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Equity in the distribution of government subsidies on education in India

Author

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  • P. Geetha Rani

Abstract

From the public policy point of view, who benefits from the government spending on education across wealth groups is a central question. The present paper estimates how equally the public spending is distributed by levels of education across states in India, using the benefit incidence analysis. The distribution of government subsidy on elementary levels of education is clearly pro-poor. But the post elementary levels of education do not benefit each income group equally let alone progressively. The 'seemingly' benefit that goes to the poor at elementary levels of education dissipate as they move into higher levels of education given the poor quality of government provided elementary education in the country. The underpinning policy suggested therefore is a two-pronged strategy of ensuring the quality of learning outcomes among government funded schools and differential user fees at higher levels of education.

Suggested Citation

  • P. Geetha Rani, 2014. "Equity in the distribution of government subsidies on education in India," International Journal of Education Economics and Development, Inderscience Enterprises Ltd, vol. 5(1), pages 1-39.
    • Handle: RePEc:ids:ijeded:v:5:y:2014:i:1:p:1-39
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    Citations

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    Cited by:

    1. S. Chandrasekhar & P. Geetha Rani . & Soham Sahoo, 2017. "Household Expenditure on Higher Education in India: What Do we Know and What do Recent Data Have to say?," Working Papers id:11552, eSocialSciences.
    2. P. Geetha Rani, 2014. "Disparities in earnings and education in India," Cogent Economics & Finance, Taylor & Francis Journals, vol. 2(1), pages 1-18, December.
    3. S Chandrasekhar & P. Geetha Rani & Soham Sahoo, 2016. "Household expenditure on higher education in India: What do we know & What do recent data have to say?," Indira Gandhi Institute of Development Research, Mumbai Working Papers 2016-030, Indira Gandhi Institute of Development Research, Mumbai, India.

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