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Conflict resolution and promotion of regional cooperation in South
Asia has assumed a new urgency in the aftermath of the nuclear
tests by India and Pakistan in 1998, and underlined by the outbreak
of fighting in Kargil in 1999, full mobilization on the border
during most of 2002, and continued low-intensity warfare and
terrorism in Jammu and Kashmir. The stability of nuclear deterrence
between the two countries is therefore a matter of great urgency
and has found a place on the scholarly agenda of security studies
in South Asia. Several books have been written on India's nuclear
programme, but these have been mostly analytical histories. This
book is a new departure in that this is the first time that a group
of scholars from the South Asian subcontinent have collectively
tried to apply deterrence theory and international relations theory
to South Asia.
This book focuses on the failure of elementary education since
Independence, which is usually seen as the result of simplified
phrases like 'lack of political will', 'because of poverty', etc.
This book looks at the system as a whole: infrastructure, quality
of teaching, privatisation, nutritional incentives, curriculum. It
contains samples from two states namely Rajasthan and Andhra
Pradesh.
India was a pioneer in legalizing induced abortion, or Medical
Termination of Pregnancy (MTP) in 1971. Yet, after three decades,
morbidity and mortality due to unsafe abortion remain a serious
problem. There is little public debate on the issue despite several
national campaigns on safe motherhood. Instead, discussion on
abortion has mainly centred around declining sex ratio,
sex-selective abortion, and the proliferation of abortion clinics
in urban areas. Adding to the problem is that abortion continues to
be a sensitive, private matter, often with ethical/moral/religious
connotations that sets it apart from other reproductive
health-seeking behaviour. This book fills a gap in our
understanding of the ground realities with respect to induced
abortion in India to create an evidence-based body of knowledge.
Using both quantitative and qualitative research methods, the case
studies show why and under what circumstances women seek abortion
and the quality of services available to them. They also explore
inter-generational differences in attitudes and practices, the
perceptions and selection of providers, female-selective abortion,
and informal abortion practitioners. Among other issues, the
contributors show that strong preference for sons, availability of
modern techniques for diagnostic tests, widespread acceptance of
the small family norm, and heavy reliance on female sterilisation
as the primary method of contraception lead women to abort unwanted
pregnancies. A book that goes beyond the smokescreen of data and
regulations to unravel the human story behind elective abortion, it
will be of interest to those studying health, public policy, and
gender, apart from the general reader.
After 70 years after independence, the tragic reality of Indian
schools is that who we are, where we live, how much we earn and our
gender influences the kind of education we will get. In this
collection of essays the author explores the contours of a school
system that is facing a crisis of legitimacy. While India aspires
to march towards a knowledge driven society and economy, millions
of young people are left behind. Those who can afford march out of
government schools only to realize that the private schools are no
better. The schools they attend leaves them with little knowledge
or skill, a very low self-esteem and a bleak future. This book
argues that the struggle for equality in education, is ultimately a
struggle for quality - both being two sides of the same coin.
Please note: Taylor & Francis does not sell or distribute the
Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri
Lanka.
This book surveys the elementary education system in India by
exploring its institutional structures, processes and dynamics. It
examines state education policy and institutions; public
expenditure in education in educationally backward states; examples
from the villages and schools; teaching and learning practices;
systemic issues framing equity; and implications for the future.
The book will be useful to scholars and researchers in education,
sociology, development studies, and public policy.
India's landmark Right of Children to Free and Compulsory Education
Act (2009) guarantees education to all children aged 6-14 years.
The Act mandates specific student-teacher ratios and emphasizes
teacher quality. Writing this into legislation took seven years,
but the seven years since has proven that ensuring effective
teachers are recruited and placed in all schools in a time-bound
manner is considerably more challenging. This report takes a
detailed look at the complexity of the teacher management landscape
in elementary and secondary schools in nine Indian states. On a
daily basis, the administrative machinery of these states has to
manage between 19,000 to nearly a million teachers in different
types of schools and employment contracts, and cope with recruiting
thousands more and distributing them equitably across schools. This
report examines the following issues: official requirements for
becoming a schoolteacher in India; policies and processes for
teacher recruitment, deployment and transfers; salaries and
benefits of teachers; professional growth of teachers; and
grievance redress mechanisms for teachers. For the first time in
India, this report compares and contrasts stated policy with actual
practice in teacher management in the country, using a combination
of primary and secondary data. In so doing, the report reveals the
hidden challenges and the nature of problems faced by
administrators in attempting to build an effective teacher
workforce which serves the needs of all of India's 200 million
school children. The report examines states with varying
characteristics, thus generating knowledge and evidence likely to
be of interest to policy makers and practitioners in a wide range
of contexts.
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