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Articles by Arvind SardanaSubscribe to Arvind Sardana

Financing the Right to Education

Vol. 55, Issue No. 37, 12 Sep, 2020
Sukanya Bose, Priyanta Ghosh, Arvind Sardana

An assessment of the resource gaps for fulfilling the right to education across Indian states presents a disconcerting picture. The gap between normative requirement and actual expenditure is particularly large in the poorer states, requiring not only a higher overall fiscal push, but one that would address the unequal positions of the states. Since equalisation is the primary mandate of the Finance Commission, it should address the inequalities in provision of elementary education, which is a merit good plus a core constitutional guarantee. To meet the special needs of the 16 focus states with the largest additional requirement vis-à-vis their revenue base, it is important that the Fifteenth Finance Commission responds with specific purpose grants of an adequate magnitude for elementary education.

Learning from Maharashtra’s Semi-English Government-aided Schools

Vol. 55, Issue No. 37, 12 Sep, 2020
Arvind Sardana

The semi-English schools in Maharashtra that are aided by the government have much to teach the other states in terms of ease of English learning. These schools have ensured that the regional language and that spoken at the student’s home are not neglected whilst teaching English. However, as far as Maharashtra’s ashramshalas in tribal areas are concerned, there is a need to respect and foster the tribal languages spoken by the students.

What Does the Right to Education Need to Achieve?

Vol. 54, Issue No. 18, 04 May, 2019
In the context of the Right to Education, it is essential that the government (i) lays down a clear financial road map based on a normative framework with clearly stated and transparent norms that apply equitably; (ii) recognises the unequal financial position of the states and the crucial role of the centre in forging long-run development goals; and (iii) approaches finance in relation to social policy.

Universalisation of School Education Using the Public-school System is Feasible

Vol. 53, Issue No. 44, 03 Nov, 2018
One of the challenges for universalisation of school education using the public-school system arises from the supposed lack of financial resources. Particularly, the high salary of teachers as per the Sixth Pay Commission has been used to point towards infeasibility of public institutions serving the goal of universalisation (Jain and Dholakia, 2009; 2010). This article demonstrates that with more realistic parameter values, the estimates would be revised downwards significantly. Further, in a federal set up, teacher salary is arrived at through a complex set of negotiations, such that the recommendation of the Central Pay Commission is not sacrosanct. In working towards a normative, a “middle path” of decent salary for all teachers is suggested, which would ensure both equity, efficiency and feasibility.

Open Letter to CBSE and NCERT

Vol. 52, Issue No. 6, 11 Feb, 2017
Arvind Sardana

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Financial Literacy in Rural Banking

Vol. 49, Issue No. 26-27, 28 Jun, 2014
Arvind Sardana, Sukanya Bose

Financial literacy in the present Indian policy context is seen as an instrument to raise demand for banking services. The location of the problem as one of deficient demand is untenable. The conception of financial literacy, as reflected in the Reserve Bank of India's Financial Literacy Guide, is packed with stereotypes of the poor as ignorant and in need of moral lessons on savings, consumption and credit. Financial literacy has to be positioned within a broader conceptual view of the financial system, so as to become a tool to raise critical consciousness and equip people to respond to the challenges posed by the financial sector. Further, financial literacy material must evolve from below, such that lives of the common people are organically a part of it. This paper also hints that the campaign mode for financial literacy might allow for greater public engagement and action. The effects of financial literacy, however, will not accrue if it is not accompanied by adequate outreach of banking services through credible public institutions.

The CBSE and NCERT Are Meant for Each Other

Vol. 48, Issue No. 12, 23 Mar, 2013
Arvind Sardana

In his commentary (“Pedagogy Market: The CBSE-Pearson Tie-up”, EPW, 1 December 2012) Krishna Kumar analyses the implications of the decision of the Central Board of Secondary Education (CBSE) to partner with Pearson for research and development of methods for school evaluati

Teaching Economics in Schools

Vol. 43, Issue No. 32, 09 Aug, 2008
Arvind Sardana, Sukanya Bose

The curricular changes based on the National Curriculum Framework (2005) have enfolded Economics education at the school level. This article reviews in detail the imperative for and the main elements of the change, and argues that the issues involved merit the attention of professional economists.

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