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Dissertations / Theses on the topic 'Buddhism and education – India'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

Shearer, Megan Marie. "Tibetan Buddhism and the environment: A case study of environmental sensitivity among Tibetan environmental professionals in Dharamsala, India." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2904.

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The purpose of this study was to investigate environmental sensitivity among environmental professionals in a culture that is assumed to hold an ecocentric perspective. Nine Tibetan Buddhist environmental professionals were surveyed in this study. Based on an Environmental Sensitivity Profile Insytrument, an environmental sensitivity profile for a Tibetan Buddhist environmental professional was created from the participants demographic and interview data. The most frequently defined vaqriables were environmental destruction/development, education and role models.

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2

Barnes, Britany Anne. "Educational Services for Tibetan Students with Disabilities in India: A Case Study." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4040.

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This case study describes services for students with disabilities at Karuna Home in Bylakuppe, Karnataka, India. Karuna Home is a residential rehabilitation center for students with cognitive or physical disabilities whose parents are Tibetan refugees. The study triangulated data from interviews, observations, and school documents to describe educational policies and procedures, and cultural attitudes toward disability. Results show that the Karuna Home program is undergirded by Buddhist thought and theology regarding care and concern for those in difficult circumstances. The school serves students with a range of mild to severe disabilities and is fully staffed, but teachers and other service providers generally lack training in assessment, curriculum, and instruction for students with disabilities. The most pressing needs were administrators' and teachers' lack of understanding about how to create data-based learning and behavioral objectives to meet students' individual needs, and how to monitor student progress.

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3

Ober, Douglas Fairchild. "Reinventing Buddhism : conversations and encounters in modern India, 1839 - 1956." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60131.

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4

Morrissey, Nicolas Michael. "Śākyabhikṣus, palimpsests and the art of apostasy the emergence and decline of Mahāyāna Buddhism in early medieval India /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835266361&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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5

Rees, Gethin Powell. "Buddhism and donation : rock-cut monasteries of the Western Ghats." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/252222.

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6

Surendran, Gitanjali. ""The Indian Discovery of Buddhism": Buddhist Revival in India, c. 1890-1956." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11168.

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This dissertation examines attempts at the revival of Buddhism in India from the late nineteenth century to the middle of the twentieth century. Typically, Dr. Bhimrao Ambedkar's conversion to Buddhism in 1956 is seen as the start of the neo-Buddhist movement in India. I see this important post-colonial moment as an endpoint in a larger trajectory of efforts at reviving Buddhism in India. The term "revival" itself arose as a result of a particular understanding of Indian history as having had a Buddhist phase in the distant past. Buddhism is also seen in the historiography as a British colonial discovery (or "recovery") for their Indian subjects viz. a range of archaeological and philological endeavors starting in the early decades of the nineteenth century. I argue that there was a quite prolific Indian discourse on Buddhism starting from the late nineteenth century that segued into secret histories of cosmopolitanism, modernity, nationalism and caste radicalism in India. In this context I examine a constellation of figures including the Sri Lankan Buddhist ideologue and activist Anagarika Dharmapala, Buddhist studies scholars like Beni Madhab Barua, the Hindi writer, socialist, and sometime Buddhist monk Rahula Sankrityayana, the first Prime Minister of India Jawaharlal Nehru and Ambedkar himself among others, to explicate how Buddhism was constructed and deployed in the service of these ideologies and pervaded both liberal and radical Indian thought formations. In the process, Buddhism came to be characterized as both a universal and national religion, as the first modern faith system long before the actual advent of the modern age, as a system of ethics that espoused liberal values, an ethos of gender and caste equality, and independent and rational thinking, as a veritable civil religion for a new nation, and as a liberation theology for Dalits in India and indeed for the entire nation. My dissertation is about the people, networks, ideas and things that made this possible.
History

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7

Twist, Rebecca L. "Patronage, devotion and politics a Buddhological study of the Patola Sahi Dynasty's visual record /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1197663617.

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8

Tan, Zhihui Ai-choo. "Daoxuan's vision of Jetavana imagining a utopian monastery in early Tang /." online access from Digital dissertation consortium, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3073263.

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9

Stott, D. J. "The history and teachings of the early Dwags-po bKa'-brgyud tradition in India and Tibet." Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376272.

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10

Lugli, Ligeia. "The conception of language in Indian Mahāyāna : with special reference to the Laṅkāvatāra." Thesis, SOAS, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568805.

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11

Pearce, Callum. "Outside the palace, the night : spirits, landscape and perception among Buddhist laity in Ladakh, Himalayan India." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=234058.

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This thesis deals with the perception and representation of spirits and landscape among Tibetan Buddhist laity in Ladakh, Himalayan India. It contrasts the conventions of Tibetan textual description of places with stories told by Ladakhi Buddhist laity, with a focus on the role played by local spirits and deities. It argues that while textual representations employing the unified and symmetrical imagery of the maṇḍala – a schematic representation of the palace of a divinity – depict the landscape as it might be known to a transcendent observer, stories about places and the spirits associated with them (lhande in Ladakhi) point to an indeterminate, fragmented and culturally unbounded world that has yet to be integrated within any single system of knowledge. This world is pieced together from multiple sources and truth claims, and from the imperfections inherent in ordinary perception; but the inconsistencies and uncertainties involved in this are not usually apparent, and are only made manifest in illness, experiences of disorder and encounters with spirits at night. These persistent uncertainties can be overcome in ritual contexts, in acts of writing or through the invocation of the faculty of divine vision: the palatial image of the maṇḍala is used to counteract the presence of the night outside. This thesis draws attention to the often overlooked role played by the limitations of perception and knowledge in understandings of landscape, and is intended to partly bridge a disciplinary divide by reconstructing the invisible context within which textual representations are created and employed.

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12

MacPherson, Sonia Seonaigh. "A path of learning, Indo-Tibetan Buddhism as education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ48656.pdf.

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13

Hei, Rui. "Hariti, from a demon mother to a protective deity in Buddhism : a history of an Indian pre-Buddhist goddess in Chinese Buddhist art." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2537050.

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14

McClure, Faith M. ""At the Still Point of the Turning World"." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/82.

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The history of landscape painting in the West has dictated and reiterated a phenomenological point-of-view derived from the Cartesian coordinate plane system. After having journeyed to northern India for eight months, I became influenced by other pictorial conceptions of space, namely the radial cosmological mandalas of Tibetan Buddhism and yantras of Hinduism. Unable to fully eliminate the coordinate plane system from the recess of my mind, I embarked upon a creative journey through consciousness in which my own studio practice provided the means to construct a new orientation, not only in terms of the perceivable, external world, but within the realm of my own embodied mind.

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15

Efurd, David S. "Early Buddhist Caves of Western India CA. Second Century BCE through the Third Century CE: Core Elements, Functions, and Buddhist Practices." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1210983943.

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16

Kataria, Sanjay. "Libraries in Higher Education in India." University Librarians Association of Sri Lanka, 2007. http://hdl.handle.net/10150/106230.

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Paper was presented in ULA of Sri Lanka, 2007 Conference
This was presented at the Third International Conference of the University Librarians Association of Sri Lanka, held on 8 and 9 June 2007, Galadari Hotel Colombo, Sri Lanka. The presentation briefly discusses the genesis of the education system in India from third century to present scenario. This includes formal and informal education, Gurukul and Traditional System, Scientific and Technical Education. The higher education system includes role of the guiding and quality controlling authorities such as UGC, AICTE, NACC etc. The state of libraries in higher education institutions in India and their role is the main consideration of the presentation. The development of academic institutions and their libraries have been discussed from the point of view of government as well as public sector. The presentation also discusses problems related to finance and other issues. The state owned academic institutions face severe financial crisis as the axe falls on the libraries affecting the higher education system and intellectual growth. The major issues of automation, digitization, copyright, institutional repository, consortium support, networks support, staff resistance, training etc. also find due attention in the presentation. It also emphasizes the need of overall restructuring and reframing higher education policies as envisaged by the D.S. Kothari commission expecting six percent budget allocation on higher education. A few recommendations to the UGC are included. The presentation closes with the remarks on emerging trends and future perspectives in the field of libraries in higher education in India.

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17

Keikung, Anjo L. "Theological education by extension in India /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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18

Bridges, Sarah Ann. "Disability in the Mountains: Culture, Environment, and Experiences of Disability in Ladakh, India." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1442843791.

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19

Clay, Gemma. "Purity, embodiment and the immaterial body : an exploration of Buddhism at a Tibetan monastery in Karnataka, South India." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/12911.

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This thesis examines the ritual worship within a monastery from the Dzogchen lineage of Tibetan Buddhism situated in Karnataka, South India. During the Cultural Revolution in Tibet, many monasteries were destroyed and the monks fled to re-establish their religious practices in exile in India. As a result, Tibetan Buddhism now has a much wider international participation group. My research looks specifically at the Dzogchen Buddhist doctrinal understanding of purity and its embodiment in the trikaya; the three pure bodies. I consider the rituals practised in the pursuit of the trikaya, and the associated social processes that are thought to enable the embodiment of purity. I explore folk notions of purity and how they shape bodily experience for the multi-national community that congregate together at the monastery. Practitioners of Dzogchen Buddhism believe that the embodiment of purity results in a dissolution of the body and leads to an “immaterial body”. The achievement of the immaterial, however, is wholly dependent on a very physical, material set of rituals. Drawing upon doctrinal and folk notions of purity, I propose a four-part analytical understanding of purity; that purity exits on a continuum, that the Dzogchen lama is both a symbolic and literally pure, that purity is able to be transmitted, and that purity is situational but dependent on the presence of the lama. I support my argument with ethnographic data from the rituals of the khatag exchange [offering of ceremonial scarves], rabnye [the sanctification of statues], and two types of embodied worship: prostrations [full length bows] and kora [circumambulation of sacred sites].

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20

McConeghy, David Walker. "Shifting the Seat of Awakening." Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1154557985.

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21

Kawatra, P. S., and Neeraj Kumar Singh. "E-learning in LIS education in India." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105799.

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Traces the history of e-learning to the learning age where knowledge will be freely accessed, profoundly abundant, and offered in cornucopia of formats. Distance learning has been accepted and recognized as a mode of education in LIS. The concept of open and distance learning is discussed. In the changing scenario of the society, the skills required of LIS professionals are also identified. The paper also examines the impact of the Internet on the teacher's role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The paper provides an insight into the innovative multi-channel delivery modes adopted by the different universities and their effectiveness for the LIS distance learners. Guidelines for distance learning Library services approved by Association of College and Research Libraries on June 29, 2004 are also discussed. For assessment and accreditation of LIS distance education institutions in India, areas have been identified.

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22

Steinberg, Mary BM. "On the Demand for Education in India." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467486.

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In this dissertation I examine the impacts of market forces and government programs on households' demand for human capital in India. The first chapter examines the impact of ITES Centers on school enrollment using administrative enrollment data from three states in India, and finds that when these centers open, enrollment in primary school increases significantly. The effects are very localized, and using supplementary survey evidence we argue that this is driven by limited information diffusion. The second chapter introduces a simple model of human capital production which predicts that wages can negatively impact human capital under reasonable assumptions. Using data on test scores and schooling from rural India, we show that human capital investment is procyclical in early life (in utero to age 3) but then becomes countercyclical. We argue that, consistent with our model, this countercyclical effect is caused by families investing more time in schooling when outside options are worse. The final chapter applies the findings from this study to understand how workfare programs (a common anti-poverty strategy in the developing world) can impact school enrollment through their effects on wages. We examine the effect of the largest anti-poverty workfare program in world: NREGA in India. Using a fixed effects estimator, I show that the introduction of NREGA caused increases in child employment, and decreases in school enrollment, particularly among children ages 13-17.
Economics

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23

Mesquita, Fábio Luiz de Almeida. "Schopenhauer e a Índia: apropriações e influências da Asiatisches Magazin, Mythologie des lndous e Asiatick Researches no período de gênese da filosofia schopenhaueriana." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-04092018-095517/.

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Este estudo analisa a presença, apropriação e influência da Índia no período de gênese da filosofia de Schopenhauer (1811-1818). De modo a sustentar tal tese, este trabalho buscou conjurar rigor histórico e filosófico. Os materiais históricos analisados são três obras consultadas pelo filósofo e que foram tomadas de empréstimo nas bibliotecas de Weimar e de Dresden, entre os anos de 1813 a 1816: Asiatisches Magazin (dois volumes), Mythologie des Indous (dois volumes) e Asiatick Researches (os nove primeiros volumes). Nelas estão presentes conceitos indianos importantes para Schopenhauer, por exemplo: Māyā, Brahman, Ātman, Brahmā, Viṣṇu, Śiva, liṅgaṃ, saṁnyāsins, Buddha, Tat tvam asi, metempsicose, nirvāṇa, dentre outros. Conceitos igualmente presentes nos Manuscritos schopenhauerianos, assim como em sua obra capital, O mundo como vontade e representação, publicada em 1818. O objetivo é demonstrar que a \"Índia schopenhaueriana\" se fez a partir de contribuições para além da obra Oupnek\'hat (Upani?ads). De fato, como se buscou evidenciar, as três obras aqui analisadas foram fundamentais para o entendimento adquirido pelo filósofo acerca do hinduísmo e budismo.
This study analyzes the presence, appropriation and influence of India in the period of genesis of the Schopenhauer\'s philosophy (1811-1818). In order to sustain such a thesis, this work tries to develop a rigorous analyzis, both philosophic and historic. The historical materials analyzed here are three works consulted by the philosopher and borrowed from the libraries of Weimar and Dresden between 1813 and 1816: Asiatisches Magazin (two volumes), Mythologie des Indous (two volumes) and Asiatick Researches (the first nine volumes). In them it can be found important Indian concepts to Schopenhauer, such as Māyā, Brahman, Ātman, Brahmā, Viṣṇu, Śiva, liṅgaṃ, saṁnyāsins, Buddha, Tat tvam asi, metempsicose, nirvāṇa, among others. Concepts that are present in the Schopenhauerian Manuscripts, as well as in his capital work, The World as Will and Representation, published in 1818. My goal is to demonstrate that the \"Schopenhauerian India\" was built upon contributions that transcendend those he obtained from the Oupnek\'hat (Upani?ads). Indeed, as I will try to prove, these three works on India were fundamental to the understanding acquired by the philosopher about Hinduism and Buddhism.

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24

Klien, Shira. "Education in India : market failures and political considerations." Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1930/.

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Governments around the world fund schools and are also involved in operating them. There is wide agreement that governments should be involved in provision of education, but the appropriate level and form of their involvement is a subject of debate. The key justifications for government involvement are externalities and credit market imperfections, and this thesis examines these inefficiencies within the context of India's education system. Chapter 2 assesses human capital externalities in India. It demonstrates that living in a locality with educated individuals has a strong beneficial effect on wages over and above the effect of one's own education. In line with theoretical predictions, the effect is strongest for small geographical areas. In contrast to a general equilibrium interpretation of the results, skilled labour also benefits from a better level of local education. Furthermore, human capital externalities are more pronounced in nonprimary industries. Chapter 3 analyses the effect of credit constraints on education. The principal findings are that credit constraints significantly reduce school attendance and increase wealth inequalities in educational outcomes. Temporary income shocks reduce the probability of attending school, but access to credit mitigates this effect. Finally, the results are not limited to short-term outcomes, but are also seen to be present in long-term outcomes. Chapter 4 studies how representation of teachers in India's state Upper Houses affects the provision of education. The main results are that teacher representation increases employment of teachers in represented schools and reduces employment in unrepresented schools, with a corresponding effect on educational outcomes. Rather than achieving the intended objectives of teacher representation, teachers seem to have used their political power to shift resources in their favour.

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25

Johansson, Caroline. "Den tvetydiga andligheten : En tematisk studie om otydligheten i begrepp som används i undervisningen om hinduism och buddhism." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144725.

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The study aims to investigate which kind of concept teachers at secondary level use in their education about the two religions, Buddhism and Hinduism. The study also aims to investigate if there is an ambiguity in the different concept and to see where teachers gather their information about the different concept. The study is inductive where written interviews have been used when collecting data. The results show that teachers use their textbooks available at their school to gather material. The results also show that there is a certain ambiguity in what kind of words that can be classified as concept. Words for buildings et cetera have been used by teachers as concept. The study also show that textbooks are different in their opinions about meaning of different concept and that concept used by teachers are not described in the mentioned textbooks.

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26

Heron, Pauline M. "Literacy for women in village India." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66140.

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27

O'Brien, Catherine 1955. "Education for sustainable community development : Barefoot College, Tilonia, India." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35032.

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An integrated process for education and sustainable community development has not been incorporated in countries of the North or the South. Although environmental education has been introduced into many curricula, this is only a beginning step compared to what is required to rebuild our understanding of development and set ourselves on more sustainable paths.
The Barefoot College, in India has developed an education process for sustainable community development and has experience with reinventing the concepts of education and development. Their process has broad implications for educators, policy makers, academics and the general public in the South and North.
The main objective of this study was to examine the essential characteristics of an education process which contribute to sustainable community development as exemplified by the Barefoot College. The participatory research data has been used to extend theoretical perspectives on sustainability and education and to reinforce new directions for research on education and sustainable communities.
Students of the Barefoot College emerge as potential partners for the development of their communities. They learn skills to support themselves and to facilitate sustainable community development. Specific implications for applications of the Barefoot College process to Western education are suggested.

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28

O'Brien, Catherine. "Education for sustainable community development, Barefoot College, Tilonia, India." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0020/NQ44536.pdf.

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29

Bhagavan, Manu Belur. "Sovereign spheres : princes, education and empire in colonial India /." New Delhi : Oxford University Press, 2003. http://catalogue.bnf.fr/ark:/12148/cb400296194.

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30

Nogueira, Martins Analice. "Environmental Education and Gender: Voices from India and Brazil." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30213.

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Dramatic changes in the environmental patterns represent a threat to human beings and life on this planet. However, due to differences in the social roles and rights between women and men, a gender perspective is essential to understand how these changes in the environment are affecting individuals in their societies. Even though gender is appointed as a relevant factor when reflecting on the relationship human beings and nature, women’s knowledge, perspectives and needs are being overlooked by the Environmental Education research and theory. This research aims at investigating the relevance of a gender perspective in Environmental Education programs in societies where women are the main responsible for the household and childcare. To this end, the activities of two environmental NGOs – one from India and one from Brazil – have been investigated through the case study methodology. As per the methods applied, semi-structure interviews have been carried out with 10 women from both countries. Through gender lenses the formal and informal forces that influence social roles and power dynamics in the referred societies are analyzed. The empirical findings demonstrate that in both Indian and Brazilian societies women are still the main house and children caretakers. Such role implies the responsibility of deciding about energy and water consumption, waste management and other domestic expenditures. Empirical results suggest that when a woman is environmental-aware she has the potential to make more sustainable choices and thus educate other members of the family. However, being the main responsible for the private sphere can deprive women from playing a major role in the public level where key decision about the environment are taken. The present study represents a key contribution to the Environmental Education theory and research as it addresses the poorly explored field of Environmental Education and Gender issues.

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31

Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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32

Srivastava, Prachi. "Putting developing country partners first : a case study examining the contributing factors of developing country partner ownership in a development project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64194.pdf.

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33

Roy, Aparna. "A comparative study of special education in India and China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27741941.

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34

Gao, Qianyun. "Parental Bargaining and Gender Gap in Primary Education Expenditure." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1696.

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This paper examines the gender gap in human capital investment in India from the perspective of intra-household bargaining. I test whether the existing gender disparity in bargaining power, in the form of educational attainment of parents, contributes to the differences in educational expenditure between sons and daughters. As the proxy for bargaining power, fathers’ and mothers’ educational attainments both have a positive impact on the human capital investment for the children, but the gender gap widens with fathers’ education and narrows with mothers’. The results are robust controlling for additional variables such as age, number of siblings, household income, caste and location. These findings suggest that mothers may have a preference for daughters’ education. When their bargaining power rises, families tend to spend more equal amounts on the education of daughters and sons. Policies aiming at improving gender equality in education should take into account the decision-making process.

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35

Weaver, Caroline Louise. "Colonialism, culture and visual education in British India, 1854-1891." Thesis, Online version, 1997. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.267749.

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36

Miller, Sheila. "Determinants of parental attitudes regarding girls' education in rural India." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4155.

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37

Gaddis, Jason O'Neal. "Theological education in India balancing doctrinal soundness and cultural relevance /." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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38

Röder, Holger. "Software engineering education at university level in India and Germany." [S.l. : s.n.], 2006. http://nbn-resolving.de/urn:nbn:de:bsz:93-opus-26201.

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39

Garg, Nupur M. B. A. Massachusetts Institute of Technology. "Low cost private education in India : challenges and way forward." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65779.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 82-86).
The Low Cost Private School phenomenon has gained momentum and increased visibility in recent years as researchers have begun to map and record the existence of millions of private schools that cater to the education needs of the economically disadvantaged in developing countries. These schools are profit oriented market enterprises, charging fees in the range of US$ 2 to US$ 15 per month while competing with free-of-cost government schools. Yet, they continue to thrive and grow in numbers. This thesis explores the factors that have led to the existence of a market driven private sector solution in a segment widely dominated by government provision of services and tries to understand the rationale supporting their existence. The thesis also delves into the question of whether low cost private schools are genuinely serving the purpose they are expected to. And whether these poorly financed, ill equipped profit making enterprises are the rights means to educating millions of children. The thesis also discusses the perspectives, experiences and challenges of different players in the low cost private education ecosystem. It closes with an understanding of the need for private sector involvement in providing education to the lower income segment and suggestions for the way forward for regulators, policy makers and the industry.
by Nupur Garg.
M.B.A.

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Kaur, Balpreet. "Improving higher education in India : the students' and government's perceptions." Master's thesis, Universidade de Aveiro, 2008. http://hdl.handle.net/10773/3384.

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Mestrado em Políticas e Gestão do Ensino Superior
O ensino superior na Índia tem desempenhado um papel importante no desenvolvimento económico e social do país. A educação é considerada como uma ferramenta fundamental na promoção da cultura e da igualdade entre os cidadãos. Embora sendo essencial para promover mais oportunidades para todos, o aumento do auto-financiamento por parte das instituições de ensino superior, em virtude das pressões governamentais, resultando, por vezes, em privatizações, tornou a educação inacessível para alguns. Actualmente apenas 7%da população entre os 18 e os 24 anos participam no ensino superior. Este estudo procura analisar as percepções do governo e dos estudantes relativamente às diferentes formas que podem ser utilizadas para melhorar o sistema de ensino superior. Um estudo foi desenvolvido baseado na análise de conteúdo de documentos oficiais do Ministério da Educação e do discurso dos estudantes recolhidos através de 17 entrevistas. A análise revela diferenças entre as percepções do governo e dos alunos às quais subjazem, igualmente, diferenças entre as concepções que ambos possuem relativamente aos papéis consignados ao ensino superior na sociedade. ABSTRACT: Higher education in India has played a significant role in the economic as well as social development. Education is considererd as an important tool to promote country’s culture and equality amongst the citizens. Although it seems essential to provide more opportunities to everyone, the growth of self-financing institutions encouraged by the government, resulting in privatisation, has made education out of reach. At present only 7 percent of youth in the age group of 18-24 participate in higher education. This study tries to analyse government and students’ perceptions about the different ways higher education in India can be improved. A qualitative study was developed based on content analysis of government documents and 17 students’ interviews. The analysis reveals differences between students and government perceptions that translate also different conceptions about higher education roles in society.

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Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Milosevic, Vedrana. "Women's impact on development in India." Thesis, Växjö University, School of Management and Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-7121.

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India is the world’s largest democracy where 1 186 200 000 people live and almost half of these are women. So how does women’s situation effect India’s development. This essay focuses on secondary education, female labor force participation and active population growth and measures their affect on Human Development Index (HDI). The literature shows a positive effect of all explanatory variables on HDI. In other an effective resource allocation towards words women might be the key for India to reach higher living standards. It is indeed a question of effective resource allocation because women in India don’t enjoy the same freedoms and rights as men which will clearly effect the countries resource allocation and the HDI

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Borker, Hem. "Educational journeys and everyday aspirations : making of 'kamil momina' in a girls' madrasa." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711987.

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Amato, Sarah. "Non-formal education, voluntary agencies and the role of the women's movement in educational development in India." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66255.

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Varma, Anushree. "The embroidered word : using traditional songs to educate women in India." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29518.pdf.

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Madhani, Taslim. "Constructions of Muslim identity : women and the education reform movement in colonial India." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98555.

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This thesis examines educational reforms initiated by British colonial officials in late nineteenth/early twentieth century India and the responses they ensued from Indian Muslim reformers. Focusing on the "woman question," British colonizers came to the conviction that the best method to "civilize" Indian society was to educate women according to modern Western standards. Muslim reformers sought to resolve the "woman question" for themselves by combining their own ideologies of appropriate female education with Western ones. Muslim reformers were also deeply concerned with the disappearance of Islamic identity owing to colonial educational policies. Reformers placed the responsibility of maintaining Islamic culture on the shoulders of women so as to both resolve the debate over the proper place of women in society and retain a distinct Islamic identity in the changing Indian context. This resolution limited Indian Muslim women's access to education as well as their participation in Indian society at large.

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Mullikottu, Veettil Mukundan. "The control of education: a multilevel analysis of continuity and change in two districts of Kerala, India." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244634.

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Burch, Isabella. "Realizing the Right to Education: An Evaluation of Education Policy in Six States of India." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1363.

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The Right of Children to Free and Compulsory Education Act is India’s most recent national-level policy in pursuit of universalizing elementary education. While some states have been successful at increasing the number of students who attend school, reducing dropout rates, and reducing the rates of out of school children, others are still struggling to make progress. The states that are successful are surprising in some instances because they are not particularly wealthy, they have large rural populations, and some face larger socio-political issues. This thesis finds that the states succeeding in meeting RTE goals are not always the states that are the best at implementing RTE norms. States are often successful when they violate the RTE norms in order to suit their communities’ educational needs. States are also successful when they introduce child welfare policies outside of education in order to address external issues that prevent children from attending school.

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Salkar, Monika. "Gender Disparity in Childhood Immunizations in India." University of Toledo Health Science Campus / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=mco1493242464875143.

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Ezer, Jonathan Frederick. "The interplay of institutional forces behind higher ICT education in India." Thesis, London School of Economics and Political Science (University of London), 2006. http://etheses.lse.ac.uk/1831/.

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For several years, academics have debated the extent to which ICTs (Information and Communication Technologies) can help poor people in developing countries. The conversation contains diverse views, yet education is always given a prominent role. Education helps shape how people think about technology and in turn, how the technology is used. This dissertation examines how the idea of ICTs is constructed at Indian universities, and how this process is impacted by institutional forces. The research findings indicate that for a variety of reasons, higher ICT education in India is markedly Western-focused, instrumental and technocratic. These characteristics of higher ICT education in India are impacted by a process that can be described as institutional collaboration - several diverse institutional forces are acting in ways that are coherent and mutually reinforcing. This institutional field can be theorised in many ways, some more appropriate than others. The findings fit well with neo-institutional theory but do not fit equally well with discourses of Development. The findings are particularly commensurate with Angell's theory of the Information Age, characterised by a looming conflict between Old and New Barbarians.

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