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.
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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.
The Union education budget has seen an increase in monetary allocation every year and the enrolment rate across the country has also been largely moving upwards. It becomes important to scrutinise the education budget for 2014-15 to understand how the new government has approached the education sector, especially elementary and secondary education. This paper looks at four major schemes undertaken by the Government of India in the education sector,and identifies trends in state education budgets by analysing data for three sample states—Gujarat, Maharashtra and Rajasthan.
CCS's iJustice, NIPFP Macro/Finance Group, and Vidhi Legal Centre, alongwith lawyers, legislative experts and economists have identified 100 Laws for repeal to help the administration live up to a key election message.
The group recommends for complete repeal 100 laws that are redundant, or materially impede the lives of citizens, entrepreneurs and the government. The Project does not aim to reinvent the wheel. It simply revisits the work and recommendations of several experts before, and provides a clean compendium of low-hanging fruit that can easily be executed with minimal discomfort or encumbrances.
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This report analyses the current regulatory framework of higher education in India and highlights areas that require important policy reforms in order to encourage greater private participation. This participation would eventually lead to a more competitive environment in the higher education sector and foster growth, which is needed to achieve the target of 10% increase in Gross Enrolment Ratio (GER) set by the 12th Five Year Plan (FYP).
India has one of the largest higher education systems in the world, primarily dominated by private players who account for 60% of the total institutes and 64% of total enrolment of students. The higher education sector in India has a three-tier structure comprising the university, college and course. This forms a vital link with the regulatory structure, and with accreditation agencies playing the key role in maintaining quality and standards in this sector.
In addition to some new insights, this report validates the oft-repeated complaints against regulations that govern higher education research in India – that it is opaque, mired in complexity and tough to navigate. A number of recent studies have covered the broad contours of what needs to change, including the 2013 report ‘Higher Education in India: Vision 2030’ by FICCI and E&Y, and the 2006 study by Pawan Agarwal ‘Higher Education in India: the need for change’, conducted under the aegis of ICRIER. This report builds on the existing research and focuses on the following two areas:
- The higher education landscape, in terms of the linkages and broad rules governing the three-tier structure of universities, colleges and courses
- Specifics of reforms needed in the legislations studied for various kinds of private institutions in this sector. The comparative matrix should serve as a ready-resource on how three states, and the different university/college routes fare on entry, operations and exit barriers for private players.
The paper explains the legal aspects of the regulation of school fees in India, focusing on Tamil Nadu and Rajasthan. It examines, with the help of secondary data, what the current situations in these states are, post-implementation of the Regulation of Collection of Fee Acts. The paper uses existing literature on price controls to examine the economic impact of price control and further tries to understand how private schools in the two states are coping with the problems that these Acts have brought upon them, with the help of both primary data collected from school owners in Tamil Nadu and Rajasthan, and secondary data in the form of newspaper reports.
This paper argues that the current wording and enforcement of S.18 and S.19 of the Right to Education Act goes against the spirit and objective of the constitutional right to education and the RTE Act 2009. Being selective and discriminatory, the enforcement targets private schools only and penalizes them for inadequate compliance with necessary-but-not-sufficient norms. The paper further argues that S.18, 19 and the Schedule of RTE Act must be amended on the lines of Gujarat Rules to become output-focused, applicable and enforceable to both private as well as government schools and certification-based rather than licensure-based. The paper provides a draft amendment to achieve the said objectives.
With the objective of shifting regulatory focus towards some of the above issues, Centre for Civil Society brought together some of India’s eminent educationists and thought leaders to identify specific amendments to the RTE Act, which would ensure quality education for all in India. Key concerns regarding the structure and impact of the RTE were discussed, and based on this, recommendations for amendments to the RTE Act 2009 have been drafted. RTE 2.0: Building Consensus on Amendments truly aimed at weeding out the pain areas in the existing scheme of things, finding out what works and what doesn’t, and introducing actual amendments to the text of the Act.
This is an in-depth research conducted in two districts of Punjab – Barnala and Mansa – to understand the impact of school closures on various stakeholders namely students, parents, school owners and teachers. The purpose of conducting this study has been two fold. Firstly, to understand any monetary and non-monetary implications of school closure on the various stakeholders and secondly, to explore any irregularities involved in the procedural mechanism for shutting down a school. The field study was conducted in 32 schools covering both districts in the form of Focussed group discussions (FGD) and Semi-Structured Interviews (SSI).
The Indian education ecosystem today consists of the government, private sector, and nongovernmental organisations (NGOs) that have helped provide education to millions of children. The enactment of the Right of Children to Free and Compulsory Education Act (RTE), in 2009 should have enhanced private sector participation manifold. However, given the current legal framework, the environment is not conducive for the entry and sustenance of private players.
Given this context, this paper seeks to examine the current legislative framework in Delhi and Gujarat, which is acting as a bottleneck for edupreneurs to enter the education sector.