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A Royal Rescript issued in 1817 by Rani Gouri Parvati Bayi, queen of Travancore (Kerala), proclaimed that the state would defray the entire cost of education. She envisioned that only free and universal education would enable her state to overcome backwardness and empower its people to contribute to the state's advancement. To uphold the continued relevance of that spirit, the Institute of Social Sciences in New Delhi, India commemorated the bicentenary of the Royal Rescript in 2017. This volume consolidates a selection of contributions from educational experts, academics and scholars, which were presented at the commemoration.The papers in this volume attempt to deconstruct conventional approaches to understanding education. They discuss the underlying forces that have continued to perpetuate inter-generational inequalities in the provision and attainment of education, especially amongst the low income and marginalized populations. The chapters also present an analysis of the aspects of equity and quality in primary, secondary, and tertiary education, accountability in public policy, the power of building progressive partnerships and alliances, and most importantly, the cumulative benefits of forging multi-sectoral linkages.Print edition not for sale in South Asia (India, Sri Lanka, Nepal, Bangladesh, Pakistan or Bhutan)
List of contents
List of Figures
List of Tables
List of Abbreviations and Acronyms
Foreword by George Mathew
Acknowledgements
Introduction
1. Governance of Public Policy in Education1.1 Sub-nationalism and Lessons in Good Governance in Kerala 23
1.2 Governance, Coordination, and Partnerships in Achieving Early Childhood Development
2. The Right to Education: Equity and Quality2.1 Exploring and Addressing Universal Participation in Elementary Education among Children in Slums
2.2 An Economic Analysis of Demand Side Constraints for Girls' Education in India
2.3 Placing
Kanyashree Prakalpa in Perspective with Sustainable Development Goal 4
2.4 Inclusive Quality Education and the Right to Education Act
2.5 Inclusive Higher Education and Neo-liberalism
3. Governance of Teacher Quality3.1 Participation of Female Teachers for Transforming Girls' Education
3.2 Teacher Evaluation in Punjab: Insights and Reflections
3.3 Governance of Government Middle Schools in Beijing and Delhi: Accountability Mechanisms and Stakeholder Incentives
4. Human Capital Development and Partnerships4.1 School as a Foundation for Inclusive Skills Development and Social Change
4.2 Bridging Initial Education with Life-long Learning
4.3 SDG4 Targets Through Stakeholder Partnerships: Corporate Social Responsibility in Skill Development of Traditional Artisans
4.4 Good Governance, Cross-Sectoral Co-ordination and Partnership Building: The Additional Skill Acquisition Programme in Kerala
Contributors
Annexure: Sustainable Development Goal 4-Targets and Indicators
Index
About the author
Anjana Mangalagiri is Educationist and Senior Fellow at the Institute of Social Sciences, New Delhi, India. She was Chief of UNICEF's Education Programme in various countries and formerly Fellow at the National Institute of Educational Planning and Administration, New Delhi, India. She has worked extensively in the areas of educational policy. planning. development and institutional reforms.
