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.