Education

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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.
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.
A Pittance for Our Children Union Budget 2017–18
(CRY - Child Rights & You, 2017) Ganotra, Komal
For the last 15 years, allocation to the child budget has remained stagnant at around 3% of the union budget. This analysis points out why this amount is proving completely inadequate in safeguarding the health, nutrition, education and protection of India’s 434 million children.
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.
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.
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.
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.
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.
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.
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.
Educating The Girl Child
(CRY - Child Rights & You, 2019) Child Rights & You, CRY
As per census 2011, Children represent 39 percent of total population in India and 48 percent of them are girls. Approximately, 31percent of total population is in the age category of 0-14 years. Worldwide, women today constitute almost half of the total population. Gender equality is at the very heart of human rights. A fundamental principle of the United Nations Charter adopted by world leaders in 1945 is "equal rights of men and women", and protecting and promoting women's rights are the responsibility of all states. Likewise, it has also been widely established that provision of education for women is a potential driver for improvement of nutrition, health and economic status of any household, and thus, overall the economy of the nation. Therefore, the understanding amongst the development thinkers and the policy analysts across the world has been that in order to tackle the conditions of poverty and deprivation, the investment has to be made in human development and in particular women and girls. Literature also supports that educating girls is important for economic growth and this investment would also lead to a general improvement in the social welfare of women, leading to delayed marriageable age and birth of fewer and healthier children. Thus, it would contribute to an overall reduction in the maternal, infant morbidity and mortality rates (Miller., 2007).
ONLINE SAFETY AND INTERNET ADDICTION
(Child Rights and You (CRY), 2020) Sinha, Ajay Kumar; Matin, Abdul; Ansari, Yusuf; Sinha, Niraj; Jayaram, Veena; Ghosh, Shreya; Sharma, Varun
The last two decades have witnessed phenomenal growth of Internet usage in India and worldwide. The number of users in the country is pegged at 566 million currently and is expected to register double digit growth to reach 627 million in 2019. This growth has been largely driven by increased consumption in rural areas (Kantar IMRB). According to UNICEF (2016) estimates, one third of Internet users globally are children, with the proportion of Internet users likely to be higher in the lower income countries where Internet is rapidly penetrating in all spheres of public life. Statistics by The International Telecommunication Union (ITU) show that the youth (15-24 year olds) are at the forefront of Internet adoption (ITU, 2017).
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.
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.
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.
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.
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.
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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