Reconciling education priorities and needs in India : top-down versus bottom-up reform perspectives

<a href="https://embed.stanford.edu/iframe/?url=https%3A%2F%2Fpurl.stanford.edu%2Fjk795qh0494" class="su-underline">Show Content</a>

Abstract/Contents

Abstract: In order to make college graduates more employable, the national and state governing bodies in India have made considerable efforts at increasing skills training, regulating privatization, and encouraging corporate investments in the nation’s higher education institutions. By attempting to prioritize the job market, however, attention is often deterred from the local access and quality needs of educators and students. My work adds to existing literature and asks: what is the relationship between the top-down priorities of government and the bottom-up needs of employers, students, and educators? I apply stakeholder perspectives to four national and state government policy documents and five local interviews in order to assess where stakeholders align and propose a solution for where they differ in their higher education agendas. The results of my research may be used to guide the Indian government to take a less distant approach when evaluating current education reform needs and setting future skills-based learning priorities.

Type of resource	text
Date created	July 2013

Author	Bansal, Khushboo

Subject	India
Subject	higher education
Subject	access
Subject	quality
Subject	economy
Subject	skills
Subject	public-private partnerships
Subject	corporate social responsibility
Subject	stakeholder
Subject	government
Subject	employer
Subject	educator
Subject	student
Subject	policy
Subject	local needs
Subject	Stanford Graduate School of Education International Educational Administration and Policy Analysis
Genre	Thesis

Related item	Title Stanford Graduate School of Education International Comparative Education
Location	https://purl.stanford.edu/jk795qh0494

Use and reproduction: User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

Graduate School of Education International Comparative Education Master's Monographs

View in SearchWorks

Loading usage metrics...