How much do we know about Education in India

Via Forbes
Everyone has an opinion on education. Start a conversation at a dinner table, a tea shop, an academic seminar, a global conference, a train, a bus or flight – everyone you meet will have something to say about it. Often, they will know precisely how bad it is, how much worse it has become and what needs to be done to fix the ills. When I say precisely, I don’t mean that – I mean with a great deal of authority. Very definite and well articulated opinions. And they may well be right. Because nobody can really answer (most of) the big questions in education in India with any degree of precision.

The holy grail here is evidence based policy making. It would obviously be great if every decision made had a solid basis in proven hypothesis. If we knew for sure, to take a facetious example, that children study better in white shirts than blue shirts, and this had been tested rigorously, then it would be easy to create a policy that tends towards white shirts as school uniforms. This is also better for policy makers as they have the evidence to fall back upon and even justify their decisions. In practice of course evidence is just one part of the policy making puzzle and may even prove to be inconvenient in some circumstances. Yet, it is what stands closest to fact in the vast unknown.

The first hurdle of course is the availability of data. There is some available on the ministry website and some with affiliated institutions. Some data is gathered in large studies such as those conducted by the Azim Premji foundation, Pratham, Accountability Initiative etc. and these answer specific questions each year. The Karnataka Learning Partnership and Centre for Civil Society are taking the lead on compiling some data that are available to all while investors and private consulting firms have their own data sets that are not available in the public domain. Each of these serves a limited purpose and researchers often find themselves stuck because they have no credible information sources or good data unless they set up a data collection process themselves as part of their studies. That is either very expensive and time consuming or forces them to dramatically reduce the scope of their work.

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