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Drawing on empirical, interdisciplinary research, this book presents a critical review of some of the major issues that are of interest to researchers, policymakers and planners in developing as well as advanced countries, including specifically in India. It provides an in-depth review of some of the major development policy issues in education in general, and in India in particular, over the past 2-3 decades. Besides presenting an overview of the educational developments in India that reflects issues such as growth, equity, efficiency, foreign aid, decentralization, center-state relations, financing, and cost recovery, the book puts forward in-depth analyses of education poverty, interrelations between education and poverty, low level of outcomes in elementary education, effects of structural adjustment policies and approaches on education, south-south cooperation, etc. It also critically discusses changes in policies relating to financing higher education, external assistance for education, and how the growth of private higher education is affecting society at large. The dichotomy between public policy and action is also highlighted in many chapters. On the whole, while the...

This book offers a cutting-edge contribution on the importance of secondary education and assesses the strengths and weaknesses of its growth in India. Secondary education, long neglected, faces countless challenges and will require tremendous financial resources, millions of additional trained teachers, and vast infrastructure in terms of buildings, laboratories, libraries, ICT facilities, etc. The book examines these critical issues, with particular reference to the situation in India. It analyses the status quo of secondary education and discusses the strategies and approaches needed in order to universalize it. Including 20 chapters authored by eminent scholars in the field and from across the country, this book gathers the outcomes of a seminar organized by the Council for Social Development on Universalization of Secondary Education. The target audience includes policymakers, practitioners, administrators, education planners, researchers, teachers, and teacher educators with an interest in the future of secondary education.

This comparison of rural development in India and the United States develops important departures from economic and historical institutionalism. It elaborates a new conceptual framework for analyzing state-society relations beginning from the premise that policy implementation, as the site of tangible exchanges between state and society, provides strategic interaction among self-interested individuals, social groups, and bureaucracies. It demonstrates how this interaction can be harnessed to enhance the effectiveness of public policy. Echeverri-Gent's application of this framework to poverty alleviation programs generates provocative insights about the ways in which institutions and social structure constrain policy-makers. In the process, he illuminates new implications for the concepts of state autonomy and state capacity. The book's original conceptual framework and intriguing findings will interest scholars of South Asia and American politics, social theorists, and policy-makers.

This book constitutes the first part of refereed proceedings of the 5th Computational Methods in Systems and Software 2021 (CoMeSySo 2021). The CoMeSySo 2021 Conference is breaking the barriers, being held online. CoMeSySo 2021 intends to provide an international forum for the discussion of the latest high-quality research results. The software engineering, computer science, and artificial intelligence are crucial topics for the research within an intelligent systems problem domain.

This popular technical paper is currently in its sixth reprinting (10/97). Many development projects require that people be involuntarily resettled to other locations to live and work. Governments need adequate policies to minimize the negative effects of this relocation both on the individuals involved and on the national economy. This report presents policy guidelines and procedures for World Bank-financed projects requiring involuntary resettlement. Designed for development specialists, social anthropologists, and sociologists, this volume discusses past Bank projects to illuminate the responsibilities of the governments and the needs of resettlers and host populations during resettlement. Among the topics addressed are types of involuntary resettlement; basic sociological principles in approaching resettlement; policy objectives and strategies; reconstruction of the resettlers' homes, production bases, and social organizations; and the effects of resettlement on the environment. Annexes to this report contain technical checklists for preparing and appraising resettlement plans in projects and for monitoring and evaluating rettlement. Michael M. Cernea has published and editied ...

This book critically examines some of the major trends in the development of higher education. It demonstrates how in the context of liberalisation, globalisation and marketisation, the crisis in higher education has assumed different dimensions in all advanced and emerging societies. The author shows how the state tends to slowly withdraw from the responsibility of higher education, including in the arena of policy-making, or simply adopts a policy of laissez-faire (of non-involvement) which helps in the rapid unbridled growth of private sector in higher education. The notion of higher education as a public good is under serious contestation in current times. The book argues for the need to resurrect the compelling nature of higher education along with its several implications for public policy and planning, while providing a broad portrayal of global developments, comparative perspectives and key lessons. The volume will be of interest to scholars and researchers of education, political science, public policy and administration, governance, development studies, economics, and those working in the higher education sectors, think-tanks, policymakers as well as NGOs.

Significant research is needed in the design and implementation of outward-looking development strategies, recognizing that the supply response must come from individual firms. However, in studying industrial development policy issues, one often become over-influenced by a preconceived model, leaving out the most critical aspect, i.e. real world experience in the intricacies of the industrial development process in low-income countries. The approach taken here gives the highest priority to finding the real stories on the development process at the firm or factory level. In all the cases reviewed, the most critical ingredient for successful entry in the international markets was nearly always the presence of foreign and/or domestic catalysts. The catalyst model of development that emerges from the analysis of eleven export success stories aims at providing feasible and practical answers to questions about workable development strategies for low-income countries. To that end, the catalyst model of development is a model for initiating and transmitting outward-oriented development and for sequencing realistic policy reforms, starting from "equal footing" export incentives, in...

This book draws on evidence from a large number of developing countries to assess the impact of market reforms on the provision of education and health services. The contributors show that approaches that seek merely to pass more of their costs to consumers perform less well than is often claimed and that improved cost-effectiveness of health and education systems requires far more than changes in the sources and mechanisms of obtaining finance.

This is a study of higher education in the world's four largest developing economies—Brazil, Russia, India, and China. Already important players globally, by mid-century, they are likely to be economic powerhouses. But whether they reach that level of development will depend in part on how successfully they create quality higher education that puts their labor forces at the cutting edge of the information society. Using an empirical, comparative approach, this book develops a broad picture of the higher education system in each country in the context of both global and local forces. The authors offer insights into how differing socioeconomic and historic patterns of change and political contexts influence developments in higher education. In asking why each state takes the approach that it does, this work situates a discussion of university expansion and quality in the context of governments' educational policies and reflects on the larger struggles over social goals and the distribution of national resources.

This volume examines key aspects of the elementary education system in the poorer and educationally backward states of India. Providing the first state by state analysis of major cost and financing issues, the book is based on data gathered from one of the most comprehensive surveys conducted in recent times, which was specifically commissioned for this book. In a country where administrative records-concerning enrolment, drop-out, retention and repetition-are unreliable as a source of data, surveys and analyses of the type reported in this volume help policy-makers and scholars get a better picture of the ground realities.

On the life and works of Ruskin Bond, b. 1934, Indo-English litterateur.

Social Policy in East and South East Asia provides the first systematic comparison of the policy sectors of income maintenance, health, housing and education in Hong Kong, South Korea, Singapore and Taiwan. It focuses particularly on the provision and financing arrangements of these four Asian newly industrialized economies and their outcomes in terms of adequacy, efficiency and equity, drawing on extensive primary research carried out by the author. Locating the importance of Asian social policies in the wake of the recent financial crisis in the region, this work provides a comprehensive analysis of the different types of welfare state in contemporary Asia.

Any growing discipline continuously adds to the corpus of factual knowledge about the phenomena being studied and enriches its conceptual apparatus. Over time, some themes are dropped, and new concerns incorporated. This makes older and classical texts less relevant, and necessitates a process of selection and reprioritization of themes to meet changing times. Hence the need for new textbooks, especially one as detailed and concise as Sociology: A Study of the Social Sphere. The book serves as an invitation to sociology and it helps the reader to learn the language that sociologists employ, and the way commonly used words (such as family, marriage, caste) are given distinct definitions. It follows the logic of scientific research that governs sociological analysis. The various topics covered in the book are illustrated with examples taken from everyday life, and from studies conducted in India.

The Human Development Report, now in its seventh edition, updates the unique Human Development Indicators comparing human development in most countries of the world, and the data tables on all aspects of human development. The special focus of this edition is on the important link between economic growth and human development. The Report maintains that the link is not automatic but can be established through proper policy management, arguing the case for initiating and accelerating economic growth and at the same time accelerating and sustaining human development in different parts of the world. The Report also maintains that the quality of growth is as important as its quantity; otherwise, growth can be jobless, voiceless, ruthless, rootless, and futureless. It identifies employment as an important instrument in translating the benefits of economic growth into people's lives.An indispensable resource for courses in international development, the Report ranks 174 countries according to the Human Development Index (HDI). It also gives the global ranking of more than 100 countries in terms of Gender-Related Development Index (GDI) and the Gender Empowerment Measure (GEM). The first...

Microfinance is known to be one of the best tools to combat poverty, and believed to have a positive effect on environmental awareness. This book analyses the impacts of Islamic microfinance on both poverty alleviation and environmental awareness and the variation in its effects between different geographical conditions, as well as how it compares in these respects with conventional microfinance. Islamic microfinance institutions (MFIs) had a more significant impact on poverty alleviation than conventional MFIs, but a low effect on awareness of specific environmental issues. Islamic MFIs were also successful in combating poverty regardless of regional differences, but similarly ineffective in contributing to environmental awareness.

The effect of public regulation on the labor market: detailed analyses of a wide range of policy interventions. The six studies collected in this CESifo volume analyze the sometimes unpredictable effects of public regulation on the labor market. Examining a wide range of policy interventions -- from subsidized employment to an increased tax on capital -- and using a variety of methodologies to analyze them, these contributions by leading scholars of the European labor market will advance the policy debate over regulation at a time of serious labor market problems in Europe and elsewhere. The first three chapters of Labor Market Institutions and Public Regulation present empirical findings, comparing the effects of job training and subsidized employment on the Swedish labor market, analyzing the effect of extended unemployment benefits on unemployment duration for older Austrian workers, and examining poor labor market performance in Spain even after policy reforms. The following chapters take a more theoretical approach, applying the analytical tools of theory to policy issues. These three studies examine the general equilibrium repercussions of public support for both basic and...

In the last two decades, China's western inland region has largely been left out of the nation's economic boom. While its 355-million population accounts for 28% and its land area for 71% of China's total, the region's share of the national GDP is under 20%. Since 1999, Beijing has implemented the West China Development Program to boost the region's growth. To study the major domestic issues and the global implications of this program, the University of Victoria's Centre for Asia-Pacific Initiatives organized and hosted a multidisciplinary international conference on March 6?8, 2003. This volume of papers presented at the conference offers perspectives on the issues by leading experts of diversified academic disciplines from China, Canada, the US, and other countries.

Agriculture in developing countries has been remarkably productive during the last few decades; however, the production levels were achieved at the cost of placing more stress on natural resources and the environment. This volume brings together state-of-the-art applied, practical research related to agriculture, development, and the environment in the developing world. It attempts to distill current knowledge and to summarize it in readable form for development practitioners. Where possible, authors use specific examples to indicate which approaches have worked and which have not, under which conditions, and why.

An examination of the extent to which economic growth improves the material standard of living of a country's people.

Contributed articles.

Investigates The Varying Paths Of Development Adopted In India And The East Asian Region And Explores How These Countries Could Benefit From Each Other`S Experiences. Papers In The Volume By Sectors From India, China, Japan And Korea Compare, Economic, Political, Social And Cultural Of Developments In Their Countries. Seeks To Find Ways In Which Corporation Between Those Countries Could Be Enhanced. 5 Parts, 20 Papers, Index.

Contributed articles, with reference to India.

Education has been recognized as critical to the success of economic policies, equitable income distribution and the reduction of poverty. However, just when more and better education is needed, much of the world's population is being left behind. As successful participation in the world economy becomes more knowledge-intensive, many countries face the challenge of improving their educational systems. To varying degrees they must : a) bring their education up-to-date in transmitting knowledge and skills for dealing with the problems of the future; b) equalize access to high quality schooling; c) raise the level of math, language, and science acquisition; d) improve the effectiveness of educational resources; e) develop new approaches to schooling the disadvantaged; and f) develop mechanisms for the generation, acquisition, and application of appropriate knowledge.

With the limited set of policy instruments typically available in the rural sectors of developing countries, imperfect coverage of the poor and leakage to the non-poor must be expected from even the most well intentioned poverty alleviation scheme. Labor intensive rural public works projects have the potential to both screen and protect the poor, as well as to create and maintain rural infrastructure. The limited evidence for South Asia suggests that few non-poor persons want to participate, and that both direct and indirect transfer and insurance benefits to the poor can be sizable. However, details of the project selection, design and financing, are crucial to success in poverty alleviation, both in the short and long run. Benefits to the poor can be rapidly dissipated by a badly conceived and executed project.

The current state of higher education in Latin America is examined in discussion papers which attempt to identify the major problems in efficiency, finance, and equity in the area and offer policy choices for improving university performance and quality while maximizing society's return on its investment. The papers are organized as follows: (1) the institutional context which provides the boundaries for analysis and public policy debate; (2) efficiency in resource allocation within the higher education sector; (3) efficiency in resource allocation between higher education and other sectors; (4) equity in the distribution of access to and government subventions to higher education; (5) sources of finance for higher education (sections 2 through 5 focus on undergraduate instruction primarily in larger countries in Latin America); (6) issues in graduate education and research; and (7) a discussion of prescriptions for the improvement of equity and efficiency in Latin American higher education. Appendices include country-by-country breakdown of enrollments, higher education expenditures, and other statistics related to higher education that are indicative of specific countries....

Zimbabwe has been independent only since 1980. It has, however, attempted to change significantly the inherited educational policies, which it considers to be inappropriate to the nation's adopted socialist ideology. This paper outlines and critically appraises Zimbabwe's educational policies and finds that post-independence educational policy formulation has been influenced not only by ideological goals of national policy, but equally strongly by the inherited colonial capitalist infrastructure. A thorough review of the main factors influencing policy formulation in the colonial period helps explain why the transformation in educational policies has been more quantitative than qualitative since 1980, the emphasis on socialist development notwithstanding. Additional factors which have hindered substantial qualitative change have been the short time period since independence and shortages of both human and material resources. A particular problem is the preference of students and parents for a traditional, academic education of the sort often denied Blacks under colonial rule over the new, more practical and vocational curriculum. In conclusion, the paper reviews the implications...

At the time of independence from Britain in 1964, the educational system in Zambia was, as elsewhere in Africa, racially segregated and heavily biased against Africans. This paper briefly reviews the situation at independence before enumerating post-independence educational policy landmarks through both acts of Parliament and national development plans and related documents. It discusses successes and failures in program implementation as evidenced by internal and external efficiency criteria. Particularly the primary school system has expanded substantially, although there exists little data about internal efficiency. Nevertheless, the young and growing population continues to put pressure on the system -- a doubling of primary school places by the year 2000 would be necessary simply to maintain the present gross enrollment rates. High rates of unemployment, especially after completion of primary and secondary school, point to poor external efficiency. Other factors contributing to problems with the successful implementation of educational policies have been a poor economy, inadequate supply of teachers above the primary level, problems with curriculum relevance, and an...

Of the three East African British colonies (Kenya, Uganda, and Tanzania), Tanzania was the least well off at the time of independence in 1961. At that time, only 16,691 students were enrolled in secondary schools, and all general education at higher levels was provided outside the country. Thus, the goals of post-independence educational policy were the distribution and equalization of educational opportunities and the expansion of the system at all levels, including the attainment of universal primary education. This report reviews the initial evolution and implementation of educational policies through government five-year development plans. From 1969-78, the Education for Self-Reliance (ESR) program became the basis for all major educational policy changes. The final section of the report evaluates the implementation and success of educational policies and finds that the emphasis on achieving universal primary education has led to a system where there are secondary school places for only 4 percent of primary school graduates. The author reviews the financial and macroeconomic circumstances, educational theories and internal and external efficiency criteria that surround the...

At the time of independence from Britain in 1962, education in Uganda was more advanced than in neighboring countries, although still unsatisfactory. This paper reviews the recommendations of commissions, educational reviews, and five-year plans for the development of educational policies since independence. There have been two main long-term government objectives -- primary school expansion toward the goal of universal primary education, and the provision of sufficient manpower of the quality needed to meet the skill requirements of the economy. The implementation of these goals was severely hampered by the events of the 1970s, which were a decade of "total national calamity" that affected all sectors of the economy, including the education system. The Recovery Program of 1982/84 was adopted to reconstruct and rehabilitate the educational infrastructure. The report reviews the present-day status of education in Uganda with regard to internal and external efficiency, equity, and non-quantitative criteria such as national policy and Ugandanization. It finds four remaining major problem areas : a) continued illiteracy; b) high dropout rates at almost all levels; c) unqualified...

At the time of independence from Britain in 1968, education in Swaziland was characterized by poor quality, uneven distribution of schools, high dropout and repeater rates, serious teacher shortages, and inappropriate and highly academic curricula. This paper describes the status of present-day education in Swaziland in terms of the effect of government policies on the primary, secondary, and tertiary sectors. Because current trends in education are the cumulative result of policies followed since independence, the historical development of educational policy is traced in quinquennials that correspond to each of the four post-independence five-year National Development Plans. The policies of the first three five-year periods are followed by an appraisal of the achievements and failures of the period with regard to policy objectives and policy procedures. The final chapter on the Fourth Plan (1984-88) lists priority areas for continued improvement : a) improved teacher training; b) curriculum development; c) support to the sector from the Ministry of Education; and d) more systematic educational planning, monitoring and evaluation.