The Routledge Handbook of Education in India: Debates, Practices, and Policies

Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
Notes on contributors
Preface
Introduction to the second edition
	Using this handbook
	Schools
	Colleges and universities
	Knowledge and the curriculum
	Systemic imbalance
	References
Part I: Logic of access
	Chapter 1: Compulsion to educate
		Context and significance of the legislation
			Context
			Significance of a justiciable right
		Nature of compulsion
			The idea of compulsion
			What has compulsory education meant in India?
			Is compulsory education free?
		Gaps and issues
		Conclusion
		Notes
		References
	Chapter 2: Education in urban areas
		‘Urban education’ (USA)
			Development of cities and education in India
		Section I
			Stratification
			Private schools
			Low-fee private and unrecognised schools
			‘Quasi-government’ schools
			Government schools and differentiation
			Absence of a ‘school map’
				School transport lobby
				Road accidents
				Toxic fumes and lung diseases
		Section II
			Devolution of upper primary to the private sector
			The blocked chimney syndrome
		Section III
			City master plans
			Land and privilege
				Slums, the poor, and education
				Street children, children out of school
				Exclusive ‘colonies’
				School land/valuable real estate
			From master plan to RTE Act: breaching the barriers of private schools
		Section IV
			Researching the city
			Urban: not seen as a ‘problem’
			Confusion between ‘urban’ and ‘city/town’ statistics
			Lack of disaggregated educational data
		Conclusion
		Notes
		References
	Chapter 3: Institutional diversity and quality
		The city of Hyderabad and Block A
		An introduction to school diversity
		The education market: school management and their clientele
		Managements
			Clientele
		Quality
			Educational aims and the school business plan
			Pedagogy
			Pedagogic types
		Conclusion
		Notes
		References
	Chapter 4: Examination for elimination: Celebrating fear and penalising failure
		Institutionalisation of the examination system in India: history, structure, and implications
			Brief historical overview
			Structure and role of Boards of Secondary Education in independent India
			Presenting Board Examination results (2009–2011)
			Pedagogic and sociological implications
		Prevailing examination system: concerns and recommendations
			Pre-Independence period
			Independent India
		Contextualising contemporary examination reforms
			Right to Education Act, 2009
		Concluding insights
		Notes
		References
Part II: Curriculum and teaching
	Chapter 5: Mind the (language-medium) gap
		The language-medium opposition among multiple school types
		Language ideology and language-medium schooling
		The language ‘complex’
		The voice of language-medium discourse
		Cost and board affiliation
		Language-medium schooling in public
		Conclusion
		Notes
		References
		Further reading
	Chapter 6: Science and mathematics teaching in schools and colleges
		Statistics and numbers
		Issues and analysis
		Curriculum
		Assessment
		Human resources
		Physical infrastructure
		Equality of access
		University of Delhi: a case study
		Conclusions and outlook
		References
	Chapter 7: The teaching of social sciences in schools and colleges in India
		India’s encounters with social sciences: the global background of the early/mid-twentieth century
			Global ‘social sciences’ education and significance for India: the British example
			Global ‘social sciences’ education and significance for India
		Indian institutions of school and university education and the social sciences I: from Independence to 2004
			General
			From Independence until the formation of the NCERT and the UGC
			After the formation of the UGC and NCERT
			Approaches to social sciences in schools during the 1960s and 1970s
			Approaches to social sciences in universities and colleges during the 1960s and 1970s
			The Jawaharlal Nehru University model and its relevance for undergraduate education
			‘Crisis’ in education and teaching of social sciences
		Indian institutions of school and college education and the social sciences II: the NCERT initiative of the mid-2000s, the NCF 2005, and the broader context in the school–college system
			Developing a social sciences initiative at NCERT
			The context of higher education
			Development of a new school-level approach to ‘social science’: the Focus Group on Social Sciences
			Syllabus committees and textbooks
		Beyond NCF 2005
			Schools
			Colleges/universities
		Postscript
		Notes
		References
	Chapter 8: The uses and teaching of history
		The textbook as a pedagogical tool
		Comforting certainties: converting the chapter
		The attraction of the Sapt Sindhu
		From the Malayaputras to Mizoram
		Does history have a future?
		Appendix 1: list of visuals in chapter 1, India and the Contemporary World
		Notes
		References
	Chapter 9: An experiment in rural education: The revival of Anand Niketan
		Revival of Anand Niketan
		Gardening
		Science
		Spinning and weaving
		Conclusion
		References
Part III: Training for professions
	Chapter 10: The making of India as an engineering society
		The meaning of a profession
		Engineering in the West
			Phase 1
			Phase 2
			Phase 3
			The outcomes
		Engineering in India
			Phase I: the foundations
			Phase II: growth and decoupling
			Phase III: the global alignment
			The outcomes
		Where do we go from here?
			Four observations
			The way ahead
		Conclusions
		Notes
		References
	Chapter 11: Discourse of teacher education in India
		The context
		Bachelor of Education (BEd): a description and reflection
			Teacher-educators
			Lesson-plan
			Material of instruction
		Ethos of BEd institutions: cultural and celebratory
		Notes
		References
	Chapter 12: Management education in India: How far have we come?
		The promise of management education
		Phases in management education
			Phase I: the pre-IIMs era (until 1960)
			Phase II: the coming of IIMs (1960–2001)
			Phase III: ISB and the newer IIMs
			Phase IV: post-2015 and new directions
		The changing external environment and its requirements
		Management education and institutional progress
		The requirements of the domain
		The unfinished agenda of management education
		References
	Chapter 13: Technical and vocational education and training in India: Lacking vision, strategy and coherence
		Two conceptual issues
		Five pillars of TVET in India
		Weak TVET system: now growing fast without a vision
		School-level vocational education
			NSDC-funded private vocational training providers
			Industrial Training Institutes (ITI): public and private
			Central government ministries offering training courses
			Apprenticeships: a new beginning?
		National Skills Qualification Framework (NSQF) in India: a unifying framework for SD?
		National Education Policy 2020 (NEP): does it offer hope for TVET?
			Professional education
		Concluding remarks
		Notes
		Bibliography
Part IV: Universities and society
	Chapter 14: Indian higher education: Twenty-first-century challenges 1
		A challenging history
		Language: a continuing dilemma
		Indian universities in a globalised world
		The sea of mediocrity
		Islands of excellence
		The failure of planning
		The necessity of systems
		Politics
		A pattern of inadequate investment
		The fall and rise of the guru
		An increasingly dominant private sector
		What has India done right?
		The challenges ahead
		Note
		References
	Chapter 15: Gendered access and participation: Unequal subject choices in Indian higher education
		Globalisation, privatisation, and higher education
		Gender and subject choice
			Masculine/male and feminine/female subjects?
			Do schools make a difference in the subject choices?
			Why gender differences in subject choices?
		Equity and access: the contemporary situation
		Indian higher education system
			Women in higher education in India
		Conclusion
		Notes
		References
	Chapter 16: Caste quotas and formal inclusion in Indian higher education 1
		Higher education and equality of access: policy perspectives
		Reservations in higher education: modalities and justifications
			The modalities of caste quotas in higher education
			Justificatory frameworks
		Higher education and the future of equal access: critical contexts
			Recent changes and possible impact
			The possible futures of quotas in higher education
				Intra-group disparities and the ‘creamy layer’
				The mismeasurement and misrecognition of merit
				The challenges of agency
		Notes
		References
	Chapter 17: Tribes and higher education in India
		Underlying policy and higher education
		Modern education and tribes
		Higher education and tribes
		Higher education and unevenness in access
		State universities and central universities
		Inter- and intra-tribe differences
		Tribes and academic programmes
		Academic performance
		Note
		References
	Chapter 18: Private participation in higher education in India: Issues and implications on access, equity and quality
		Introduction
		Private participation in higher education
		Genesis and growth
		A complex web of institutions and practices
		Deepening of the private sector in higher education
		Limitations and drawbacks
		Future trends in privatisation of higher education
		Concluding observation
		References
Part V: Underbelly
	Chapter 19: Active partners: Rethinking the educated unemployed in India
		A rural middle class: the origins of social congestion
		Timepass
		Conclusions
		Note
		References
	Chapter 20: Access, success, and excess: Debating shadow education in India
		Isn’t private tutoring old news?
		What is new about the present paradigm of private tuition?
		The scope of private tutoring
		Private tutoring effect on learning outcomes and school processes
		Choice, constraint, and compulsion
		Is private tutoring equity-enhancing?
		Commerce and corruption
		Concluding remarks: private solution as a social priority?
		References
	Chapter 21: Understanding Vyapam
		Mutation of cheating
		Link industries
		Systemic context
		Political consensus
		Political occult
		References
Index