Inferior Outcomes: Learning in Low-cost English-medium Private Schools—A Survey in Delhi and National Capital Region

Endow, Tanuka

doi:10.1177/0973703018779725

Cited by 8 publications

(4 citation statements)

References 7 publications

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“…Private schools charge a wide range of fees, unlike the government schools, which are more homogeneous vis-à-vis fee-structure and provide free education at the elementary level (till class VIII). Low-fee private schools have been regarded as filling a gap in demand for schooling in India since these provide education at low cost to the poor (Endow, 2018, 2019; Tooley et al, 2007, 2010).…”

Section: The Education Systemmentioning

confidence: 99%

Rethinking Education and Livelihoods in India

Endow

Mehta

2022

Journal of Human Values

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The COVID-19 crisis has revealed a need for rethinking approaches to education and livelihoods. Education in its present dispensation does not provide equitable access to children from marginalized segments of the population. It also suffers from deficits in the areas of social and emotional skills, over-emphasis on the three Rs, language used as a medium of instruction, and excessive competition for scoring marks, among others. There is very low uptake of vocational education. The National Education Policy 2020 tries to address some of these issues and plans on closer integration of vocational education with the school framework. High unemployment rates of educated youth, along with underemployment due to skill mismatch, show poor school-to-work transition and underscore the importance of TVET for youth in the future. Skill already exists in the economy in informal knowledge systems which are largely undocumented and thus not acknowledged in the formal system. These need to be combined with Western-centric knowledge systems so that the imbalance between formally educated/trained workers and informally trained workers is redressed. There is also a need to bring back the joy of learning, as Tagore’s experimentation with education has demonstrated.

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Section: The Education Systemmentioning

confidence: 99%

Rethinking Education and Livelihoods in India

Endow

Mehta

2022

Journal of Human Values

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“…Singh & Bangay, 2014;Tooley & Dixon, 2005). In the absence of information about student learning, parental judgments of quality often rely on a range of readily visible schooling conditions (Heyneman & Stern, 2014): commonly cited factors include class size (Mehrotra & Panchamukhi, 2006;Zuilkowski, Piper, Ong'ele, & Kiminza, 2018), teacher engagement, stricter discipline , and language of instruction, especially English (Alcott, Bhattacharjea, Ramanujan, & Nanda, 2019;Endow, 2018;Joshi, 2019).…”

Section: Access To Private Schoolingmentioning

confidence: 99%

Do Private Schools Improve Learning Outcomes? Evidence from Within-Household Comparisons in East Africa and South Asia

Gruijters¹,

Alcott²,

Rose³

2021

Comparative Education Review

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A contentious debate in academic as well as policy circles relates to the growth in private schooling in Sub-Saharan Africa and other low-income regions. While proponents highlight the superior learning outcomes of pupils in private schools, others have argued that this is merely a reflection of the more advantaged family background of private school pupils, rather than an effect of private schooling itself. We contribute to this debate by providing estimates derived from household fixed-effect models, which control for any observed or unobserved differences between government and private school pupils at the household level. We argue that these can be interpreted as an upper bound estimate of the effect of private schooling on learning. We rely on large-scale, comparable household survey data from Kenya, Uganda, India and Pakistan, focusing on children enrolled in grade 2 to 6 of primary school. Private school attendance ranges from 12% in Kenya to 33% in rural India, with substantial withinhousehold variation. Preliminary findings show that controlling for family background almost eliminates the positive effect of private schooling in rural Pakistan and reduces it by around half in rural India, Kenya and Uganda, to about a quarter of a standard deviation. Subgroup analyses show that the effect of private schooling does not differ substantially between highand low-SES families. We discuss implications for educational policy.

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“…The two Indian school boards for secondary education in India, namely, the Central Board of Secondary Education (CBSE), and the respective state secondary education boards (e.g., Uttar Pradesh Board of Secondary Education in the state of Uttar Pradesh) prescribe teaching of English as a second language with the aim of students acquiring good competence in all the four language skills. But, in actual practice, the study syllabi outlined by different school education boards are reading and writing intensive, and largely ignore listening and speaking skills, in classroom teaching as well as in the summative assessment of the skills for grading/certification (Agnihotri, 2001;Chikkala, 2018;Daswani, 2001;Endow, 2018;Ramanathan, 2007). Thus, there is a divergence between the skills in English students are expected to master as an outcome of the courses of study and the official certification of the desired skills through summative assessments.…”

Section: Research Problemmentioning

confidence: 99%

Objectives of teaching English skills and their assessment in Indian schools: A study on the divergence

Qayoom

Saleem

Mansoor

2021

JLLS

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Listening and speaking are active language skills and need special attention in English language pedagogy, especially in ESL/EFL contexts. English in India is taught as a second language in almost all the states, and the secondary education boards stipulate the teaching of all the four language skills as the objective of teaching English, yet the teaching and assessment system is only read-write intensive, and the active language skills, i.e., listening and speaking, are neglected in teaching as well as in assessment. The present paper is the result of a survey of the language teaching objectives, learning outcomes and assessment policies of two secondary education boards in India to investigate whether there exists any divergence between the stated objectives regarding teaching English language skills, and the testing pattern followed. The findings of the study suggest that there exists a divergence between the objectives stated by state level secondary education boards and their assessment patterns set for the English language. The study recommends that there should be a uniform standard of teaching and assessment of English in secondary schools in India, and there should be more research studies on the potential negative impact of the neglect of teaching and assessment of active language skills.

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Inferior Outcomes: Learning in Low-cost English-medium Private Schools—A Survey in Delhi and National Capital Region

Cited by 8 publications

References 7 publications

Rethinking Education and Livelihoods in India

Rethinking Education and Livelihoods in India

Do Private Schools Improve Learning Outcomes? Evidence from Within-Household Comparisons in East Africa and South Asia

Objectives of teaching English skills and their assessment in Indian schools: A study on the divergence

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