This book calls for an equitable and qualitative access to education for all. It proposes paradigms of educational governance that are based on coalition building between key stakeholders, are grounded in local and cultural contexts, sensitive to the language needs of communities.
This book calls for an equitable and qualitative access to education for all. It proposes paradigms of educational governance that are based on coalition building between key stakeholders, are grounded in local and cultural contexts, sensitive to the language needs of communities. It underlines the significance of gender sensitive and inclusive approaches that ensure equity for marginalized children and minorities.
Based on research-based studies, the volume focuses on equity, quality, and learning — covering a broad spectrum, from school to higher, to adult education. It discusses the multiple learner deprivations amongst the marginalized communities and the severe impact of events such as pandemics that exacerbate learner inequities and the recent developments in India under the National Education Policy 2020. It also presents research-based country experiences in the Asian (India, Bangladesh, China) and African (Ghana, South Africa) contexts, showing how external influences on the changing priorities in policy perspectives cut across developing countries.
Compiled in honour of Professor R. Govinda, this volume of insightful articles will be of interest to students and researchers of educational policy and studies, sociology of education, equity and human rights. It will also be useful for decision makers and think tanks.
Introduction Section 1: Deconstructing Inclusion, Quality and Learning
1. Quality, Inclusion and Equality in Education The Elusive Triad Revisited
2. How do Students Perform at school-level? A Cross Sectional Analysis at
National level
3. Adolescent Children- Angst to Complete Secondary School
Education: A Perspective
4. Adult Learning and Education in and post-Covid-19
Times
5. The Significance of Medium of Instruction in the Schooling of
Disadvantaged Muslims Section 2: Addressing Equity Issues across the
Education Spectrum
6. Mapping Gender in School Education at Primary Level in
India
7. Equity in Access and Learning: A Way Forward for Secondary Education
in India
8. Equity in Higher Education and Education for All: Critical
Considerations Section 3: School Management for Quality Inclusive Education
9. Persisting Challenge of Contract Teachers in Government Schools of India
10. Principal's Leadership Role in Mapping Synergies for School Improvement:
Reflections from Policies and Researches
11. Towards a Framework for
Effective School Management: Diverse Partnerships for Quality Inclusive
Education Section 4: Influences on Policy and Insights into Educational
Reform
12. Maulana Abul Kalam Azad: Planning a National Education System in
the 1950s.
13. The The Drivers and Inhibitors of EFA - Policy Change and
Implementation in Ghana and India
14. Privatisation and Commercialisation of
Higher Education: The Caste and Politics Nexus in State Policies
15.
Rethinking the Undergraduate Degree: Insights from Educational Reform
Experience in India
16. Looking at Education through a Binary Lens:
Challenges and Alternatives Section 5: Cultural Imperatives in Educational
Research
17. Cultural Dilemma and How it Affects Education: A Personal
Journey Section 6: Epilogue A Window onto Prof. Govindas Tryst with Education
N.V. Varghese is Vice Chancellor of the National Institute of Educational Planning and Administration, New Delhi. He is the Chief Editor of the Journal for Educational Planning and Administration. He has directed several national and international research projects in Africa, Asia, Latin America and CIS region. He has published major works in educational planning, financing and higher education.
Anjana Mangalagiri is an educationist and Senior Fellow at the Institute of Social Sciences, New Delhi. She served as UNICEF's Chief of Education in several countries and is the Country Representative of the online network on the South Asia Forum of Early Childhood Development Professionals. She has worked extensively in the areas of children's rights, educational policy and planning at national and international levels, and a strong advocate of equity, cross-sectoral and gender sensitive approaches in education and development.
A. Mathew is in-charge of the Digital Archives of Education Documents, NIEPA. He was a National Fellow, NIEPA and an ICSSR Senior Fellow. He is actively engaged in the field of educational research, writings and publications for over four decades, on elementary education, Education for All, Adult and Non-formal Education, educational developments in historical perspectives and the study of state policies in Higher Education in southern states and Maharashtra.
