This paper presents case studies of two tribal villages - Mendha Lekha and Jamguda - successfully running forest-based bamboo businesses under the community forest rights provisions of Forest Rights Act (2006). We have documented the issues faced by the villagers in claiming community forest rights, issues faced in harvesting and sale of bamboo, and business practices adopted by both the villages.
The Right of Citizens for Time Bound Delivery of Goods and Services and Redressal of their Grievances Bill, 2011: Origin, Need, and Analysis
Tabled by V. Narayanasamy, Minister of State for Personnel, Public Grievances and Pensions, in Lok Sabha in December 2011, The Right of Citizens for Time Bound Delivery of Goods and Services and Redressal of their Grievances Bill, 2011 was a proposed Indian central legislation which lapsed due to dissolution of the 15th Lok Sabha. This paper enumerates the provisions of the Bill, its obligations and its organizational structure and further enlists areas of dichotomy or possible loopholes after a systematic review of the bill. A comparative analysis of provisions of the Act as implemented across the 19 states is then taken up to find out differences to the approach of the act in various states. The paper further examines how internal and external models have lacked due to incidents of absenteeism, corruption and outreach and assesses the challenges faced by the upcoming e-governance models.
The paper examines the current state of funding of school education in India and identifies the inefficiencies and arbitrary nature of allocation of the system and suggests an alternative per-child funding model. The paper argues for the model on the basis of school choice and decentralized school administration, which would result in schools competing to be efficient in spending to attract/maintain students. The paper draws from such existing models in countries like Canada, Netherlands and UK while using the San Francisco School District's model as a detailed case study to further strengthen the argument for such a per-child model of funding.
Budget Private Schools (BPS) are privately-run schools that charge very low fees, operating among the poorer sections of the society and have become relevant to the education discourse of India. Such small schools began mushrooming in the late 1980s across developing countries as alternatives to dysfunctional state-run schools and India was no exception. However, the in the succeeding two decades, BPS contributed heavily to the soaring enrollment rates in private schools. These schools have been referred to in literature as “low-fee private schools”, “affordable private schools” and “private schools for the poor” among others, and are considered an entrepreneurial response to meet urgent education needs by expanding access to the poorest children. Despite lack of infrastructure and facilities, studies over the past decade has shown that learning outcomes in these schools are equal to or better than those of far more resourceful government schools. Despite huge spending over the past decade and more, the government still faces the challenges of millions of out-of-school children, high dropout rates after elementary education and low female enrolment among other things. It is in this context that existing literature on such low-fee charging private schools is being analysed to gain a better understanding of the situation in different parts of India about the achievements, challenges and overarching role of Budget Private Schools (BPS) in India’s school education ecosystem.
Studies published in the late 1990’s to as recent as 2014 have been included in the analysis and this meta-study has attempted to capture as wide a range of issues related to BPS from learning outcomes and regulations to gender problems and questions of equity while trying to maintain as much geographic coverage as possible at the same time. This study aims to understand why parents are increasingly choosing to send their children to BPS even in places with access to government-run schools, how children in BPS are performing relative to government schools and how regulations are affecting the functioning of BPS, besides trying to gain some clarity about the direction in which education in India is headed in this context.
Different state governments of India have notified through Government Orders (GOs) the amount they will pay out for each RTE child admitted, in reimbursement to private schools. For example, Delhi has fixed the reimbursement amount at Rs 1190, Uttarakhand at Rs 860 and Uttar Pradesh at Rs 450 per month per child. These amounts are meant to represent the states’ per pupil expenditure in their respective government elementary (primary + upper primary) schools. However, there has been some doubt and dismay about the accuracy of these estimates, and also some research estimating per pupil expenditures in the different states of India (Dongre et al, 2014; Pritchett and Aiyar, 2014) for the year 2011-12. However, in UP the regularisation of 176,000 para teachers in 2014 has added significantly to its elementary education budget and thus revised estimates of per pupil expenditures are needed.
This short note seeks to estimate the per pupil expenditure in government elementary schools in Uttar Pradesh using the government’s own expenditure and enrolment data.
Disclaimer: This research paper is by Geeta Gandhi Kingdon, UCL Institute of Education, University College London.
Street vendors’ rights to carry on their trade in public spaces, has been the subject matter of debate and discussion in India for a very long time. In fact it has taken numerous judgments of the Supreme Court and High Court to recognize their rights and shape up a statutory regime. This scenario raises an important question, as to what is the kind of property rights enjoyed by these street vendors. A study was undertaken to analyse this aspect and answer some key questions pertaining to the gradual changes that occurred in the overall concept of property rights in India.
We review whether criminalising cheque bounce cases has been an effective remedy. We also study the penalties imposed in other countries against cheque bounce offenders and analyse their effective implementation in India.
Against the post-New Industrial Policy (1991) growth witnessed in large-scale industries, a corresponding boom in the small and mid-sized domestic industry has been conspicuously absent. The paper seeks to document the causes for the same. Further, a comparative evaluation of Indian MSMEs with those operating in other BRICS nations will be conducted, in an attempt to understand the overall effect of the business, policy and legal/regulatory environment on the growth of MSMEs.
The paper reports on existing incentive structures in a sample of government and private schools in Delhi and elicits teachers’ perspectives on factors which motivate them. It is found that performance-related pay and promotions are important monetary incentives for teachers. Recognition, regular evaluation and monitoring and contractual based employment are found to be important non-monetary incentives. Having a large class size, having to teach subjects outside of a teacher’s expertise and performing clerical duties are found to be some significant disincentives for teachers.
The Right of Children to Free and Compulsory Education Act (RTE), 2009 ratified education as a fundamental right and seeks to promote equitable access to education for all children up to the age of 14 years. However, the Act focuses almost entirely on school inputs and not on learning outcomes. The lack of a focus on output has been accompanied by poor learning outcomes, increased pressure on government capacity and the implementation of policies that may not necessarily give the returns in terms of improving outcomes. In this paper, we argue for a case to shift the focus of education investment from inputs to outcomes, outlining the recognition norms defined under the RTE. We review the literature available to examine whether a correlation between input norms and learning outcomes exists and make recommendations for an outcomes-focused policy approach to improving the quality of education.