Probe Revisited
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Women and the Teaching Profession
Examines how the teacher feminisation debate applies in developing countries. Drawing on the experiences of Dominica, Lesotho, Samoa, Sri Lanka and India, it provides a strong analytical understanding of the role of female teachers in the expansion of education systems, and the surrounding gender equality issues.
The Right to Education in India
Author: Florian Matthey-Prakash
language: en
Publisher: Oxford University Press
Release Date: 2019-08-22
What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question barely received any attention. The book identifies justiciability—or, more broadly, enforceability—as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the State; otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability remains unfulfilled. It deals with the possible alternative means the State may provide for the poor to claim the benefits under Article 21A, and identifies the grievance-redress mechanism created by the ‘Right of Children to Free and Compulsory Education Act, 2009’ as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.
Researching Educational Governance: Realizing UN 2030 Agenda and Beyond
Author: H.C. Pokhriyal, B.S. Nagi, M.C. Sati, Padmakar Mishra, R.P. Juyal and A.S. Khullar
language: en
Publisher: Concept Publishing Company
Release Date: 2023-01-01
Achieving the 'lofty Goal 4' of the UNSDGs, which aims to 'ensure inclusive and equitable quality education and promote lifelong learning opportunities for all', 'will require the entire education system to be reconfigured'- a fact as aptly underlined in the National Education Policy 2020 of India. This would essentially entail putting in place a very effective educational governance devised and formulated on the basis of cutting edge research outputs. Three Volumes of the present book is a modest yet maiden attempt to comprehend and unfold the blending of diverse research methodologies and amply demonstrate, through empirical findings, that innovative policies and interventions curated on the basis of this approach of research can ensure quality education. Governance emerges as one of the core areas for research. Therefore, Volume I provides a wide canvas of governance in general and educational governance in particular for research along with a unique opportunity to elaborate both the theory and practice of Quantitative, Qualitative and Participatory Methodologies in researching governance that is the frontier challenge looking for suitable answers. Volume II uniquely comprehends multiple aspects of quality in dynamic and wider perspectives as perceived by the primary stakeholders including community. Refreshing insight into the quality perspectives of educational governance will facilitate the researchers to explore innovative interventions in respective areas of human development. 'Community' is the third constituent of governance along with the 'state' and the 'market'. Therefore, Volume III explores a futuristic vision of community governance leading to quality education. Also an attempt has been made to critically appraise the provisioning of community governance including the local self-governments as well as free and compulsory elementary education. The Book is a live comprehension of the conceptual framework of research and methods along with handling of research problems at the ground. It is like explaining 'how to' by giving suitable case-studies conducted by the authors on educational governance. It is hoped that the three Volumes will be an exciting learning experience that would enable us to address researching challenges over which the public policy makers, researchers, development administrators, planners and students may build their concepts, logical structures and planned interventions facilitating the achievement of effective educational governance at micro-level ensuring quality education in the coming decades.