Relevant bibliographies by topics / School education- India

Academic literature on the topic 'School education- India'

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Published: 6 September 2023

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Journal articles on the topic "School education- India"

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R. Solai Raja, R. Solai Raja, S. Banumathi S. Banumathi, and T. Dhanabalan T. Dhanabalan. "Primary School Education in India: An Overview." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 439–40. http://dx.doi.org/10.15373/2249555x/may2013/135.

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Malvankar, Alka. "Elementary School Education and the Right to Education Act, 2009." Sociological Bulletin 67, no. 2 (June 11, 2018): 220–35. http://dx.doi.org/10.1177/0038022918775503.

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In India, vide Right to Education Act, 2009, elementary school education has been made a fundamental right of children between the ages of 6 and 14 years. The objective is to achieve the goal of universal elementary education for all. The Right to Education Act, 2009, has also allocated 25 per cent places in private schools for socially disadvantaged children. In the course of assessing the social effect of Right to Education Act, 2009, existing literature has been analysed. Although India has measured great strides in enlisting school enrolment, some problems exist. An attempt has been made to elicit the state of school education in India by analysing the growth of private schools and the facts in state schools. Some suggestions have been made to improve the educational situation in schools in the given social circumstances.
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Kumari, Rakhi, Prof H. B. Patel, Dr Y. Vijaya Lakshmi, and Dr Ajay Pal. "A SWOT Analysis of E-Learning for Digital Education." April-May 2023, no. 33 (April 18, 2023): 23–29. http://dx.doi.org/10.55529/ijitc.33.23.29.

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The 21st century has become synonymous with E-learning as technological advancements continue to upgrade our daily lives, providing a crucial role in skill improvement within school education. Recently, E-learning has transformed and enhanced skill development in various areas, prompting the government of India to launch the Digital India flagship program with a vision to empower India into a digitally enabled society and knowledge economy. Furthermore, the Ministry of Human Resource Development's National Digital Library of India project provides education through information and communication, aimed at improving the Indian school education system. Therefore, this paper presents a SWOT analysis of E-learning in digital education for schools.
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Ullah, Athar. "Education Voucher Scheme in India: Would Lead to School Choice and Universal Education?" Journal of International Education and Practice 6, no. 1 (April 20, 2023): 27. http://dx.doi.org/10.30564/jiep.v6i1.5449.

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To remove obstacles in the path of ‘Education for All’, the government of India launched several programs, Sarva Shiksha Abhiyan (SSA) being one of them. Despite several attempts, the government has failed to be successful in providing education to all students and the impact of such schemes has not been very good at the ground level. In India, children are not absent from school owing to a lack of demand; rather, low quality of government education delivery is a major cause for their absence. There is a need to redefine the Indian education system or policy to a new level as government schools are unable to fulfil the growing demand for high-quality education. Direct government funding to children or parents rather than schools can provide parents or children with the ability to select the school of their choice, whether it is a government or private school. This may be accomplished through the education voucher scheme. Governments do not need to spend any additional public funds on vouchers to implement this approach. The education voucher scheme deserves an effort among the several approaches that are being pursued to improve school education.
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Jat, Ramavtar, and Puneet Gautam. "ISSUES AND CHALLENGES OF SCHOOL EDUCATION: AN INDIAN SCENARIO." Journal of Global Resources 8, no. 02 (July 30, 2022): 116–19. http://dx.doi.org/10.46587/10.46587/jgr.2022.v08i01.015.

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The direction and status of education determines the future of a country. Quality education has emerged as an essential requirement of the present world. the main objective of this article was to conduct a comparative study of the basic infrastructure in government and private schools in India. This article is based on the Indian scenario of school education, an attempt has been made to bring out some of the shortcomings of the school education system and some suggestions have been presented at the end which can be helpful in disseminating quality education. The results of the present research shows that still the situation regarding computer and internet facility in both government and Private schools is very poor. Thus, it is understandable that a long way has to be covered to make computer aided learning a reality to deal with the problem of digital divide in India.
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Jat, Ramavtar, and Puneet Gautam. "ISSUES AND CHALLENGES OF SCHOOL EDUCATION: AN INDIAN SCENARIO." Journal of Global Resources 8, no. 02 (July 30, 2022): 116–19. http://dx.doi.org/10.46587/jgr.2022.v08i02.015.

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The direction and status of education determines the future of a country. Quality education has emerged as an essential requirement of the present world. the main objective of this article was to conduct a comparative study of the basic infrastructure in government and private schools in India. This article is based on the Indian scenario of school education, an attempt has been made to bring out some of the shortcomings of the school education system and some suggestions have been presented at the end which can be helpful in disseminating quality education. The results of the present research shows that still the situation regarding computer and internet facility in both government and Private schools is very poor. Thus, it is understandable that a long way has to be covered to make computer aided learning a reality to deal with the problem of digital divide in India.
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Naijan, Naijan. "Kurikulum Pendidikan Sejarah di India." Jurnal Pendidikan Sejarah 4, no. 1 (August 18, 2017): 82. http://dx.doi.org/10.21009/jps.041.07.

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Schooling educational system in India uses system 5-3-2-2 in level, Lower Primary School for 5 years(class I-V), Upper Primary School for 3 years (classs VI-VIII), Secondary School 2 for years (class IXX),Higher Secondary School for 2 years (class XI-XII). Educational Curriculum ruled by a nationalcurriculum named National Curriculum Framework 2005 produced by National Council of EducationalResearch and Training (NCERT). NCERT is a governmental institution which hold education in India.NCERT is an institution belongs to Human Resource Development Ministry. Relating to the historysubject in the Indian Schools, the government puts it as an important subject, mainly for increasing thestudent’s nationalisme attitude. For this reason, the government makes the history as a compulsry subjecfor all level of school education in India, particularly the National History for class I - XII. Meanwhilethe World History taught only from class I until class X only.
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Ashley, Laura Day. "Inter‐school working involving private school outreach initiatives and government schools in India." Compare: A Journal of Comparative and International Education 36, no. 4 (December 2006): 481–96. http://dx.doi.org/10.1080/03057920601024941.

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Narlikar, J. V., and N. C. Rana. "India." International Astronomical Union Colloquium 162 (1998): 32–34. http://dx.doi.org/10.1017/s0252921100114757.

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A summary of work related to astronomy education carried out during the last three years in India is presented here. Since India is a huge country and many educational efforts are made by individuals alone, this report cannot be regarded as complete, but a specific sampling.India has more than 200 Universities, 8000 colleges, and about 100,000 schools, 33 planetaria, more than 100 museums and about 60 well known amateur astronomers’ clubs. Scores of dedicated astronomy oriented school teachers, act as nuclei of astronomy education for the general public and school children .The astronomical almanac, used in a typical household is in some way related to the stars in the sky and the movements of the Sun, the Moon and the planets. Traditionally, a rudimentary knowledge of the celestial sphere is common. The recent developments in space technology have brought a fascination and glamour to modern astronomy for all age groups, and this is noticeably reflected in the number of media coverages of astronomy.
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Tsimpli, Ianthi, Lina Mukhopadhyay, Jeanine Treffers-Daller, Suvarna Alladi, Theodoros Marinis, Minati Panda, Anusha Balasubramanian, and Pallawi Sinha. "Multilingualism and multiliteracy in primary education in India: A discussion of some methodological challenges of an interdisciplinary research project." Research in Comparative and International Education 14, no. 1 (March 2019): 54–76. http://dx.doi.org/10.1177/1745499919828908.

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In the Indian context, concerns have been raised for many years about the learning outcomes of primary school children. The complexity of the issue makes it difficult to advise stakeholders on what needs to be done to improve learning in primary schools in India. As it has been shown that low socio-economic status is one of the key factors that negatively affect learning outcomes, the focus of the Multilila project (‘Multilingualism and multiliteracy: Raising learning outcomes in challenging contexts in primary schools across India’) is on educational achievement among children of low socio-economic status. In following the development of language, literacy, maths and cognitive abilities of primary school children over two years we hope to throw new light on why multilingual children in India do not always experience the cognitive advantages associated with multilingualism in other contexts. This paper focuses on some of the methodological challenges faced by this project. After explaining the rationale for the study, we sketch the contribution this project can make to the discussion about cognitive advantages of bilingualism. We then focus on the Indian context before presenting the methodology of the project (design, participants, instruments and procedure). Finally, we summarize the key challenges for the project and possible solutions to those challenges, and present an outlook towards the future.
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Dissertations / Theses on the topic "School education- India"

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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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Poole, Alice. "The effect of village education committees on school inputs in rural India." CONNECT TO ELECTRONIC THESIS, 2007. http://hdl.handle.net/1961/6798.

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Sarsani, Mahender Reddy. "Exploring the promotion of creative thinking among secondary school students in India." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019235/.

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In India, research on creativity has focused on the construction of tests of creativity and correlational studies of creativity with self-concept, intelligence, personality etc.,. There have been no studies considering the effects of schooling on creativity, teachers' perceptions of creativity or how they could to promote it. This research focused on teachers' views of creativity and their classroom practices, and on students' performance on Tests of Creative Thinking by Baqer Mehdi, their attitude towards curriculum subjects, their occupational choices and their experiences at school. The sample for the survey included 373 students and 88 teachers drawn from nine Government schools in Andhra Pradesh, India. All the instruments were developed by the researcher and data was collected by means of questionnaires for students and teachers, an scale for assessing teachers encouragement of pupils in the classroom, interviews with teachers and a check-list for head teachers regarding out-of- school activities. To analyse the data, various quantitative and qualitative techniques were applied. The findings showed that teachers valued creativity, had established criteria for its definition and for identifying creative children. They believed that the development of creativity depended on good teacher-pupil relationships, encouraging experimentation and building self-confidence among the students. Obstacles to the development of creativity included inadequate resources, lack of instructional materials, lack of funds, passive unmotivated students with a tendency to rote learning, pressure to complete the syllabus, preparing students for examinations and teachers' teaching load. They felt that the curriculum was overloaded, inflexible and not suitable to cater for the needs of the wide range of learners. They preferred a child centred curriculum based on activities. The findings from the student data contributed to the development of a model linking parental factors, the medium of instruction and teacher encouragement. Path analysis showed that out-of- school activities, mother's education, teacher encouragement and mother's income had causal relationships with students' creative thinking. On the basis of the findings practical recommendations have been made for the promotion of creativity among school students.
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Tarar, Nadeem Omar Art College of Fine Arts UNSW. "Colonial governance and art education in colonial Punjab c1849-1920s." Publisher:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/44097.

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This dissertation examines the connection between colonial governance and art education in colonial Punjab after its annexation by the British in 1849. It argues that art education at the Mayo School of Art was part of large project for creating a disciplinary society. It draws largely on archival and printed primary sources for tracing the career of disciplinary technologies of art schools, museums, exhibitions as well as regulatory discourses of colonial anthropology and the folklore, that together constitute colonial sphere of art education. The archives entered the present study both as the source of information as well as the technology of the colonial rule. The disciplinary discourses of the colonial state formed the primary archive for the colonial construction and ranking of indigenous population on the evolutionary scale of "primitive" through the techniques of census and surveys. The ethnological, psychological and intellectual profile of "tribal" population of Punjab along the scale of evolutionary history provided a grid to structure empirical knowledge for vast scale social engineering of indigenous society, including the organization of a system of colonial education for "pre-literate" and "oral" society. The study specifically contends that boundaries between "oral" and "literate" were the folklorist prisms through which the practices of communities and institutions of "art" and "craft", the distinctions between, "primitive" and "modem", "artists" and "craftsmen", "traditional" and "creative", "anonymous" and "individuals", "literature" and "myth", "history" and "legend", and "knowledge" and "folklore" were articulated. The historical contingencies of naturalization of these binary oppositions will be read in the ethnographic project of the colonial state and art educational discourses in the late nineteenth and early twentieth century Punjab that transformed individuals and social groups into subjects of a particular kind of power through the techniques of discipline and regulation. The institutional career of the Mayo School of Art (from 1875 to 1920s) as a technical as well as an educational institution is located at the intersection of discourses on utility and aesthetics. Through the writings of key exponents of the British craft advocates in India and the administrative discourses of the colonial state in Punjab that had brought the study of "decorative arts" to the forefront of the imperial concerns as well as art pedagogy, the dissertation analyzes the implications of the art school instruction on the production of modern artists and craftsmen and the construction of "customary" sphere and "traditional" Punjabi art and craft.
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Humberg, Kerstin. "Boarding school education for tribal girls in development projects lessons learnt from a geographic field study in India." Saarbrücken VDM Verlag Dr. Müller, 2008. http://d-nb.info/98797436X/04.

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Srivastava, Prachi. "The business of schooling : the school choice processes, markets, and institutions governing low fee private schooling for disadvantaged groups in India." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:60eb2998-5fbb-4974-91d5-164b09f54535.

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This study is a multi-level analysis of the pervasive phenomenon of what is termed here as low-fee private (LFP) schooling in India focusing on Lucknow District, Uttar Pradesh. The significance of the study is its focus on a private sector uniquely characterised as one targeted to a clientele traditionally excluded from private education. The study follows a single-case embedded case study research design of the type explained by Yin (1994). Its guiding framework comprises theoretical levels of analysis which are the individual, organisational, and institutional, corresponding to the case sub-units of household, school, and state respectively. The research design is structured through a new institutional paradigm which is also used to analyse results at the institutional level. Data were collected through interviews, observations, documents, and field notes. Direct household data sources were 60 parents/close family members at two focus schools (one urban and one rural); school sources were owners/principals of 10 case study schools (five urban and five rural); and state sources were 10 government officials. Analysis of the 100 formal interviews, informal interviews, observation events, and field notes followed a qualitative approach through an inductively derived analytic framework. Structured portions of household and school interviews were analysed through descriptive statistics providing data on household and school background characteristics. Documents were analysed using a modified content analysis approach. Implications of individual-level results lie in highlighting the schooling choices and patterns of a group that is otherwise regarded as homogenous, i.e. children are not sent to school because parents are uninterested in schooling and fail to see its relevance. In fact, results indicate that disadvantaged groups accessing the LFP sector in the study are active choosers who made deeply considered and systematic choices about their children's education. A model to explain their school choice processes is empirically derived. Data suggest that households employed the strategies of staying, fee-bargaining, exit, and fee-jumping to engage with LFP case study schools. Organisational-level results focus on case study school profiles, their organisational structures, and the strategies they employed to operate in the new schooling market. Results also focus on a qualitative understanding of the challenges case study schools faced as LFP schools, both by the institutional context and household demands. Finally, data point to the mechanisms instituted within the schools to deal with household needs and demands and the changing household-school relationship. The implications of institutional-level analysis He in exposing inconsistencies in the application of the formal institutional framework (FIF) for schooling to case study and other LFP schools by institutional actors. Differences in the FIF in principle and in practice are linked to perverse incentives embedded within it. The results strongly indicate the existence of what is termed here as, the shadow institutional framework (SIF), employed by case study schools to mediate the FIF to their institutional advantage. The SIF comprises internal institutions common across the set of case study schools, allowing them to form linkages with other LFP schools and exchange institutional information; and external institutions or higher order institutions governing how case study schools interacted with the FIF for basic and/or secondary education and private schooling. The SIF tied together an otherwise independent set of LFP schools as a de-facto sub-sector of the greater private sector. The study's main contributions are its analysis of an emerging local model of formal private schooling for disadvantaged groups; extending new institutional theory's application to education; and the methodological contribution of mediating the researcher's positionality through currencies.
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Jament, Johnson. "Attention deficit hyperactivity disorder (ADHD) within a South Indian (Keralian) mainstream school context." Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3596/.

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Attention Deficit Hyperactivity Disorder (ADHD) is a widely discussed special educational issue in Western contexts and developed countries. By contrast, limited information is available about ADHD in Eastern contexts and developing countries. In India in particular, the only available information is about the medical perspective of ADHD; little or no attention is given to social or educational perspectives. DSM IV criteria are the most commonly used standard assessment procedures. However, limited research is reported to discuss the potential cultural influences of this North American model. The present study examines the incidence and interpretation of ADHD within the context of five mainstream schools in Trivandrum, South India. It also explored cultural influences impact upon the cultural validity and reliability of DSM IV criteria when introduced into a South Indian context. In order to identify children with ADHD characteristics, culturally valid assessment tools such as behaviour checklist and behaviour rating scales, were developed from DSM IV (TR) symptoms criteria. Qualitative data was gathered from the five sample schools during the academic year of 2006-07 using a variety of methods including in-depth interviews (with 21 teachers), classroom observations (of 26 children), rating scale and document scrutiny. The case study method was adopted to gain in-depth information about the identified children. Informal interviews with parents (24) were also utilised to triangulate the information gathered from the school contexts. Qualitative data analysis techniques such as open coding and case analysis were used to assess children's behavioural characteristics and difficulties. The findings indicate that three percent of children (21) had ADHD characteristics within the sample schools. Some of the findings are consistent with the studies reported in Western contexts. There are also some contrasting results: a) most of the identified children had inattention rather than hyperactivity characteristics, b) a higher number of children with ADHD characteristics were from lower socio-economic backgrounds, c) teachers used coercive methods of physical punishments and sanctions as they interpreted the children's ADHD characteristics as a result of their lack of interest in learning. Most importantly, though DSM IV (TR) criteria are useful in identifying ADHD, two items of the 'symptoms' criteria were not identifiable within the present context of the sample schools. The findings suggest that socio-cultural factors do influence the validity and reliability of DSM IV criteria. The study has implications not only for further research but also for planning and policy making in the field of education for all. The conclusions suggest that an educational provision should be considered with regards to the varied and complex needs of children with special educational needs such as ADHD. Teacher education programmes should be enhanced with positive intervention strategies.
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Zakrzewski, Victoria S. "Developing Teachers' Capacities to Create Caring Relationships with Students: A Case Study of a Gandhi-Inspired Private School in India." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/41.

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Research indicates that many factors may impede teachers' ability to develop caring relationships with students such as the school environment (Schaps, 2009), lack of cultural understanding (Thompson, 1998), the teacher's beliefs and attitudes about care (Goldstein, 2002), and personal experience of being cared for (Noddings, 1984). Yet, little research exists on how schools can address these and other potential limiting factors in order to help teachers cultivate caring relationships with students. The purpose of this study was to examine how one school in India, which claims to emphasize the importance of the teacher-student relationship, develops and supports teachers' capacities to create caring relationships with students. The hope was that the outcomes might provide insight for policy-makers, school administrators, and teachers about what is needed to best support teachers in their relationships with students. The research site for this study was a pre-Kindergarten through 12th grade private school in India. The choice of India as a cultural context stemmed from the historical precedence of the importance of the teacher-student relationship. A mixed-methods descriptive case study served as the design for this study. Qualitative methods included interviews of teachers, administrators, and students, classroom and event observations, and document analysis. Quantitative methods included surveys of teachers and students. The qualitative data were analyzed using Noddings' (1984) four methods for teaching care (modeling, dialogue, practice, and confirmation) with other themes added as needed. Descriptive statistics and factor analyses of both surveys were used to triangulate and expand upon the qualitative data. Findings indicated that schools can support teachers' capacity to care for students through a strong commitment to the teacher-student relationship, deliberate fostering of relationships between students, teachers, and parents, and through the modeling by and direct receipt of care from administrators. Other factors that may help teachers to care for students include cultural respect for the teaching profession and acknowledgement of care from both students and parents. However, teachers' efforts to care may be impeded by intense testing environments. Recommendations were made for the implementation of resources and support needed by teachers to create caring relationships with students.
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Edberg, Mikaela. "India is a secular state : a study of how teachers at Jiva Public School integrate religious education in their subjects." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-524.

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This report is based on a field study that was carried out in India. The aim of this field study is to find out how the religious education is carried out at Jiva Public School in Faridabad. The questions that are tried to be answered are if the teachers at this school integrate religious education in some of their subjects, if they see any problems performing this kind of education and what attitudes teachers’ have towards religious education.

In the presentation of previous research, opinions of several international researchers regarding religious education and their thoughts about how a good religious education can be designed will be made.

The empirical material has been assembled by doing qualitative semi-structured interviews with teachers at the school mentioned above. This kind of method suits well the aim and questions since the focus will be on trying to understand these teachers way to reason and act. When describing the methods, other problems that can occur during a field study are presented.

The results are presented in text but also in diagrams, so that the reader can get a good overview. In the analysis and discussion the results will refer to the previous research.

While analysing the empirical material a result was that a majority of the teachers did not integrate religious education in some of their subjects. They did not see it as their task and they meant that it is less important to get absorbed about people’s different beliefs since India is a secular state. You should not give any religion preference so why should you discuss about religions in your teaching? The focus should instead be on acceptance and to teach the pupils to respect each other no matter what. The teachers that did integrate religion in their subjects did this by celebrating religious festivals within the school. Only two teachers practised “ordinary” lessons when teaching about religions.


Denna uppsats baseras på en fältstudie som har utförts i Indien. Syftet med fältstudien är att undersöka hur religionsundervisningen ser ut på Jiva Public School i Faridabad. Frågeställningarna som ska försöka besvaras är hur lärare på denna skola integrerar religionsundervisning i något av sina ämnen, om de kan se några problem med att utföra denna typ av undervisning och hur lärarnas inställning till religionsundervisning ser ut.

I avsnittet Tidigare forskning redovisas flera internationella forskares syn på just religionsundervisning och hur de tycker att bra religionsundervisning kan vara utformad.

Det empiriska materialet har samlats in genom kvalitativa semistrukturerade intervjuer med lärare på ovannämnda skola. Denna metod passar syftet och frågeställningarna bäst eftersom fokus kommer att ligga på att försöka förstå dessa lärares sätt att diskutera och agera. I metodavsnittet kommer också andra relevanta problem man som forskare kan ställas inför då en fältstudie skall utföras att tas upp.

Resultatet presenteras i löpande text, men också med diagram för att göra det hela mer överskådligt samt lättförståeligt. I analys- och diskussionsavsnittet kommer resultatet att knytas till den tidigare forskningen.

Vid analysen av det empiriska materialet visade det sig att de flesta lärare inte integrerar religion i något av sina ämnen. Detta på grund av att de ansåg att det inte var deras uppgift. De menade också att det var mindre viktigt att fördjupa sig i vad andra människor har för trosuppfattning eftersom Indien är en sekulär stat. Ingen religion skall ha företräde och varför skall man då diskutera religion i sin undervisning? Istället borde fokus ligga på acceptans och att lära eleverna att bara respektera varandra utan vidare. De lärare som däremot integrerade religion i sina ämnen gjorde detta genom att fira olika religiösa högtider på skolan. Endast två lärare använde sig av ”traditionella” lektioner då de undervisade om religion.

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Rai, Prabhat. "Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd.

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The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.
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Books on the topic "School education- India"

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1962-, Prakash Ved, ed. School education in rural India. New Delhi, India: Mittal Publications, 1993.

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Sharma, H. L. School science education in India. New Delhi, India: Commonwealth Publishers, 1989.

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Bank, World, ed. Primary education in India. Washington, D.C: World Bank, 1997.

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Drèze, Jean. School participation in rural India. [Delhi: Centre for Development Economics, Delhi School of Economics, 1999.

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Sharma, Om Parkash. Administration of education boards in India. New Delhi: Ashish Pub. House, 1991.

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S, Kumar, and Srivastava Sujata, eds. School education in India: Quality improvement techniques. New Delhi: New Century Publications, 2010.

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S, Kumar, and Srivastava Sujata, eds. School education in India: Quality improvement techniques. New Delhi: New Century Publications, 2010.

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S, Kumar, and Srivastava Sujata, eds. School education in India: Quality improvement techniques. New Delhi: New Century Publications, 2010.

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Pajankar, Vishal D., and Hemant Kumar. School education in India: A holistic view. New Delhi: Kunal Books, 2012.

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Raza, Moonis. School education in India: The regional dimension. New Delhi: National Institute of Educational Planning and Administration, 1991.

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Book chapters on the topic "School education- India"

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Rajasekhar, D., and R. Manjula. "Decentralised delivery of school education." In Decentralisation in Contemporary India, 156–75. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003094357-12.

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Tukdeo, Shivali. "Towards Reconstruction: Education in Postcolonial India." In India Goes to School, 43–56. New Delhi: Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-3957-4_3.

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Kaur, Gurjeet. "Textual Texture of School Science." In Science Education in India, 49–66. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9593-2_3.

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Tukdeo, Shivali. "Formal Education: Alphabets of Reforms and Escape." In India Goes to School, 23–41. New Delhi: Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-3957-4_2.

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Tukdeo, Shivali. "Transnational Education-Action: Claims, Practices and Investments." In India Goes to School, 103–23. New Delhi: Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-3957-4_6.

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Tukdeo, Shivali. "Education, Migration and the Construction of Transnational Solution Space." In India Goes to School, 79–101. New Delhi: Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-3957-4_5.

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Tukdeo, Shivali. "Contexts, Claims and Compulsions: Education Policy in Contemporary India." In India Goes to School, 125–35. New Delhi: Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-3957-4_7.

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Ray, Partha. "Teaching Economics in a Management School: Some Personal Quandaries." In Management Education in India, 111–25. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1696-7_7.

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Borooah, Vani Kant. "Learning Outcomes of School Children." In The Progress of Education in India, 55–85. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54855-5_3.

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Mehendale, Archana, and Rahul Mukhopadhyay. "School System and Education Policy in India." In Handbook of Education Systems in South Asia, 1–35. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3309-5_13-1.

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Conference papers on the topic "School education- India"

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Cline, David. "AN ELEMENTARY SCHOOL IN INDIA FROM THE GROUND UP: LEARNING THE INDIAN WAY." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0774.

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Chauhan, Praveen. "Skilling Women, Empowering India: NIOS Paving the Way." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.845.

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Women participation in India’s workforce is low, and this needs to improve for India to reap its demographic dividend. The progressing economy of India needs 119 million skilled workers between 2017-2022. However, around 88.5 million women are yet not into any form of education, employment, or training. The proportion of working-age women receiving any form of vocational training over the past decade has only increased from 6.8% in 2011-12 to 6.9% in 2018-19, Vs an increase of 14.6% to 15.7% for men. There is an imminent requirement to empower girls and women in India through quality education and skilling. The Open and distance learning system can play a major role in achieving this mission. National Institute of Open Schooling (NIOS), an ODL institution, is providing quality education and skill training to girls and women in the country through its special programs. The present paper mainly focuses on NIOS experience in integrating vocational training with school education for girls in more than 300 Kasturba Gandhi Balika Vidyalaya (KGBVs), special Government residential schools for girls. This is in line with National Education Policy 2020, which recommends integrating Vocational Education into the educational offerings of all Secondary Schools over the next decade. An attempt will be made in this paper to present the concerted efforts by NIOS for the education of girls and women, its impact, and the way forward.
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Joshi, Priyanka Sewhag, and Vijai Singh Katiyar. "THEORETICAL FRAMEWORK FOR DESIGN EDUCATION AT SCHOOL LEVEL IN INDIA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0115.

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Tham, Madeline, and Ranjan Kumar. "INEQUALITY IN THE DISTRIBUTION OF SCHOOL RESOURCES: BARRIER TO INCLUSIVITY IN RURAL SCHOOL IN INDIA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2528.

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Jain, Pooja. "Usage of Devanagari Numbers in Primary School in Maharashtra, India." In – The Asian Conference on Education & International Development 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-101x.2020.8.

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Mkwizu, Kezia, and Ritimoni Bordoloi. "Augmented Reality and Education for Girls: An Inclusive Approach." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6698.

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Education has been shaken globally due to the Coronavirus disease 2019 (Covid-19) pandemic causing schools to close and thus constraining many learners with limited access to the traditional way of learning by attending classes physically. UNESCO revealed that school closures and learning loss across the globe from the pandemic reached 54 million in January 2022. Girls worldwide have limited access to education and the pandemic has made it extra difficult because of school closures. However, the application of virtual technologies like Augmented Reality (AR) in education can improve and sustain online learning to reach and include more girls in education. With the rise in the importance of AR, this paper is motivated to explore AR and education for girls with a focus on the inclusive approach. Literature review and content analysis are the methodologies used for a comparative study between India and Tanzania with findings indicating that there is a need to use and apply AR technologies particularly AR mobile technologies in education for girls to make the learning process fun, interactive and educative. The findings of this paper can assist education practitioners to use AR in education as an inclusive approach to widen the provision of education for girls.
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Vyas, Tanaya, and Girish Dalvi. "ENVIRONMENTAL AWARENESS THROUGH VIDEOS: PERCEPTIONS OF MIDDLE-SCHOOL TEACHERS IN INDIA." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0569.

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Ibrahim, Marzia, and Anusha Sharma. "The National Coalition on the Education Emergency - Building Macro-Resilience in Response to the Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7438.

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The pandemic has caused the near collapse of the already weak Indian public education system. Prolonged school closures along with caste, gender, and economic marginalisation are forcing children to endure malnutrition, physical and mental health challenges, child labour, and early marriages, in addition to learning deprivation. The system’s response has not reached the grassroots. NGOs across the country provide services at the ground level, but national-level coordination is insufficient. This paper studies the National Coalition on the Education Emergency (NCEE), established by individuals and groups from across India, as a case of building macro-resilience, emphasising principles of equity, universal access, humane education, decentralised decision-making, and public investment. Through a critical examination of the work done by the NCEE on curating curricular resources (OERs), conducting and compiling research studies, developing policy tracking tools, networking with partners and collaborators, creating larger awareness, social mobilisation, advocacy and interacting with governments to inform their programs and policies, the paper will discuss challenges in the Indian education system and the attempts to address them within a federal state structure. It looks at why an integrated nationwide response to the crisis is necessary.
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Subheesh, N. P., E. A. Ayisha, Vijay Akash, R. S. Akshay, S. Sarath, and K. Yadhukrishna. "Gender Differences in School Students' Perceptions Towards Engineering: A Case Study From Rural South India." In 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2023. http://dx.doi.org/10.1109/educon54358.2023.10125129.

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Gutjahr, Georg, Arya Nair, Radhika Menon, and Prema Nedungadi. "Technology for Monitoring and Coordinating an After-School Program in Remote Areas of India." In 2019 IEEE Tenth International Conference on Technology for Education (T4E). IEEE, 2019. http://dx.doi.org/10.1109/t4e.2019.00-57.

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Reports on the topic "School education- India"

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Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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Pelli, Martino, and Jeanne Tschopp. Storms, Early Education and Human Capital. CIRANO, May 2023. http://dx.doi.org/10.54932/houf2464.

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This paper explores how school-age exposure to storms impacts the education and primary activity status of young adults in India. Using a cross-sectional cohort study based on wind exposure histories, we find evidence of a significant deskilling of areas vulnerable to climate change-related risks. Specifically, our results show a 2.4 percentage point increase in the probability of accruing educational delays, a 2 percentage point decline in post-secondary education achievement, and a 1.6 percentage point reduction in obtaining regular salaried jobs. Additionally, our study provides evidence that degraded school infrastructure and declining household income contribute to these findings.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Das, Jishnu, Joanna Härmä, Lant Pritchett, and Jason Silberstein. Forum: Why and How the Public vs. Private Schooling Debate Needs to Change. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/12.

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“Are private schools better than public schools?” This ubiquitous debate in low- and middle-income countries is the wrong one to have. The foreword and three essays collected in this Forum each explore how to move past the stuck “public vs. private” binary. Jason Silberstein is a Research Fellow at RISE. His foreword is titled “A Shift in Perspective: Zooming Out from School Type and Bringing Neighborhood Education Systems into Focus.” It summarizes the current state of the “public vs. private” debate, outlines an alternative approach focused on neighborhood education systems, and then synthesizes key findings from the other essays. Jishnu Das has conducted decades of research on school systems in low-income countries, including in Zambia, India, and Pakistan. His essay is titled “The Emergence and Consequence of Schooling Markets.” It describes exactly what schooling markets look like in Pakistan, including the incredible variance in school quality in both public and private schools within the same village. Das then reviews the evidence on how to engineer local education markets to improve learning in all schools, including polices that have underdelivered (e.g., vouchers) and more promising policies (e.g., finance and information structured to take advantage of inter-school competition, and a focus on the lowest performing public schools). Das’ research on Pakistan is available through leaps.hks.harvard.edu, which also houses the data and documentation for the project. Lant Pritchett writes from a global lens grounded in his work on systems thinking in education. His essay is titled “Schooling Ain’t Just Learning: Controlling the Means of Producing Citizens.” It observes that governments supply, and families demand, education for many reasons. The academic emphasis on one of these reasons, producing student learning, has underweighted the critical importance of other features of education, in particular the socialization function of schooling, which more persuasively explain patterns of provision of both public school and different kinds of private schools. With this key fact in mind, Pritchett argues that there is a strong liberty case for allowing private schools, but that calls for governments to fund them are either uncompelling or “aggressively missing the point”. Joanna Härmä has done mixed-methods research on private schools across many cities and rural areas in sub-Saharan Africa and India, and has also founded a heavily-subsidized private school in Uttar Pradesh, India. Her essay responds to both Das and Pritchett and is titled “Why We Need to Stop Worrying About People’s Coping Mechanism for the ‘Global Learning Crisis’—Their Preference for Low-Fee Private Schools”. It outlines the different forces behind the rise of low-fee private schools and asserts that both the international development sector and governments have failed to usefully respond. Policy toward these private schools is sometimes overzealous, as seen in regulatory regimes that in practice are mostly used to extract bribes, and at other times overly solicitous, as seen in government subsidies that would usually be better spent improving the worst government schools. Perhaps, Härmä concludes, “we should leave well enough alone.”
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Datta, Sandip, and Geeta Gandhi Kingdon. The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/072.

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This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.
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Haider, Huma. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.004.

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This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.
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Bano, Masooda. In Need of Fresh Thinking: What Pratham’s Experience of Mobilising Communities Says about Current Development Thinking about Community Participation in Education. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/100.

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For more than two decades, the international development community has advocated that establishing school-based management committees to involve communities to monitor and hold teachers, principals, and district government officials accountable would improve state schooling in developing countries; yet the evidence to sustain this claim to date remains questionable. Considering the case of Pratham, the largest education NGO in India, which is widely recognised as having developed a successful model to improve learning outcomes among children in state schools and is known for doing it through active community engagement, this paper questions whether the current development thinking on best modes of engaging communities to improve learning outcomes in state schools needs fresh thinking. The paper questions the validity of the two central assumptions underpinning the school-based management model: that better-informed communities will become involved in education activities with some mobilisation and training; and that engaged communities will be able to hold to account front-line state officials, starting with teachers and principals and moving on to the district government officials. Pratham’s experience shows that dissemination of information about benefits of education does not automatically result in community engagement; instead, people are motivated to become involved on the basis of individual-based incentives. Equally, it shows that for a community to influence the actions of front-line staff, it is important to develop a co-operative and supportive relationship, instead of focusing on accountability. Pratham’s experience thus shows that there is much scope for fresh thinking within the international development community on how to engage communities in developing countries in improving learning outcomes in state schools.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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