Blockchain, adoption, and financial inclusion in India: Research opportunities

Higher Education in the BRICS Countries

Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India

In the broad context of inclusive growth policies in India, an examination of the growth and inequalities in the country’s higher education is attempted in this article with the help of rich data a...

https://journals.sagepub.com/doi/pdf/10.1177/0049085715574178

How Inclusive Is Higher Education in India

In this book I undertake a comparative analysis of \" affirmative action \" in the United States and \" reservation policies \" in India. These are arguably the two most important national experiences with positive discrimination in favor of historically disadvantaged racial/ethnic minority groups. After reviewing the history of positive discrimination policies in each country, and the debates they have spawned, I develop a comprehensive list of the claims made for and against such policies. Identifying the implied potential benefits and costs of positive discrimination, I elaborate a cost-benefit framework for analysis of the effectiveness of positive discrimination policies. I utilize this cost-benefit framework to develop a general model for the comparative analysis of positive discrimination policies, which I apply first to assess the likely consequences of affirmative action in the US and reservation policies in India. My comparative analysis of the US and Indian cases suggests that the particular procedures used in applying positive discrimination policies, as well as the general societal context in which they are applied, tend to be more conducive in the United States than in India to the generation of overall benefits greater than overall costs. A definitive analysis of the success or failure of positive discrimination policies requires that the claims of benefits and costs be put to the test of empirical evidence. Toward this end I review systematically the available empirical evidence on the consequences of positive discrimination policies in admissions to higher educational institution in the US and India. The evidence suggests that in both countries these policies have generated some, but not all, of the benefits expected by their proponents, as well as some, but not all, of the costs anticipated by their opponents. I conclude that in each country the issue should not be whether to continue such policies – but how best to structure them so as to maximize their net benefits. Preface My interest in writing this book has two primary sources – one going back to the early years of my academic career, and the other much more recent. During the 1960s I spent a total of four years in India, teaching economics at the Indian Statistical Institute and working on problems of economic development planning. During that time I developed great affection for and appreciation of the people and the cultures of India; and for many years thereafter my teaching and research was oriented to the …

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Affirmative action in the United States and India: a comparative perspective

This paper explores how an individual’s participation in higher education is dependent upon her religious affiliations, socio-economic status, and demographic characteristics. It argues that an appropriate measure of 'deficits' in participation should inform the nature and scope of affirmative action. The study emphasizes the relevance, both for analytical examination and in policy formulation, of distinguishing between stock and flow measures of participation; and of recognizing the differences (or imbalances) in the eligibility for higher education across groups. On isolating the effect of socio-religious affiliation from other factors that may influence participation in higher education, what emerges is a suggestion that the deficits faced by some marginalized groups are not substantial. If reservation policy for these groups is to be justified only on the basis of low participation, it may require a review.

Who Participates in Higher Education in India? Rethinking the Role of Affirmative Action

Basant, Rakesh and Sen, Gitanjali, " Who Participates in Higher Education in India? Rethinking the Role of Affirmative Action," Economic and political Weekly,14,39(September25,2010)

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Deficits in participation of marginalized groups in Higher Education (HE) have attracted significant policy and research attention. Recent studies have explored the role of socioreligious affiliation and other factors in determining participation in HE. It is also shown that appropriate measures of ‘deficits’ in participation should inform the nature and scope of affirmative action for marginalized groups. Using appropriate measures of participation, this paper explores if the role of socio-religious background and other factors has changed over a period of time. This dynamics of participation in HE is analyzed by using three rounds of NSS data for the period 1999-2010.

/pdf/access-to-higher-education-in-india-an-exploration-of-its-4rmaee071c.pdf

Access to Higher Education in India: An Exploration of Its Antecedents *

Affirmative action, in the form of reservation policies, to address the issues of inclusion has been in place in India for a long time. While its scope has enlarged with inclusion of new social groups, the efficacy remains a matter of debate. This paper explores if parental education is an appropriate criterion for affirmative action. Empirical results using three rounds of the National Sample Survey data suggest that parental education as a determinant of participation in higher education not only transcends the impact of caste, religious and economic status, it is also very attractive for the ease of implementation.

https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2536236_code694788.pdf?abstractid=2536236&mirid=5

Parental Education as a Criterion for Affirmative Action in Higher Education

Using appropriate measures of participation, this paper explores if the role of socio-religious background and other factors has changed over a period of time. This dynamics of participation in Higher Education (HE) is analyzed by using three rounds of NSS data for the period 1999-2010. [IIMA]. URL:[http://www.iimahd.ernet.in/assets/snippets/workingpaperpdf/7038232532013-05-11.pdf].

Gitanjali Sen

Papers

Who Participates in Higher Education in India? Rethinking the Role of Affirmative Action

Who Participates in Higher Education in India? Rethinking the Role of Affirmative Action

Access to Higher Education in India: An Exploration of Its Antecedents *

Parental Education as a Criterion for Affirmative Action in Higher Education

Access to Higher Education in India: An Exploration of its Antecedents