“…However, while enrolment rates have increased, there remain significant problems of quality and access. Disadvantaged groups suffer from discrimination not only in terms of access, but also of outcomes, along the axes of religion (Ansari 2018), caste (Kundu 2018;Madheswaran and Singhari 2018) and even region (Sinha 2018). The growing privatization of education also deepens already existing social divisions (Thorat and Khan 2018).…”
Through the use of decomposition exercises, this article estimates the relative contributions of different factors to inequality among Indian regular wage employees between 1993/94 and 2011/12. It also estimates the contributions of returns to factors and shares of factors determining inequality. The author finds that the single largest contributor among the regular wage workforce in India is access to higher education. However, institutional factors such as union membership and employment in the public sector also play important roles, indicating that inequality cannot be simply reduced to demographic or technical factors, but must also take into account the institutional structure of an economy.
“…However, while enrolment rates have increased, there remain significant problems of quality and access. Disadvantaged groups suffer from discrimination not only in terms of access, but also of outcomes, along the axes of religion (Ansari 2018), caste (Kundu 2018;Madheswaran and Singhari 2018) and even region (Sinha 2018). The growing privatization of education also deepens already existing social divisions (Thorat and Khan 2018).…”
Through the use of decomposition exercises, this article estimates the relative contributions of different factors to inequality among Indian regular wage employees between 1993/94 and 2011/12. It also estimates the contributions of returns to factors and shares of factors determining inequality. The author finds that the single largest contributor among the regular wage workforce in India is access to higher education. However, institutional factors such as union membership and employment in the public sector also play important roles, indicating that inequality cannot be simply reduced to demographic or technical factors, but must also take into account the institutional structure of an economy.
“…On observe en effet une discrimination aux dépens des membres des groupes défavorisés, non seulement sous l'angle de l'accès, mais aussi sous celui des résultats. Celle-ci s'opère en fonction de la religion (Ansari, 2018), de la caste (Kundu, 2018;Madheswaran et Singhari, 2018), mais aussi de la région (Sinha, 2018). La privatisation croissante de l'éducation contribue aussi à accentuer les clivages sociaux existants (Thorat et Khan, 2018).…”
Résumé
L'auteur utilise des méthodes de décomposition pour estimer le poids respectif d'une série de facteurs dans les disparités salariales au sein du groupe des salariés réguliers en Inde sur la période 1993‐2012. Il distingue aussi le rôle des caractéristiques elles‐měmes de celui de leur rendement dans l'écart et son évolution. Si la détention d'un diplôme du supérieur joue un rôle prépondérant, certains facteurs institutionnels (affiliation syndicale, emploi dans le secteur public) sont également déterminants. Pour expliquer les inégalités, on ne peut donc pas se contenter d'analyser les facteurs démographiques et techniques. Il faut aussi considérer les caractéristiques institutionnelles de l'économie.
“…The primary reason behind the increase in student migration within India is the inequitable and disparate distribution of resources that push student migrants to seek high-quality education outside their places of residence (Chandrasekhar and Sharma, 2014). Poor infrastructure, shortage of qualified teachers, outdated curriculum and the disconnect with industry characterize state of colleges and universities in many less developed states in India (Datta, 2018; Sinha and Srivastava, 2008). Such conditions compel better-resourced students to migrate to urban centers within the states (at intradistrict and interdistrict) or to the more developed states that offer a better quality of education.Figure 1.Circos Diagrams showing the flow of domestic student migration (duration less than five years) using Census 2011.…”
Section: Student Migration In India Before Covid-19: Evidence From Th...mentioning
The education sector in India was among the most affected sectors during the COVID-19 pandemic. While considerable attention has been paid to informal workers' return or reverse migration to their home communities, not much has been reported about the challenges faced by migrant students. Using a mixed-method approach, the current study presents an overview of internal student migration in India prior to the COVID-19 pandemic using data from the 2001 and 2011 Census of India and the 2007–2008 National Sample Survey Organization, and discusses challenges faced by selected migrant learners during the COVID-19 pandemic based on primary research. Based on the census data, nearly 3.3 million migrants in India move for study reasons with 2.9 million migrating within the state (with the duration of residence less than five years) from their last residence within India. The pattern of female student migration suggests an increasingly localized interdistrict migration. Findings from the qualitative data indicate that during the pandemic, students had compromised learning and placement experience, inadequate digital resources and pressure to repay loans. Student migrants experienced varying degrees of the impact of the COVID-19 pandemic based on their destination and migration stream.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
