The progress of school education in India

This paper provides an overview of school education in India.First, it places India's educational achievements in internationalperspective, particularly against countries with which it isnow increasingly compared, especially China. Second, the paperexamines schooling access in terms of enrolment and school attendancerates, and schooling quality in terms of literacy rates, learningachievement levels, school resources, and teacher inputs. Third,the paper investigates the role of private schooling in India,examining the extent of growth of private schooling and surveyingevidence on the relative effectiveness and unit costs of privateand public schools. Last, the paper discusses some major publiceducation initiatives. The concluding section suggests a futureresearch agenda and appeals for rigorous evaluation of the impactsand costs of the numerous existing educational interventions,in order to learn about their relative cost-effectiveness forevidence-based policy-making.     

Gender and household education expenditure in Pakistan

Pakistan has very large gender gaps in educational outcomes. One explanation could be that girls receive lower educational expenditure allocations than boys within the household, but this has never convincingly been tested. This article investigates whether the intra-household allocation of educational expenditure in Pakistan favours males over females. It also explores two different explanations for the failure of the extant ‘Engel curve’ studies to detect gender-differentiated treatment in education even where gender bias is strongly expected. Using individual level data from the latest household survey from Pakistan, we posit two potential channels of gender bias: bias in the decision whether to enrol/keep sons and daughters in school, and bias in the decision of education expenditure conditional on enrolling both sons and daughters in school. In middle and secondary school ages, evidence points to significant pro-male biases in both the enrolment decision as well as the decision of how much to spend conditional on enrolment. However, in the primary school age-group, only the former channel of bias applies. Results suggest that the observed strong gender difference in education expenditure is a within rather than an across household phenomenon.     

School Participation in Rural India

This paper presents an analysis of the determinants of school participation in rural north India, based on a recent household survey which includes detailed information on school characteristics. School participation, especially among girls, responds to a wide range of variables, including parental education and motivation, social background, dependency ratios, work opportunities, village development, teacher postings, mid-day meals and infrastructural quality. Mid-day meals are particularly effective: the provision of a mid-day meal in the local school roughly halves the proportion of girls excluded from the schooling system. School quality matters, though it is not related in a simple way to specific inputs.     

New Evidence on Class Size Effects: A Pupil Fixed Effects Approach*

The impact of class size on student achievement remains a thorny question for educational decision makers. Meta‐analyses of empirical studies emphasize the absence of class‐size effects but detractors have argued against such pessimistic conclusions because many of the underlying studies have not paid attention to the endogeneity of class size. This article uses a stringent method to address the endogeneity problem using Trends in International Mathematics and Science Study data on 47 countries. We measure the class size effect by relating the difference in a student's achievement across subjects to the difference in his/her class size across subjects. This (subject‐differenced) within‐pupil achievement production function avoids the problem of the non‐random matching of children to specific schools, and to classes within schools. The results show a statistically significant negative effect of class size in 14 countries, but the effect size is small in most cases. Several robustness tests are carried out, including control for students’ subject‐specific ability and subject‐specific teacher characteristics, and correction for possible measurement error. Thus, our approach to addressing the endogeneity problem confirms the findings of meta‐analyses that find little support for class size effects. Additionally, we find that class size effects are smaller in countries with higher teacher quality.     

Labour Market Flexibility,Wages and Incomes in Sub‐Saharan Africa in the 1990s

Abstract: This paper provides an overview of how African labour markets have performed in the 1990s. It is argued that the failure of African labour markets to create good paying jobs has resulted in excess labour supply in the form of either open unemployment or a growing self‐employment sector. One explanation for this outcome is a lack of labour market ‘flexibility’ keeping formal sector wages above their equilibrium level and restricting job creation. We identify three attributes of labour market flexibility. First, whether real wages decline over time; secondly, the tendency for wages to adjust in the face of unemployment; and thirdly, the extent of wage differentials between sectors and/or firms of various size. Recent research shows that real wages in Africa during the 1990s may have been more downwardly flexible than previously thought and have been surprisingly responsive to unemployment rates, yet large wage differentials between formal and informal sector firms remain. This third sense of the term ‘inflexibility’ can explain a common factor across diverse African economies — the high income divide between those working in large firms and those not. Those working in the thriving self‐employment sector in Ghana have something in common with the unemployed in South Africa — both have very low income opportunities relative to those in large firms.     

THE QUALITY AND EFFICIENCY OF PRIVATE AND PUBLIC EDUCATION: A CASE-STUDY OF URBAN INDIA†

Recent evidence of a substantial link between quality of schooling and individual productivity suggests that, from an economic efficiency perspective, quality aspects of education deserve attention. This paper presents empirical evidence on the relative quality and efficiency of private and government-funded schools in urban India, using data from Uttar Pradesh. The results suggest that standardizing for home background and controlling for sample selectivity greatly reduces the raw average achievement advantage of private school students over public school students, but does not wipe it out. Private schools' standardized achievement advantage (or better quality) is complemented by their lower unit costs to enable them to be more efficient. The results support much of the existing international evidence on the relative efficiency of private and public schools.     

Public–private sector segmentation in the Pakistani labour market

This study investigates public–private sector wage differentials for male and female waged employees in Pakistan. This is done using latest nationally representative data from the Pakistan Living Standards Measurement Survey (PSLM) 2005. We adopt three methodologies to obtain robust estimates of the wage differential and the results reveal that public sector workers enjoy large wage premia. The gross pro-public wage differential is much larger for women than for men. Our findings also show that while private and public sector workers’ differing characteristics ‘explain’ a larger proportion of the private–public wage gap for men, this is not the case for women.     

The cosmopolitan engineering student: an analysis of a recruitment campaign for KTH Royal Institute of Technology in Stockholm

This paper presents a study that seeks to examine the messages conveyed in one of the initiatives that have been initialized in order to make young people interested in pursuing engineering studies at technological universities. The study is a case study of the web-based advertising (recruitment) campaign KTH from the Inside designed for KTH Royal Institute of Technology. The analysis draws on a theoretical framework from governmentality studies. The analysis of the campaign conclude that the ideal engineering constructed in the campaign is one of an individual who meets the requirements asked of a lifelong learner with cosmopolitan aspirations. This is an ideal that builds on a notion of progress associated with social progress and sustainability. This is a break with historical and cultural patterns, which symbolically have linked technology to capitalist profitability and masculinity. Though a break with gender patterns is suggested the ideal subject constructed in the campaign is almost exclusively based on the students on Masters’ level. This excludes students at Bachelor programmes. This I argue is problematic as it narrows the recruitment of students to technological universities to a small group of students.