Budgeting for School Education: What Has Changed and What Has Not?
| dc.contributor.advisor | ||
| dc.contributor.author | Kundu, Protiva | |
| dc.date.accessioned | 2019-08-21T11:32:58Z | |
| dc.date.available | 2019-08-21T11:32:58Z | |
| dc.date.issued | 2018 | |
| dc.description.abstract | 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. | en_US |
| dc.identifier.uri | http://www.cry.ndl.iitkgp.ac.in/123456789/21 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | CRY - Child Rights & You | en_US |
| dc.relation.ispartofseries | Policy Brief;8 | |
| dc.subject | Education - Budget | en_US |
| dc.title | Budgeting for School Education: What Has Changed and What Has Not? | en_US |
| dc.title.alternative | Analysis of Six States in the 14th Finance Commission Recommendation Period | en_US |
| dc.type | Other | en_US |
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