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BL
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| Record Number
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889925
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| Main Entry
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Bedi, Jatinder S.
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| Title & Author
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Policy impacts on qualitative and quantitative aspects of Indian education : : special emphasis on Punjab /\ Jatinder S. Bedi.
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| Publication Statement
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Gateway East, Singapore :: Springer,, [2018]
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| Series Statement
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India studies in business and economics
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| Page. NO
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1 online resource (xxxiii, 252 pages)
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| ISBN
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9789811314926
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: 9811314926
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9789811314919
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9811314918
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| Contents
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Intro; Preface; Contents; About the Author; Abbreviations; List of Figures; List of Tables; 1 Introduction and Overview; 1.1 Introduction; 1.2 Objectives and Hypothesis of the Study; 1.3 Source of Data, Scheme of the Study and Methodology Adopted in This Study; 2 Education-Related Policies and Review of Literature; 2.1 Introduction; 2.2 Funds Available Under RTE Act; 2.3 Review of Literature-Related Implication of Various Educational Policies Pursued; 3 Evolution of Indian Education with Special Reference to Punjab; 3.1 State of Education in India; 3.2 State of Education in Punjab
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3.3 Disparities in Literacy Among Social Groups3.4 Other Measures Used to Estimate Enrolment and Literacy Rates; 4 Reworking the Estimates of Enrolment and Literacy Rates; 4.1 Methodology Revised in This Study to Estimate Gross Enrolment and Gross Literacy Rates for Population Attending Educational Institutes by Completed Level of Education; 4.1.1 Definition of Enrolment, Literate, Illiterate and Those Not Getting Opportunities Throughout Their Life to Attend Educational Institutes (Formal and Informal); 4.1.2 Eligible Age for Enrolment/Literacy at Various Educational Levels
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4.1.3 Concepts and Issues Involved4.1.4 What Should Be Taken as Size of Population Eligible for Enrolment?; 4.1.5 Advantages of Using Concept of Population Age; 4.1.6 Mapping of Enrolment Data at Each Age with Corresponding Ages at Higher Education Level to Estimate the Extent of Dropouts at Each Stage; 4.1.7 Estimates of Enrolment and Literacy Derived Using 7-13 Age Group as Size of Population Eligible for Enrolment; 4.2 Estimate of Students Never Got Chance to Enrol in Addition to Illiterates Among Enrolled; 4.3 Age-wise Analysis of GERrm Through Formal and Informal Education System
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4.4 Gender and Rural-Urban Inequalities in Punjab Education System4.4.1 Gender Inequalities; 4.4.2 Rural-Urban Disparities; 4.5 District-wise Disparities Across Punjab State; 4.6 Disparities Across Social Classes in the State of Punjab; 4.6.1 Comparison of Literacy Rate Among SC and Overall Punjab Population at Various Levels of Education Standards/Levels (Age-Wise); 4.6.2 Comparison at Higher Education Levels; 4.7 Estimates for India and Other Important States by Replicating the Method Adopted in This Study for the State of Punjab; 4.7.1 Comparison with India
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4.7.2 Comparison with Other States; 4.8 Comparison with Age-Specific LRs, Other Estimates and ASER 2017 Findings; 5 State of Punjab Education: Analysis Based on DISE Data; 5.1 Profile of Punjab Schools and Changes After Implementation of RTE Act; 5.1.1 Private and Government Schools in Rural Punjab; 5.2 Share of Primary Schools in Total Schools in the Punjab State; 5.3 Qualitative Aspects; 6 Punjab State Education Profile: SLAS, 2015-16 Survey Design for 5th-Class; 6.1 SLAS, 2015-16 Sample Design for Parents, Teachers and Students of 5th-Class Students; 6.2 School Profile
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| Abstract
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The book focuses on the state of education and on the levels of inequality among gender, rural-urban and social groups. Taking into account the various findings from existing literature on the qualitative and quantitative aspects of education, it uses empirical findings based on a revised methodology to draw new conclusions. This revised method was devised to define the size of population eligible for enrollment and was then employed to estimate the Gross Enrollment Rate (GER) and Gross Literacy Rate (GLR) at various completed education levels, using age-wise data from the Population Census, 2011. This methodology is based on the concept that among those eligible for enrollment/literacy, a few never get chance to enrol and others achieve various levels of literacy by remaining engaged in formal or informal education up to various ages. The book comes up with findings that have deep significance so far as policy making is concerned towards improving the state of education in India. There are fourteen hypotheses that the book proposes based on the study and each hypothesis is accompanied with policy suggestions. Interestingly, one of the hypotheses is that arbitrariness of government policies creates more problems and, as such, before proposing a policy change the government needs to put in more effort and time in planning and come up with carefully chalked out processes. In addition to being a valuable resource for researchers working in this area, the book has huge policy implications and think tanks working towards improving education in India.
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| Subject
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Education-- India-- Punjab.
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Education-- India.
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Literacy-- India-- Punjab.
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Literacy-- India.
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Education.
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Literacy.
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| Subject
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India, Punjab.
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India.
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| Dewey Classification
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370.954552
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| LC Classification
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LC157.I5B43 2018
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