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Main Findings and Conclusions

In: Policy Impacts on Qualitative and Quantitative Aspects of Indian Education

Author

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  • Jatinder S. Bedi

    (Institute for Development and Communication)

Abstract

The intellectual capital is more effective than physical capital in driving sustainable development (Paul Romer, nobel laureates, 2018). India however is ranked 115th among 157 countries in Human Capital Index (World Bank Report, 2018) due to 56 percentage point gap between the potential and likely productivity of children, born today, by the time they will achieve 18 years of age. This is happening because of limitations in health and education system. The Human Capital Index (HCI) is estimated using survival rates and stunting rate as measure of health, and quality-adjusted learning indicator. The learning indicator takes into account both quantity and quality information on education by harmonizing the performance score of students in conducted test and number of years of schooling that a child can expect to obtain by age 18. The latter is estimated by considering the prevailing pattern of enrolment rates across grades in respective countries. In this regard the GERrm and GLRrm method adopted in this study are quite related with the concept used in HCI. The analysis of schools, teachers and students using SLAS, 2015-16 data conducted by SCERT, Punjab is used to access the quality of schools in Punjab. The findings in this study bring to limelight various ways to improve the quality of education and to utilise resources effectively and efficiently.

Suggested Citation

  • Jatinder S. Bedi, 2018. "Main Findings and Conclusions," India Studies in Business and Economics, in: Policy Impacts on Qualitative and Quantitative Aspects of Indian Education, chapter 0, pages 219-248, Springer.
    • Handle: RePEc:spr:isbchp:978-981-13-1492-6_9
    DOI: 10.1007/978-981-13-1492-6_9
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