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Why Is There a Gap between Policy, Implementation, and Intended Outcomes? A Comparative Case Study of Implementation of Right to Education Act in Two School Districts in India.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Why Is There a Gap between Policy, Implementation, and Intended Outcomes? A Comparative Case Study of Implementation of Right to Education Act in Two School Districts in India./
作者:	Meshram, Tanojkumar Damaji.
面頁冊數:	1 online resource (371 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Public policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28772501click for full text (PQDT)
ISBN:	9798790632273

Why Is There a Gap between Policy, Implementation, and Intended Outcomes? A Comparative Case Study of Implementation of Right to Education Act in Two School Districts in India.
Meshram, Tanojkumar Damaji.

Why Is There a Gap between Policy, Implementation, and Intended Outcomes? A Comparative Case Study of Implementation of Right to Education Act in Two School Districts in India. - 1 online resource (371 pages)

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ph.D.)--Brandeis University, The Heller School for Social Policy and Management, 2022.

Includes bibliographical references

In line with the global movement for Education For All (EFA), the federal government of India formulated Sarva Shiksha Abhiyan (SSA), a policy for EFA, in 2000. In 2002, in a historical move, Parliament amended the Constitution to make "the right to education" a fundamental right for all children six to fourteen years of age and in 2009, passed the Right to Free and Compulsory Education Act (RTE) to give effect to the constitutional amendment. Due to these policies, access to school greatly increased: from 79% in 1999 to 96.7% in 2014. However, according to the Annual Status of Education Report, National Achievement Surveys, and other studies, more than half the children do not meet grade-level learning expectations, and significant inter-group and inter-district inequality in learning outcomes exists. After the new policies mandated quality education for all children, created a roadmap for implementation, made resource provisions, and established organizational structure and processes to implement the policies, the quality of education and learning levels should have improved. The failure to improve on this count indicates that there is a gap between the policy intentions, process of implementation, and learning outcomes. This dissertation's main objectives are to (1) understand the complexity of the implementation process of RTE and SSA at the school district level, (2) explain the factors and circumstances under which the policy-implementation-outcomes gap is created, and (3) suggest reform measures to realize the policy intentions, facilitate implementation, and decrease the gap. It contributes to the growing literature on policy implementation studies, encourages the establishment of the field of policy implementation studies in India, and provides information relevant to fixing problems in implementation in India and similarly placed developing countries. The study was informed by top-down, bottom-up, longitudinal, and critical theoretical approaches. Research questions were answered using a comparative case study of two school districts in the state of Maharashtra. The data were collected using qualitative methods such as in-depth open-ended interviews, focus group discussions, site visits, and review of official records. Existing quantitative data on educational, demographic, social, and economic indicators were used to select cases, support analysis, and substantiate conclusions. The findings suggest that the micro-, meso-, and macro-level factors interact to produce not just the policy-implementation-outcomes gap, but, more importantly, the design of sub-optimal policies themselves, which do not appear to be meant to provide equitable quality education for all. Micro-level factors include the practice of multi-grade teaching in tiny schools, teachers missing classroom hours due to absence and "distractions", perceived negative "mentality" of the teachers, inadequate funds, ineffective training, and district education administration's "helplessness" in rectifying these deficiencies. Importantly, the difference in the home language of students and school language (medium of instruction) emerged as a significant factor in schools with a large proportion of tribal and other socially marginalized students. I argue that these micro-level factors result from meso-level institutional characteristics and policy decisions in school education, including a culture of goal displacement. The RTE Act failed to propose structural reforms needed to provide equitable quality education to all, thereby maintaining existing institutional and policy ecosystems incompatible with the new policy. As a result, a hierarchical system of education evolved, ironically, mirroring the caste system's graded inequality. Drawing on a critical perspective, the study enriches the implementation literature by suggesting that micro- or meso-level factors are a function of macro-level historical, social, economic, and political factors that play a role in making the policy elites create institutional and policy arrangements destined to fail. The study also presents a framework for studying implementation from a critical perspective, which has practical methodological implications. Suggested policy reforms include 1) upgrading and equalizing norms and standards for the establishment and operation of all types of schools and equitable allocation of per child funds and 2) consolidation of extant tiny elementary schools within 5-10 kilometers with legally assured transportation. As I demonstrate, these measures are financially feasible. A comprehensive review of the institutional and policy ecosystems to ensure compatibility with the RTE Act and increased representation of oppressed castes and minorities in strategic decision-making are suggested. The role of social movements and political parties in promoting rights consciousness among parents and sparking egalitarian imagination among the policy elites is highlighted.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798790632273Subjects--Topical Terms:

532803
Public policy.
Subjects--Index Terms:

Caste and education in IndiaIndex Terms--Genre/Form:

542853
Electronic books.

Why Is There a Gap between Policy, Implementation, and Intended Outcomes? A Comparative Case Study of Implementation of Right to Education Act in Two School Districts in India.
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653 $a Education inequality
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653 $a School consolidation
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