Browsing by Author "Kundu, Protiva"

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    BUDGETARY ANALYSIS OF SAMAGRA SHIKSHA ABHIYAN
    (Child Rights and You (CRY), 2020) Kundu, Protiva; Rastogi, Drishti
    The study aimed to collect planning and budgeting related information for SMSA from Sitapur and Chittoor district. The other objective was perspective building on the functioning of the schemes and district specic challenges through bi-lateral discussions with district ofcials. However, in the rst three months of 2020, due to a series of events like spread of swine u, disturbance because of public protests and then outbreak of COVID-19, travel to Sitapur, which comes under Lucknow division of Uttar Pradesh, has not been possible. As an alternative strategy, ofcials were reached out through telephone and email. However, as all the education ofcials were roped in to monitor and implement different COVID measures, no discussion could be scheduled. While the interactions with District education ofcials in Chittoor were fruitful in gathering information about the functioning of SMSA, they were not willing to share scheme-related expenditure data for the district. As a result, information on challenges related to fund ow and fund utilisation etc. under SMSA could not be corroborated.
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    Budgeting for School Education in Bihar
    (CRY - Child Rights & You, 2018) Kundu, Protiva
    The landscape of fiscal policy and budgetary processes in India has witnessed a number of changes over the last few years. The 14th Finance Commission (FC) recommended increasing the share of states in the divisible pool of central taxes from the erstwhile 32 percent to 42 percent. On the other hand, the Union Government has pursued its fiscal consolidation by compressing expenditure, mostly on Central schemes in social sectors including school education. It is obvious that the new fiscal architecture will directly impact the public provisioning of education at the state level. In this changed fiscal space, this policy brief examines Bihar governments' policy response to school education and attempts to assess the impact of the 14th FC recommendations on the current level of public spending on school education and identify areas where more resources need to be invested.
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    Budgeting for School Education in Chhattisgarh
    (CRY - Child Rights & You, 2018) Kundu, Protiva
    The landscape of fiscal policy and budgetary processes in India has witnessed a number of changes over the last few years. The 14th Finance Commission (FC) recommended increasing the share of states in the divisible pool of central taxes from the erstwhile 32 percent to 42 percent. On the other hand, the Union Government has pursued its fiscal consolidation by compressing expenditure, mostly on Central schemes in social sectors including school education. It is obvious that the new fiscal architecture will directly impact the public provisioning of education at the state level. In this changed fiscal space, this policy brief examines Chhattisgarh governments' policy response to school education and attempts to assess the impact of the 14th FC recommendations on the current level of public spending on school education and identify areas where more resources need to be invested.
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    Budgeting for School Education in Maharashtra
    (CRY - Child Rights & You, 2018) Kundu, Protiva
    The landscape of fiscal policy and budgetary processes in India has witnessed a number of changes over the last few years. The 14th Finance Commission (FC) recommended increasing the share of states in the divisible pool of central taxes from the erstwhile 32 percent to 42 percent. On the other hand, the Union Government has pursued its fiscal consolidation by compressing expenditure, mostly on Central schemes in social sectors including school education. It is obvious that the new fiscal architecture will directly impact the public provisioning of education at the state level. In this changed fiscal space, this policy brief examines Maharashtra governments' policy response to school education and attempts to assess the impact of the 14th FC recommendations on the current level of public spending on school education and identify areas where more resources need to be invested.
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    Budgeting for School Education in Tamil Nadu
    (CRY - Child Rights & You, 2018) Kundu, Protiva
    The landscape of fiscal policy and budgetary processes in India has witnessed a number of changes over the last few years. The 14th Finance Commission (FC) recommended increasing the share of states in the divisible pool of central taxes from the erstwhile 32 percent to 42 percent. On the other hand, the Union Government has pursued its fiscal consolidation by compressing expenditure, mostly on Central schemes in social sectors including school education. It is obvious that the new fiscal architecture will directly impact the public provisioning of education at the state level. In this changed fiscal space, this policy brief examines Tamil Nadu governments' policy response to school education and attempts to assess the impact of the 14th FC recommendations on the current level of public spending on school education and identify areas where more resources need to be invested.
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    Budgeting for School Education in Uttar Pradesh
    (CRY - Child Rights & You, 2018) Kundu, Protiva
    The landscape of fiscal policy and budgetary processes in India has witnessed a number of changes over the last few years. The 14th Finance Commission (FC) recommended increasing the share of states in the divisible pool of central taxes from the erstwhile 32 percent to 42 percent. On the other hand, the Union Government has pursued its fiscal consolidation by compressing expenditure, mostly on Central schemes in social sectors including school education. It is obvious that the new fiscal architecture will directly impact the public provisioning of education at the state level. In this changed fiscal space, this policy brief examines Uttar Pradesh governments' policy response to school education and attempts to assess the impact of the 14th FC recommendations on the current level of public spending on school education and identify areas where more resources need to be invested.
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    Budgeting for School Education in West Bengal
    (CRY - Child Rights & You, 2018) Kundu, Protiva
    The landscape of fiscal policy and budgetary processes in India has witnessed a number of changes over the last few years. The 14th Finance Commission (FC) recommended increasing the share of states in the divisible pool of central taxes from the erstwhile 32 percent to 42 percent. On the other hand, the Union Government has pursued its fiscal consolidation by compressing expenditure, mostly on Central schemes in social sectors including school education. It is obvious that the new fiscal architecture will directly impact the public provisioning of education at the state level. In this changed fiscal space, this policy brief examines West Bengal governments' policy response to school education and attempts to assess the impact of the 14th FC recommendations on the current level of public spending on school education and identify areas where more resources need to be invested.
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    Budgeting for School Education: What Has Changed and What Has Not?
    (CRY - Child Rights & You, 2018) Kundu, Protiva;
    There has been a shift over the last decade in the narrative on school education policy in India with regard to the evaluation of quality of education. Previously, conventional wisdom judged quality mainly in terms of inputs and outputs. Inputs refer to institutions, resources and spending while outputs refer to products and services delivered. In more recent years, the focus has moved toward learning outcomes, with an emphasis on children acquiring reading, writing and numerical skills.
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    Government Financing of Secondary Education for Girls: A Case Study of Delhi
    (Child Rights and You (CRY) and Centre for Budget and Governance Accountability (CBGA), 2021) Kundu, Protiva; Bhuta, Aishwarya
    The study comprises ve sections. Following a brief introduction in Section I, Section II describes the status of secondary education in Delhi, particularly the status of girls. Section III maps the existing interventions of Delhi government for girls' education at secondary level. The policy measures taken by government during COVID-19 are also discussed. Section IV provides a macro picture of government nancing pattern at secondary level alongside examining the gender responsiveness of education budget. Section V focuses on planning and budgeting aspects of SmSA at secondary level and genderinclusivity of the scheme. Section VI concludes the discussion with some policy recommendations.
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    Government Financing of Secondary Education for Girls: A Case Study of Rajasthan
    (Child Rights and You (CRY) and Centre for Budget and Governance Accountability (CBGA), 2021) Kundu, Protiva; Bhuta, Aishwarya
    The study comprises ve sections. After a brief introduction in Section I, Section II describes the status of secondary education in Rajasthan, particularly that of girls' education. Section III maps the existing interventions of the state government for girls' education at secondary level. The policy responses in the 5 wake of the COVID-19 pandemic are also discussed. Section IV provides a macro picture of government nancing pattern at secondary level and also examines the gender responsiveness of education budget. Section V focuses on planning and budgeting aspects of SmSA at secondary level and gender-inclusivity of the scheme. Section VI concludes the discussion with some policy recommendations.
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    Government Financing of Secondary Education for Girls: A Case Study of Telangana
    (Child Rights and You (CRY) and Centre for Budget and Governance Accountability (CBGA), 2021) Kundu, Protiva; Bhuta, Aishwarya
    The study comprises ve sections. Following a brief introduction in Section I, Section II describes the status of secondary education in Telangana, particularly the status of girls. Section III maps the existing interventions of Telangana government for girls' education at secondary level. The policy responses in the wake of the COVID-19 pandemic are also discussed. Section IV provides a macro picture of government nancing patterns at secondary level alongside examining the gender responsiveness of the education budget. Section V focuses on planning and budgeting aspects of SmSA at secondary level and gender-inclusivity of the scheme. Section VI concludes the discussion with some policy recommendations.
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    HOW HAVE STATES DESIGNED THEIR SCHOOL EDUCATION BUDGETS?
    (CRY - Child Rights & You, 2016) Kundu, Protiva; Singh, Gaurav
    Around 68 years ago, India began its journey towards the goal of universal and free basic education. The Union Government initiated a number of programmes to achieve the goal of Universalisation of Elementary Education, the most signifi cant of which is the SSA, launched in 2001. Legislative response fi nally came through the Right of Children to Free and Compulsory Education (RTE) Act, 2009, which came into force on April 1, 2010, to provide free and compulsory education to children in the age group of 6-14 years in a neighbourhood school. In spite of these Government interventions, the story of India’s educational achievements is one of limited success.
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    Impact of COVID-19 on Child Nutrition in India: What are the Budgetary Implications?
    (Child Rights and You (CRY), 2020) Ambast, Shruti; Kundu, Protiva; Sonawane, Shivani
    The most crucial time to meet a child's nutritional requirements is the rst 1,000 days of life, through pregnancy and infancy. Poor nutrition during this period leaves children with lifelong impairment in physical and mental development. Therefore, investing in nutrition is the key to secure a country's future generation. India's policy framework includes many proven nutrition interventions. In 2015, India committed to achieve the Sustainable Development Goal (SDG) of zero hunger. As a step towards meeting the targets by 2030, the Government of India launched the Prime Minister's Overarching Scheme for Holistic Nutrition (POSHAN) Abhiyan in 2017. Targets were set to reduce stunting, under-nutrition and low birth weight by two per cent each and anaemia by three per cent by 2022. Unfortunately, COVID-19 has increased the risk factors for child malnutrition in India. With the disruption of Anganwadi services and Mid-Day Meal (MDM), a large number of children no longer have access to regular, nutritious meals. The overburdening of health systems has impaired service delivery of critical health and nutrition interventions for children. Finally, the economic impact of the pandemic has reduced the frequency and quality of meals consumed by households.
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    Impact of COVID-19 on School Education in India
    (Child Rights and You (CRY), 2020) Kundu, Protiva; Sonawane, Shivani
    COVID-19 has had an unprecedented impact on school education. It has affected a large number of children across states, class, caste, gender and region. The shutting down of schools and the decision of shifting traditional classrooms to digital platforms is not only increasing learning inequality among children, but also pushing a large number of children out of school due to the digital divide. Other than learning, the absence of schooling would also have a long-lasting effect on the health and nutrition of children. The role of the budget in the current situation as well as beyond the pandemic is very crucial to ensure inclusive education for all. This policy brief highlights some of the issues associated with school closures which need immediate attention. It also suggests some short-term policy measures that can be implemented in the coming Union and State budgets. However, the overall direction of allocations should not only be limited to addressing issues arising from the pandemic but should go beyond. COVID-19 has created an opportunity for governments to learn valuable policy lessons to deal with such situations and also to revamp the system so that it is better equipped to deal with them. In this context, the policy brief has also put forward a set of long-term measures that the government should implement in the due course of time.
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    Impact of COVID-19 on School Education in India: What are the Budgetary Implications?
    (Child Rights and You (CRY) and Centre for Budget and Governance Accountability (CBGA), 2020) Kundu, Protiva; Sonawane, Shivani
    COVID-19 has had an unprecedented impact on school education. It has affected a large number of children across states, class, caste, gender and region. The shutting down of schools and the decision of shifting traditional classrooms to digital platforms is not only increasing learning inequality among children, but also pushing a large number of children out of school due to the digital divide. Other than learning, the absence of schooling would also have a long-lasting effect on the health and nutrition of children. The role of the budget in the current situation as well as beyond the pandemic is very crucial to ensure inclusive education for all. This policy brief highlights some of the issues associated with school closures which need immediate attention. It also suggests some short-term policy measures that can be implemented in the coming Union and State budgets. However, the overall direction of allocations should not only be limited to addressing issues arising from the pandemic but should go beyond. COVID-19 has created an opportunity for governments to learn valuable policy lessons to deal with such situations and also to revamp the system so that it is better equipped to deal with them. In this context, the policy brief has also put forward a set of long-term measures that the government should implement in the due course of time.
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    Mapping of Institutions and Fund Flow Architecture of Rashtriya Kishor Swasthya Karyakram (RKSK) for Chittoor, Andhra Pradesh
    (Child Rights and You (CRY), 2020) Kundu, Protiva
    Adolescence represents a unique period in the life cycle, a transitional phase between childhood and adulthood. India is home to 25 crore adolescent children of age (10-19) years which constitute 22 per cent of India's population. With a view to address the health and development needs of this age group, Ministry of Health and Family Welfare in 2014 launched the Rashtriya Kishor Swasthya Karyakram (RKSK). RKSK has been developed to strengthen the adolescent component of the 1 RMNCH+A strategy under National Health Mission (NHM).
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    Mapping of Institutions and Fund Flow Architecture of Rashtriya Kishor Swasthya Karyakram (RKSK) for Sitapur, Uttar Pradesh
    (Child Rights and You (CRY), 2020) Kundu, Protiva
    Adolescents are the young people aged between 10 to 19 years. This is a phase when children of this age witness various physical, physiological and behavioural changes. However, most of the young and growing children have poor knowledge and lack of awareness about these changes that occurs during adolescence and the ill health affecting them. India is home to 25 crore adolescent children which constitute 22 per cent of India's population. With a view to address the health and development needs of this age group, Ministry of Health and Family Welfare in 2014 launched the Rashtriya Kishor Swasthya Karyakram (RKSK). RKSK has been developed to strengthen the adolescent component of 1 the RMNCH+A strategy under National Health Mission (NHM).
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    mpact of COVID-19 on Child Protection in India and Its Budgetary Implications
    (Child Rights and You (CRY) and Centre for Budget and Governance Accountability (CBGA), 2021) Kundu, Protiva
    'Child Protection' refers to prevention of and response to violence, exploitation and abuse of children in all contexts. This includes reaching out to children who are most vulnerable to such threats, such as those living without family care, on the streets, or in situations of conict or natural 1 disasters. The COVID-19 pandemic has exacerbated pre-existing inequities and 2 vulnerabilities of children. Owing to disruptions in 3 4 education, health-nutrition and protection 5 services over the last one year, the vulnerabilities of children from rural areas and marginalised communities have compounded. The shortcomings in child protection services need to be identied and resolved to address children's vulnerabilities. This can be achieved by enhancing the focus on preventive measures, increasing public provisioning and human resources, and strengthening convergence among various sectors such as education, health, and nutrition which are basic to child rights. In this context, this policy brief attempts to examine some major challenges related to the overall functioning of child protection systems from a policy and budgeting perspective. It also analyses how the vulnerabilities of children were aggravated during the pandemic as reected in rising instances of child marriage, child trafcking, and child labour. The signicance of care and protection of children orphaned and abandoned during the pandemic, par ticularly noninstitutional care is also highlighted alongside a brief discussion of good practices by various state governments in this direction. Based on a situational analysis, the brief offers a set of policy recommendations, some of which can be implemented in the upcoming Union and state budgets. However, the focus of policy planning and budgetary allocations should go far beyond addressing issues arising from the pandemic alone.
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    Public Financing of School Education in India
    (CRY - Child Rights & You, 2016) Kundu, Protiva; Rout, Surajita
    In the Constitution of India, education appears in the concurrent list; accordingly, provisioning of resources for the same is a shared responsibility of the Union and State Governments. Public financing of education, to a large extent, depends on the policy and budgetary priorities for education. In order to assess the adequacy of the prevailing quantum of public financing for the sector, it is useful to have a rough estimate of how much the government should spend on financing quality education, taking into account the existing policy framework for public provisioning of education.