lysyk, Roksolana. "Chemistry education in India." Thesis, КНУТД, 2017. https://er.knutd.edu.ua/handle/123456789/6591.

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Keikung, Anjo L. "Theological education by extension in India /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Kataria, Sanjay. "Libraries in Higher Education in India." University Librarians Association of Sri Lanka, 2007. http://hdl.handle.net/10150/106230.

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Paper was presented in ULA of Sri Lanka, 2007 Conference
This was presented at the Third International Conference of the University Librarians Association of Sri Lanka, held on 8 and 9 June 2007, Galadari Hotel Colombo, Sri Lanka. The presentation briefly discusses the genesis of the education system in India from third century to present scenario. This includes formal and informal education, Gurukul and Traditional System, Scientific and Technical Education. The higher education system includes role of the guiding and quality controlling authorities such as UGC, AICTE, NACC etc. The state of libraries in higher education institutions in India and their role is the main consideration of the presentation. The development of academic institutions and their libraries have been discussed from the point of view of government as well as public sector. The presentation also discusses problems related to finance and other issues. The state owned academic institutions face severe financial crisis as the axe falls on the libraries affecting the higher education system and intellectual growth. The major issues of automation, digitization, copyright, institutional repository, consortium support, networks support, staff resistance, training etc. also find due attention in the presentation. It also emphasizes the need of overall restructuring and reframing higher education policies as envisaged by the D.S. Kothari commission expecting six percent budget allocation on higher education. A few recommendations to the UGC are included. The presentation closes with the remarks on emerging trends and future perspectives in the field of libraries in higher education in India.

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Amato, Sarah. "Non-formal education, voluntary agencies and the role of the women's movement in educational development in India." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66255.

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Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Tigadi, Nageshwar. "LEGAL EDUCATION IN THE REPUBLIC OF INDIA." Thesis, Сучасна правова освіта: [матеріали VIІ Міжнародної науково-практичної конференції, Київ, Національний авіаційний університет, 23 лютого 2018 р.]. – Тернопіль: «Вектор», 2018, 2018. http://er.nau.edu.ua/handle/NAU/32833.

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Steinberg, Mary BM. "On the Demand for Education in India." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467486.

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In this dissertation I examine the impacts of market forces and government programs on households' demand for human capital in India. The first chapter examines the impact of ITES Centers on school enrollment using administrative enrollment data from three states in India, and finds that when these centers open, enrollment in primary school increases significantly. The effects are very localized, and using supplementary survey evidence we argue that this is driven by limited information diffusion. The second chapter introduces a simple model of human capital production which predicts that wages can negatively impact human capital under reasonable assumptions. Using data on test scores and schooling from rural India, we show that human capital investment is procyclical in early life (in utero to age 3) but then becomes countercyclical. We argue that, consistent with our model, this countercyclical effect is caused by families investing more time in schooling when outside options are worse. The final chapter applies the findings from this study to understand how workfare programs (a common anti-poverty strategy in the developing world) can impact school enrollment through their effects on wages. We examine the effect of the largest anti-poverty workfare program in world: NREGA in India. Using a fixed effects estimator, I show that the introduction of NREGA caused increases in child employment, and decreases in school enrollment, particularly among children ages 13-17.
Economics

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Kawatra, P. S., and Neeraj Kumar Singh. "E-learning in LIS education in India." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105799.

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Traces the history of e-learning to the learning age where knowledge will be freely accessed, profoundly abundant, and offered in cornucopia of formats. Distance learning has been accepted and recognized as a mode of education in LIS. The concept of open and distance learning is discussed. In the changing scenario of the society, the skills required of LIS professionals are also identified. The paper also examines the impact of the Internet on the teacher's role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The paper provides an insight into the innovative multi-channel delivery modes adopted by the different universities and their effectiveness for the LIS distance learners. Guidelines for distance learning Library services approved by Association of College and Research Libraries on June 29, 2004 are also discussed. For assessment and accreditation of LIS distance education institutions in India, areas have been identified.

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Mishra, Pawan Kumar. "Constitutional contours of right to education and education system in India." Thesis, University of North Bengal, 2008. http://hdl.handle.net/123456789/1301.

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Michael, Nisha Jacintha. "Educators’ Attitudes towards Inclusive Education in Bangalore, India." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/367160.

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Advocacy of inclusive education is a key part of the United Nations’ broader effort to encourage countries across the world to commit to the provision of 'education for all'. This United Nations educational policy is directed towards promoting social justice and equality and erasing the invisible and tangible barriers that segregate the marginalized sections of society from quality education. The Government of India has endorsed this broad objective and recognized the urgent need to provide equal opportunities to all learners. This commitment becomes complicated when considered within a political and social context that has simultaneously endorsed the significance of education for social development while limiting access to education for various groups, including students with disabilities. In this complex situation teachers’ attitudes towards the implementation of the inclusive education have a major impact upon how students with disabilities actually experience education. Yet relatively little is known about Indian teachers’ attitudes to inclusive education principles and practices and/or how they believe they are able to take up the United Nations’ and the government of India’s apparent commitment to meeting the needs of students with disabilities. In response to this gap in literature and policy, the aim of this mixed method study was to investigate pre-service teachers’ and in-service teachers’ attitudes towards the implementation of inclusive education in the city of Bangalore within Karnataka State, India. The project involved the use of a 30 items questionnaire followed by semi-structured interviews with participants from several groups: pre-service teachers with a special education focus; pre-service, generalist teachers; in-service teachers working in general education settings; and in-service teachers working in special education. This data set was analysed by drawing upon the Theory of Planned Behavior advocated by Ajzen (1991). This analysis highlighted teachers’ beliefs and how these shape their attitudes towards, and actions regarding, inclusive education.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Klien, Shira. "Education in India : market failures and political considerations." Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1930/.

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Governments around the world fund schools and are also involved in operating them. There is wide agreement that governments should be involved in provision of education, but the appropriate level and form of their involvement is a subject of debate. The key justifications for government involvement are externalities and credit market imperfections, and this thesis examines these inefficiencies within the context of India's education system. Chapter 2 assesses human capital externalities in India. It demonstrates that living in a locality with educated individuals has a strong beneficial effect on wages over and above the effect of one's own education. In line with theoretical predictions, the effect is strongest for small geographical areas. In contrast to a general equilibrium interpretation of the results, skilled labour also benefits from a better level of local education. Furthermore, human capital externalities are more pronounced in nonprimary industries. Chapter 3 analyses the effect of credit constraints on education. The principal findings are that credit constraints significantly reduce school attendance and increase wealth inequalities in educational outcomes. Temporary income shocks reduce the probability of attending school, but access to credit mitigates this effect. Finally, the results are not limited to short-term outcomes, but are also seen to be present in long-term outcomes. Chapter 4 studies how representation of teachers in India's state Upper Houses affects the provision of education. The main results are that teacher representation increases employment of teachers in represented schools and reduces employment in unrepresented schools, with a corresponding effect on educational outcomes. Rather than achieving the intended objectives of teacher representation, teachers seem to have used their political power to shift resources in their favour.

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Deuchar, Andrew. "Middle class youth and education in neoliberal India." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/99ffd3395b9af65c18441554fb0ba6770279dbe2c92dcaa563ec64796d310dc2/1011684/64847_downloaded_stream_72.pdf.

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Economic reform and structural adjustment in India has undermined state institutions through which the middle classes have historically reproduced their advantage. Education has been profoundly affected by increasing privatisation and a reduction in government subsidies, which in turn has implications for its accessibility, quality and utility. Given that education has historically been central to the processes of class formation for the lower middle classes, my primary concern is to analyse the capacity of this social group to reproduce their advantage through education in the neoliberal era. While I argue throughout that the Indian middle classes are a socially and culturally fragmented group, the major finding of this thesis is that these youth are experiencing increased hardship, heightened anxiety, and are confronting the reality of downward mobility. By demonstrating the contemporary challenges that youth living outside major metropolitan areas face, this thesis contributes to debates about the Indian middle classes as well as debates about youth and education in the Global South. Given the sheer enormity of the youthful population in India, theorising their trajectories is necessary for our understandings of Indian development more broadly.

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O'Brien, Catherine 1955. "Education for sustainable community development : Barefoot College, Tilonia, India." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35032.

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An integrated process for education and sustainable community development has not been incorporated in countries of the North or the South. Although environmental education has been introduced into many curricula, this is only a beginning step compared to what is required to rebuild our understanding of development and set ourselves on more sustainable paths.
The Barefoot College, in India has developed an education process for sustainable community development and has experience with reinventing the concepts of education and development. Their process has broad implications for educators, policy makers, academics and the general public in the South and North.
The main objective of this study was to examine the essential characteristics of an education process which contribute to sustainable community development as exemplified by the Barefoot College. The participatory research data has been used to extend theoretical perspectives on sustainability and education and to reinforce new directions for research on education and sustainable communities.
Students of the Barefoot College emerge as potential partners for the development of their communities. They learn skills to support themselves and to facilitate sustainable community development. Specific implications for applications of the Barefoot College process to Western education are suggested.

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Nogueira, Martins Analice. "Environmental Education and Gender: Voices from India and Brazil." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30213.

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Dramatic changes in the environmental patterns represent a threat to human beings and life on this planet. However, due to differences in the social roles and rights between women and men, a gender perspective is essential to understand how these changes in the environment are affecting individuals in their societies. Even though gender is appointed as a relevant factor when reflecting on the relationship human beings and nature, women’s knowledge, perspectives and needs are being overlooked by the Environmental Education research and theory. This research aims at investigating the relevance of a gender perspective in Environmental Education programs in societies where women are the main responsible for the household and childcare. To this end, the activities of two environmental NGOs – one from India and one from Brazil – have been investigated through the case study methodology. As per the methods applied, semi-structure interviews have been carried out with 10 women from both countries. Through gender lenses the formal and informal forces that influence social roles and power dynamics in the referred societies are analyzed. The empirical findings demonstrate that in both Indian and Brazilian societies women are still the main house and children caretakers. Such role implies the responsibility of deciding about energy and water consumption, waste management and other domestic expenditures. Empirical results suggest that when a woman is environmental-aware she has the potential to make more sustainable choices and thus educate other members of the family. However, being the main responsible for the private sphere can deprive women from playing a major role in the public level where key decision about the environment are taken. The present study represents a key contribution to the Environmental Education theory and research as it addresses the poorly explored field of Environmental Education and Gender issues.

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O'Brien, Catherine. "Education for sustainable community development, Barefoot College, Tilonia, India." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0020/NQ44536.pdf.

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Bhagavan, Manu Belur. "Sovereign spheres : princes, education and empire in colonial India /." New Delhi : Oxford University Press, 2003. http://catalogue.bnf.fr/ark:/12148/cb400296194.

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Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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Sawleshwarkar, Shailendra Nagorao. "Analysing a Global Health Education Framework for Public Health Education Programs in India." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25089.

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Academic global health is of increasing interest to educators and students in public health but competency domains as well as education pathways that deliver this training, are still being identified and refined. This thesis was undertaken using an education program development paradigm and aimed to analyse the factors shaping global health education in India by examining multistakeholder perspectives. The research framework consisted of four components: curriculum and content, students, faculty and key experts, and employers. Studies captured the perspectives of students through a survey and focus group discussions, faculty and other key experts through semi-structured interviews, and employers through job advertisement analysis. We identified eleven global health competency domains focussed on three aspects: foundational competencies, core public health skills and soft skills. Global health and public health were seen as interconnected, with global health having transnational context and public health having a more national focus. Global health was seen as a nascent concept in India and although integration of global health education into the public health curriculum was supported, there were concerns given that public health is still too new a discipline in India. Global health competencies were seen as a ‘step up’ from the public health competencies. Based on the results, a two-level approach to global health education is proposed for Indian public health institutions. The first approach, targeted at recent graduates, focuses on a ‘foundational global health education’ within public health programs such as an MPH. The second approach is an ‘Executive Global Health Certificate Program’, aimed at experienced public health professionals planning to enter the global health workforce. This thesis has outlined a framework for Indian and other LMIC institutions looking to expand the scope of public health education and intend to develop global health education programs.

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Gao, Qianyun. "Parental Bargaining and Gender Gap in Primary Education Expenditure." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1696.

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This paper examines the gender gap in human capital investment in India from the perspective of intra-household bargaining. I test whether the existing gender disparity in bargaining power, in the form of educational attainment of parents, contributes to the differences in educational expenditure between sons and daughters. As the proxy for bargaining power, fathers’ and mothers’ educational attainments both have a positive impact on the human capital investment for the children, but the gender gap widens with fathers’ education and narrows with mothers’. The results are robust controlling for additional variables such as age, number of siblings, household income, caste and location. These findings suggest that mothers may have a preference for daughters’ education. When their bargaining power rises, families tend to spend more equal amounts on the education of daughters and sons. Policies aiming at improving gender equality in education should take into account the decision-making process.

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Mullikottu, Veettil Mukundan. "The control of education: a multilevel analysis of continuity and change in two districts of Kerala, India." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244634.

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Heron, Pauline M. "Literacy for women in village India." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66140.

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Srivastava, Prachi. "Putting developing country partners first : a case study examining the contributing factors of developing country partner ownership in a development project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64194.pdf.

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Madhani, Taslim. "Constructions of Muslim identity : women and the education reform movement in colonial India." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98555.

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This thesis examines educational reforms initiated by British colonial officials in late nineteenth/early twentieth century India and the responses they ensued from Indian Muslim reformers. Focusing on the "woman question," British colonizers came to the conviction that the best method to "civilize" Indian society was to educate women according to modern Western standards. Muslim reformers sought to resolve the "woman question" for themselves by combining their own ideologies of appropriate female education with Western ones. Muslim reformers were also deeply concerned with the disappearance of Islamic identity owing to colonial educational policies. Reformers placed the responsibility of maintaining Islamic culture on the shoulders of women so as to both resolve the debate over the proper place of women in society and retain a distinct Islamic identity in the changing Indian context. This resolution limited Indian Muslim women's access to education as well as their participation in Indian society at large.

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Roy, Aparna. "A comparative study of special education in India and China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741941.

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Guy, Judith Helen. "The International Baccalaureate in India : a study of privatisation in a changing educational context." Thesis, Faculty of Education and Social Work, 2010. http://hdl.handle.net/2123/16345.

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Sahai, Nupur. "COUNSELORS’ PERCEPTIONS OF INTEGRATING INDIAN/EASTERN AND WESTERN COUNSELING APPROACHES IN INDIA." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1381.

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This qualitative study was designed to investigate Asian Indian counselors’ lived experiences of integrating Indian/Eastern and Western counseling approaches in India and their perceptions of the adequacy of training provided to them. Scholars have documented the growing disillusionment with applicability of Western theories in India (e.g., Misra & Paranjpe, 2012) and argued how insights of traditional Indian origin can contribute to the understanding of psychological issues (e.g., Arulmani, 2007). However, several challenges in training programs for counselors and psychologists in India have been noted (Dalal, 2008). Also, there is a lack of empirical research on the integration of Indian/Eastern and Western approaches. To fill this gap in the literature, I conducted a phenomenological study with counselors in India. The participants (N = 8; age range: 25-52 years) all identified as female counselors working in a metropolitan/urban area in India with clinical experiences ranging from eight months to 20 years. Individual interviews with each participant and follow-up interviews with two of them were conducted. The interpretive phenomenological analysis (IPA; Smith & Osborn, 2008) method was followed for data collection and analysis. Peer debriefing, member check, and external audit were conducted. Results from this study provide insights into how counselors adapted Western counseling theories to the Indian context, incorporated indigenous concepts in counseling, attempted to integrate Indian/Eastern and Western approaches, experienced challenges in counseling and training, and suggested ways to overcome these challenges. Implications for clinical practice, training, and policy are discussed.

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Weaver, Caroline Louise. "Colonialism, culture and visual education in British India, 1854-1891." Thesis, Online version, 1997. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.267749.

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Miller, Sheila. "Determinants of parental attitudes regarding girls' education in rural India." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4155.

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Garg, Nupur M. B. A. Massachusetts Institute of Technology. "Low cost private education in India : challenges and way forward." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65779.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 82-86).
The Low Cost Private School phenomenon has gained momentum and increased visibility in recent years as researchers have begun to map and record the existence of millions of private schools that cater to the education needs of the economically disadvantaged in developing countries. These schools are profit oriented market enterprises, charging fees in the range of US$ 2 to US$ 15 per month while competing with free-of-cost government schools. Yet, they continue to thrive and grow in numbers. This thesis explores the factors that have led to the existence of a market driven private sector solution in a segment widely dominated by government provision of services and tries to understand the rationale supporting their existence. The thesis also delves into the question of whether low cost private schools are genuinely serving the purpose they are expected to. And whether these poorly financed, ill equipped profit making enterprises are the rights means to educating millions of children. The thesis also discusses the perspectives, experiences and challenges of different players in the low cost private education ecosystem. It closes with an understanding of the need for private sector involvement in providing education to the lower income segment and suggestions for the way forward for regulators, policy makers and the industry.
by Nupur Garg.
M.B.A.

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Nageshwar, Tigadi. "Сurrent requirements of legal education in the Republic of India." Thesis, Тернопіль: Вектор, 2020. http://er.nau.edu.ua/handle/NAU/41787.

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Under modern trends of global changes, the preparation of the professionals in the sphere of law still needs its improvement. This theme does not lose its topicality for scientific discussions and investigations.

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Kaur, Balpreet. "Improving higher education in India : the students' and government's perceptions." Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/3384.

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Mestrado em Políticas e Gestão do Ensino Superior
O ensino superior na Índia tem desempenhado um papel importante no desenvolvimento económico e social do país. A educação é considerada como uma ferramenta fundamental na promoção da cultura e da igualdade entre os cidadãos. Embora sendo essencial para promover mais oportunidades para todos, o aumento do auto-financiamento por parte das instituições de ensino superior, em virtude das pressões governamentais, resultando, por vezes, em privatizações, tornou a educação inacessível para alguns. Actualmente apenas 7%da população entre os 18 e os 24 anos participam no ensino superior. Este estudo procura analisar as percepções do governo e dos estudantes relativamente às diferentes formas que podem ser utilizadas para melhorar o sistema de ensino superior. Um estudo foi desenvolvido baseado na análise de conteúdo de documentos oficiais do Ministério da Educação e do discurso dos estudantes recolhidos através de 17 entrevistas. A análise revela diferenças entre as percepções do governo e dos alunos às quais subjazem, igualmente, diferenças entre as concepções que ambos possuem relativamente aos papéis consignados ao ensino superior na sociedade. ABSTRACT: Higher education in India has played a significant role in the economic as well as social development. Education is considererd as an important tool to promote country’s culture and equality amongst the citizens. Although it seems essential to provide more opportunities to everyone, the growth of self-financing institutions encouraged by the government, resulting in privatisation, has made education out of reach. At present only 7 percent of youth in the age group of 18-24 participate in higher education. This study tries to analyse government and students’ perceptions about the different ways higher education in India can be improved. A qualitative study was developed based on content analysis of government documents and 17 students’ interviews. The analysis reveals differences between students and government perceptions that translate also different conceptions about higher education roles in society.

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Röder, Holger. "Software engineering education at university level in India and Germany." [S.l. : s.n.], 2006. http://nbn-resolving.de/urn:nbn:de:bsz:93-opus-26201.

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Gaddis, Jason O'Neal. "Theological education in India balancing doctrinal soundness and cultural relevance /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Borker, Hem. "Educational journeys and everyday aspirations : making of 'kamil momina' in a girls' madrasa." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711987.

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Burch, Isabella. "Realizing the Right to Education: An Evaluation of Education Policy in Six States of India." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1363.

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The Right of Children to Free and Compulsory Education Act is India’s most recent national-level policy in pursuit of universalizing elementary education. While some states have been successful at increasing the number of students who attend school, reducing dropout rates, and reducing the rates of out of school children, others are still struggling to make progress. The states that are successful are surprising in some instances because they are not particularly wealthy, they have large rural populations, and some face larger socio-political issues. This thesis finds that the states succeeding in meeting RTE goals are not always the states that are the best at implementing RTE norms. States are often successful when they violate the RTE norms in order to suit their communities’ educational needs. States are also successful when they introduce child welfare policies outside of education in order to address external issues that prevent children from attending school.

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Arora, Jagdish, and Pawan Agrawal. "Indian Digital Library in Engineering Science and Technology (INDEST) Consortium: Consortia-Based Subscription to Electronic Resources for Technical Education System in India: A Government of India Initiative." Information and Library Network Centre, 2003. http://hdl.handle.net/10150/105608.

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The Ministry of Human Resource Development (MHRD) has set-up a â Consortia-based Subscription to Electronic Resources for Technical Education System in Indiaâ on the recommendations made by the Expert Group appointed by the ministry. The consortium is named as the Indian National Digital Library in Science and Technology (INDEST) Consortium. The INDEST Consortium has commenced its operation since Dec., 2002 through its headquarters at the IIT Delhi. The Consortium subscribes to full-text electronic resources and bibliographic databases for 38 leading engineering and technological institutions in India including IITs (7), IISc (1), NITs / RECs (17), IIMs (6) and a few other institutions directly funded by the Ministry of Human Resource Development (MHRD). While the expenditure on electronic resources proposed for subscription under the consortium for these 38 institutions are being met from the funds made available by the MHRD, the consortium being an open-ended proposition, welcomes all other institutions to join it on their own for sharing benefits it offers in terms of highly discounted subscription rates and better terms of agreement with the publishers. Moreover, beneficiary institutions may also subscribe to additional electronic resources through the consortium that are not being funded by the MHRD. This article introduces the INDEST Consortium, its activities and services.

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Lobo, Antoinette Iris Grace. "A comparative study of educational disadvantage in India within the Anglo-Indian community : a historical and contemporary analysis." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10006585/.

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Ezer, Jonathan Frederick. "The interplay of institutional forces behind higher ICT education in India." Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1831/.

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For several years, academics have debated the extent to which ICTs (Information and Communication Technologies) can help poor people in developing countries. The conversation contains diverse views, yet education is always given a prominent role. Education helps shape how people think about technology and in turn, how the technology is used. This dissertation examines how the idea of ICTs is constructed at Indian universities, and how this process is impacted by institutional forces. The research findings indicate that for a variety of reasons, higher ICT education in India is markedly Western-focused, instrumental and technocratic. These characteristics of higher ICT education in India are impacted by a process that can be described as institutional collaboration - several diverse institutional forces are acting in ways that are coherent and mutually reinforcing. This institutional field can be theorised in many ways, some more appropriate than others. The findings fit well with neo-institutional theory but do not fit equally well with discourses of Development. The findings are particularly commensurate with Angell's theory of the Information Age, characterised by a looming conflict between Old and New Barbarians.

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Gill, Manpreet Kaur. "Globalisation, neoliberalism and the transformation of higher education in Punjab, India." Thesis, SOAS, University of London, 2017. http://eprints.soas.ac.uk/26668/.

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Mukherjee, Anirban. "Tribal education in India : an examination of cultural imposition and inequality." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1520.

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Daniel, R. (Rohit). "Quality early childhood education at low fees:case study in Chennai, India." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201908172772.

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Abstract. The ubiquity and the poor quality of low-fee private schools in India and other developing countries are well-researched subjects. Studies have also shown that parents from low-income households in these countries are increasingly enrolling their children in these schools. However, not much research has been done on the subset of low-fee private schools that provide good quality education in spite of the financial and systemic challenges associated with such schools. This qualitative case study aims to understand how one such low-fee private school in Chennai, India works to provide good quality early childhood education (ECE). The case study was guided by five theoretical propositions and two rival propositions which were based on established conceptual frameworks such as Rowan’s (1997) ‘teachers’ effectiveness framework,’ Hallinger’s (2011) ‘leadership for learning model,’ and distributed leadership. The study relied on three types of data sets to help triangulate the findings: (1) classroom observation notes and the rating of the ECE environment using the Tamil Nadu Early Childhood Environment Rating Scale (TECERS); (2) semi-structured, in-depth interviews with four preprimary teachers and four school leaders; and (3) relevant documents such as lesson plans used by the preprimary teachers and various webpages from the school’s website. The findings of the study validated the theoretical propositions while invalidating the rival propositions. The results point to two key drivers of the good quality ECE in the case study school: (1) motivated and capable teachers, and (2) a distributed school leadership that was focused on learning. The findings also brought out the critical role of the school leadership in creating an enabling school culture and in building teacher capacity. Furthermore, the findings validate the conceptual frameworks in the context of low-fee private schools in urban India. However, acknowledging that the findings could have local relevance, further research is recommended in other low-fee private schools in diverse contexts to understand their universal applicability across low-fee private schools in India and other developing countries.

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Milosevic, Vedrana. "Women's impact on development in India." Thesis, Växjö University, School of Management and Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7121.

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India is the world’s largest democracy where 1 186 200 000 people live and almost half of these are women. So how does women’s situation effect India’s development. This essay focuses on secondary education, female labor force participation and active population growth and measures their affect on Human Development Index (HDI). The literature shows a positive effect of all explanatory variables on HDI. In other an effective resource allocation towards words women might be the key for India to reach higher living standards. It is indeed a question of effective resource allocation because women in India don’t enjoy the same freedoms and rights as men which will clearly effect the countries resource allocation and the HDI

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Varma, Anushree. "The embroidered word : using traditional songs to educate women in India." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29518.pdf.

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Vyakarnam, Shailendra. "The social relevance of postgraduate management education : a case study of India." Thesis, Cranfield University, 1987. http://hdl.handle.net/1826/4172.

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The study reported here, consists of three main parts. The first deals with the issue of the importance on management education in a poor country, some of the reported effects and therefore the question of relevance is raised. Proponents of the free market system argue that the only role of a manager is to make a profit for the business. However, in a country like India where the majority of the population is outside the mainstream of modern industrial life, there are arguments that freedom to make a profit should be accompanied by social responsibility because this form of behaviour helps to link modern industry with the wider social goals of a country. The second part of the study considers how to define and measure the social effects of publicly funded education. The outcome is the use of personal construct theory and repertory grid technique, borrowed from clinical psychology. which help to examine the social responsibility of Indian managers. The theory states that man makes choices and decisions based on the way he construes the world around him and the way he anticipates future events. The implication is that managers who construe social responsibility in terms of socio economic development are likely to make decisions which are more beneficial to society than those who have a narrower view of socially responsible behaviour. The third part of the study reports on the findings of the study, which has used five separate instruments with 53 Indian managers who have been trained at one of the three established Indian Institutes of Management. These Institutes (IIMs) train around 500 graduate managers each year and one of their objectives, is to "inculcate" social values in the graduates so that their future decisions as managers will be made in this context and be relevant to India's needs. The graduates are from among India's social elite and the way they construe social responsibility has been compared to a matched group of managers who have not been through the IIMs. Data has been collected, to classify the managers, on the social origins, their place of work and career orientations. The way they construe corporate and managerial social responsibility was elicited through the use of repertory grid technique, in order to examine the question of social responsibility in as many different ways as possible. Interestingly the results indicate insignificant differences between the two groups. These are interesting results as they highlight the possibility that the IIMs have not managed to instill socially responsible constructs which are any different from other Indian managers. Although this study is a snap-shot view of Indian managers, it does point to an area of research which the IIMs might take up, for example the objective of instilling social responsibility might not be achievable given all the other aims of the Institutions, or, if they feel that being of social consequence is important they might review their entry requirements, operational focus and so on. The main contribution of the results, to this issue, is a new approach to evaluating management education, helping to break from the conventional social cost benefit methods. This study has two further contributions of particular interest. First, it has examined social responsibility in a novel way and provided an empirically based definition. Secondly, the method used for this research has extended the application of personal construct theory to new areas of study, particularly by embodying repertory grid technique. There is little literature in construct theory which is of relevance to management education and this study has helped to close this gap.

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Sutherland, Laura A. "Right to Education - From Policy to Practice: Social Exclusion and Gender in Delhi's Primary Education System." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35008.

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This thesis explores patterns of access and experiences of meaningful access under India’s Right of Children to Free and Compulsory Education Act, 2009 (RTE Act) from a critical gender perspective (Fraser, 1997; Jackson, 1999). Within the RTE Act, special attention is given to Section 12(1)(c), the free private school seats provision. The argument is that in order to fully analyze education progress, research must advance beyond focusing on physical access to exploring indicators of meaningful access. This thesis discusses the construction of a quantitative variable, ‘silent exclusion’, as a composite drawn from wider qualitative research. The first available data from the Insights into Education household survey in Delhi are analyzed using statistical and econometric techniques. It was found that private unaided recognized schools remain inaccessible for the most marginalized households. Child’s sex was not found to have a significant effect on school management choice, and both boys and girls attended privately and publically managed elementary schools in the sample. Four access issues pertaining to the free seat provision were identified: public awareness; reaching intended beneficiaries; low success rates for applicants; and continuing financial challenges for households accessing a free seat. In terms of children’s schooling experiences, low levels of silent exclusion were reported overall. Explicit displays of discrimination and exclusion were not found in the sample; however, less visible displays of exclusion were noted, such as a lack of leadership opportunities for children from lower income households, scheduled castes/tribes, and children attending government-managed schools. A lack of political and social pressure to fully implement the RTE Act at the local level is evident, which raises the question of how much a law in itself can bring about social change in the education sector.

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Ghosh, Dastidar Sayantan. "Essays on public education expenditure, trade openness and economic growth of India." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/1feac28f-1c23-42cd-933b-4b56de653c4f.

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This study addresses some of the widely debated issues in the empirical education and trade literature in the context of India. Chapter 3 examines the impact of public education expenditure and trade openness on economic growth of India using aggregate or country level data. The estimation results indicate that public education expenditure has a positive effect on growth but the impact is not very robust and sensitive to different estimation methods. The major contribution of this chapter to the existing literature has been to establish the dynamism in India’s trade-growth nexus. The nature of the relationship between trade openness and economic growth of India has changed following the change in policy regime since the 1980s. In Chapter 4, I investigate the trade-growth nexus further by employing disaggregated level analysis. Firstly, I disaggregate GDP by agriculture, manufacturing and services sectors and try to check which sector benefitted most from trade openness. Secondly, I try to assess whether trade openness affects manufacturing sector growth at the Indian state level. The latter analysis has been conducted using panel model analysis for 22 states. Econometric analysis indicates that the effect of trade openness has been heterogeneous across sectors. Only the services sector seemed to have reaped the benefits of increasing openness, so far. Consequently, no significant relationship could be found between agricultural sector performance and trade openness. It seems that the agricultural sector suffers from gross underinvestment and its performance still relies heavily on the monsoon cycles. At the country level, manufacturing sector failed to take advantage of the trade openness but the picture of stagnancy is not uniformly true when we look at the state-level manufacturing performance. I therefore re-estimate the relationship between state-level manufacturing performance and state-level trade openness using state level data. The most notable contribution of this chapter to the existing literature has been the construction of trade openness indices for major Indian states. Overall, I find that there is a robust association between trade openness and manufacturing sector performance at the Indian state level. However, this relationship seems to be driven solely by the performance of the unregistered segment of Indian manufacturing. In Chapter 5, I disaggregate the public education expenditure data by primary, secondary and tertiary sectors and examine the nature of the relationship between each sectoral expenditure and growth. None of the sectoral education expenditure had any impact on growth when the analysis is carried out for the entire time period 1951-2011. Both school and tertiary education expenditure started to exert a positive impact on Indian GDP growth once the country started to shift from a state-led growth model to a pro-business regime from the early 1980s. Finally, I examine the determinants of public education expenditure by the state governments using panel data for 16 Indian states. The economic variables such as NSDP per capita and tax revenue came out to be statistically significant indicating that richer states spend more on education compared to their poorer counterparts. States with smaller child population share (0-14 years, as percentage of total population) managed to allocate more funds towards education than those with larger shares. No significant evidence was found to suggest that political factors such as corruption and political ideology of the ruling party affect education spending decisions in Indian states.

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Rahman, Sharafuddin Adnan. "The role of engineering education in development a case study of India." Thesis, Georgia Institute of Technology, 1986. http://hdl.handle.net/1853/30336.

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Arthur, Linda. "Education reform in developing countries : decentralisation with reference to India and Pakistan." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401500.

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Kothari, Anjali. "That common ground : education, marriage and family in middle-class, urban India." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020768/.

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In the early 1990s, India liberalised its economy and subsequently its television market, signalling a deeper integration into the global economy. This study examines how a group of women from urban, middle-class backgrounds have responded to the widening educational and economic opportunities and cultural changes that followed. Data were gathered through life history interviews with twenty-seven participants: ten pairs of mothers and daughters in the city of Pune and seven young women in Mumbai. Data were analysed using Pierre Bourdieu's concepts of capital, habitus and field in order to explore individual and family strategies for social reproduction. Findings indicate that middle-class belonging for these Indian women is not an automatic result of economic wealth, education, employment or marriage. Their middle-class status involves a complicated set of choices, performances and practices relating to the kind of education they receive, marriage to the 'right' kind of man by a certain age and, for the younger generation of women, participation in the global economy through appropriate professions. Participants in Mumbai, the so-called 'modem girls', work in the outsourcing industry. Their jobs allow economic mobility but have led to struggles associated with derogatory societal views due to their nightshift work and its perceived links with sexual freedom. These women seek to reinvent expectations of 'good' middle-class womanhood, by providing financial support to other family members or through religious observances. The role of the media in shaping discourses of marriage, mothering and contemporary Indian womanhood is also examined and reveals how young women are required to embody a range of contradictions; for example, as sexually appealing yet virtuous, independent yet family-oriented women. The symbolic capital both generations accrue as educated individuals who prioritise the family cements their position as respectable, middle-class women while engaging with the economic and cultural shifts that have come with liberalisation.

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Dodson, Michael S. "Orientalism, Sanskrit scholarship, and education in colonial North India, ca. 1775-1875." Thesis, University of Cambridge, 2003. https://www.repository.cam.ac.uk/handle/1810/272104.

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Dissertations / Theses on the topic 'India Education'

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