Group-based educational inequalities in India: Have major education policy interventions been effective?

Aswathy Rachel Varughese and Indrajit Bairagya

International Journal of Educational Development, 2020, vol. 73, issue C

Abstract: Despite seven decades of policy thrust, group-based educational inequalities persist in India. The tenacious social group-based stratification often proves to be a hurdle for educational participation policies to be effectively rolled out. Given these realities, this study reviews all major national education policy interventions since t 1950s. Using four rounds of National Sample Survey (NSS) data, we analysed the pattern of educational attainments in terms of Average Years of Schooling (AYS) and educational inequalities in India for the period 1994-2012. Three indices of inequality - Gini, Theil’s enttropy and Atkinson - have been constructed to study inequality by gender, place of residence and social groups. . We also empirically estimated the determinants of educational attainments in India by using OLS and Tobit Models. Further using the Oaxaca-Blinder Decomposition technique, we analysed the educational attainment gaps between groups. The study concludes that policy interventions have done little to reduce the group-based educational attainment gap and it’s time to place improved focus on secondary and higher education while continuing the efforts in primary education.

Keywords: Education policies; Educational attainment; Educational inequality; Tobit estimation; Oaxaca - Blinder decomposition (search for similar items in EconPapers)
JEL-codes: I21 I24 I25 I28 (search for similar items in EconPapers)
Date: 2020
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Citations: View citations in EconPapers (9)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:73:y:2020:i:c:s0738059319308211

DOI: 10.1016/j.ijedudev.2020.102159

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