Basic Social Services for All? Ensuring Accountability Through

human development, democracy

Changing Framework of Local Governance and Community Participation in Elementary Education in India

In recent years, strengthening and better functioning of local governance have become prime concerns of educational reform agenda. Establishment of effective local governance has been part of overall changes in educational governance for several years in many countries including India. It is now widely recognized that effective local governance considerably impacts on access to education as well as the enrolment, retention and learning experiences of children in school. It is in this context, that this paper provides an overview of the changing framework of governance of elementary education and community participation in India with a special focus on its role in improving the participation of children. An attempt has also been made to examine the extent to which grassroots level functionaries and local bodies like panchayat and VEC are able to get involved in decision making processes and different approaches that have been taken by different states in regards to local governance of education. Drawing references from recent efforts made by different states, the paper has tried to establish a link between effectiveness of local governance and issues regarding access, equity and quality of school education. While discussing the changing framework of local governance, the paper critically examines the guiding principles of governance reform from two perspectives. ‘Top-down’ and ‘bottom-up’ approaches are discussed, in terms of ensuring the effectiveness of the system and empowering people for active participation in decentralized decision making process

Constitutional Impediments to Decentralization in the World\u27s Largest Federal Country

Decentralization is often advocated as a means of improving local democracy and enhancing what economists call allocative efficiency. In federal countries, where power is already divided between national and state governments, decentralization involves the devolution of power from state to local governments. The world’s largest federal country, India, took an unusual step to advance decentralization: it passed the 74th Constitutional Amendment Act to confer constitutional status on municipalities. However, India’s efforts to promote the devolution of power through a national urban renewal scheme have not succeeded for three reasons. The first is that India’s decentralization process is incomplete. Political decentralization has been stymied by the language of the constitutional amendment itself; administrative decentralization has been hampered by the comparative advantage of entrenched state-level institutions; and fiscal decentralization has not occurred because financial responsibility—but not significant revenue—has been devolved. The second reason is that decentralization has been undertaken in a top-down manner, which has exacerbated Center-state relations and mitigated the goal of allocative efficiency. Third is the relative weakness of local governance structures, which has created a Catch-22 situation: as long as the local governments lack significant capacity, the states are reluctant to devolve power to them. Additional effort needs to be directed towards an effective model of cooperative federalism. With Prime Minister Narendra Modi poised to create “smart cities” and promote urban renewal, it is critical to understand why India’s prior decentralization efforts have largely failed. The lessons learned over the past decade are an important guide to the future of cities in India as well as in other federal countrie

Inclusive education in India: interpretation, implementation, and issues

Children with disabilities are a minority that are not prioritised in the context of education programmes in India, although they are often found in many marginalised groups that are catered for if non-disabled ? for example, girls, scheduled tribe, scheduled caste, and other backward caste children. Inclusive education may be a way of merging these children’s needs in order to improve school quality and achieve EFA. However, a dominant special needs conceptualisation of IE in India, combined with negative attitudes towards disability, are currently preventing this approach. After exploring the relevance of disability and inclusive education in the context of EFA, this paper analyses the interpretation and implementation of inclusive education in India. The issues and constraints faced by the stakeholders involved, and the implications these may have, particularly for children with disabilities, lead to the conclusion that a twin-track approach to disability may assist not only in improving education access, but also the reconceptualisation of inclusive education as a school quality issue. In the long-term, it is hoped that this could assist in fulfilling the right to education for all children

An analysis of ICT policy development and practice in teacher education in Kenya between 1997-2007

This study, entitled 'An analysis of ICT policy development and practice in teacher education in Kenya between 1997 and 2007', is a qualitative study that uses a historical interpretive approach involving documentary analysis, interviews and case 'studies, to document the evolution of ICT policies relevant to teacher education in post independence Kenya, and explore the practices among teachers and teacher educators with ICT between 1997 and 2007. It examines the policy- practice relationship in the context of teacher education. The thesis draws from the work of Elmore and also Fullan to understand the change process with educational ICT policies. Not much research has been done in this area in Kenya and this study is therefore a useful contribution to the body of knowledge on leT policy development and practice in teacher education in developing country contexts. The ICT policy process for teacher education in Kenya takes place in a 4-Tier framework that involves international organisations at Tier 1, the Ministry of Education, other ministries and associated bodies at Tier 2, private or public sector organisations at Tier 3, and pre-service and in-service teacher education programmes at Tier 4. There is lack of co-ordination within and between these Tiers, which results in varied practices that portray differential understandings and interpretations of policy in regard to the place of ICT in teacher education.Despite the exposure to ICT training programmes, availability of computers in various institutions and in some instances, a national ICT curriculum, teacher educators' and teachers' practices in subject teaching do not reflect the policy provisions on ICT pedagogic practice. The national ICT policy, therefore, is hyperationalised and not necessarily policy in action as seen in the Case programmes. The policy discourse disjunction and stratification in the 4-Tier ICT policy development and implementation framework is responsible for the slow pace of change in training and teaching practices in Kenya. This thesis proposes that teacher needs and competencies with ICT should be identified in a backward mapping approach. This will ensure transformative practices in teaching and teacher education, reduce the occurrence of hyperationalisation and allow for consensus building regarding the place of ICT in teacher education programmes and teaching in Kenya

Tourism policy implementation in the developing world : The case of Phuket, Thailand.

Tourism is growing rapidly in many developing countries, often encouraged by the view that tourism can overcome many of their economic difficulties. Tourism policy and planning is especially vital in these countries so as to avoid resource depletion, unsafe activities and inefficient development. Yet there remains only a limited research literature on tourism policy and policy implementation in the developing world. This study investigates the practical application of tourism policies in a developing country, with a particular focus on the sources of any gaps between tourism policies and their implementation. The study's approach involved developing a conceptual framework of issues related to tourism policy implementation, with this drawing on research on policy implementation in both developed and developing countries. This conceptual framework integrates ideas from several disciplinary fields and it recognises the integrity of both top-down and bottom-up approaches to implementation. The framework is applied to evaluate the application of three tourism-related policies in the case of Phuket in Thailand, with the policies being for the management of entertainment venues, the control of development in protected areas, and for beach safety. Attitudes to the implementation of these policies, including to the causes of any gaps between policy intent and practice, were assessed based on the views of actors involved in the policy processes and their effects. Relevant primary data were collected through semistructured interviews, document analysis and field observation. The study findings are used to evaluate the value of the conceptual framework. The study indicates that the three tourism-related policies were implemented in Phuket through a centralised policy system, with much control resting with national government and its officials. There was only a limited degree of local involvement, local consultation, and of evaluation and revision of policy based on local experiences. Many of the actors involved in Phuket's policy processes experienced difficulties related to bureaucratic administration, overlapping jobs, resource scarcity and lax enforcement. Many of them also noted how policy implementation was affected by Thailand's organisational culture and the people's socio-cultural values, including the prominence of hierarchical social relations and the potential for clientelism. The results alsohighlight the difficulties of enforcing regulations that might have limited the economic development of Phuket's tourism sector. This study contributes to our understanding of practical issues surrounding tourism policy implementation in developing world contexts. It also adds new theoretical insights, such as by demonstrating the value of a hybrid perspective on tourism policy implementation. This 'hybridity' recognises the complexity and uncertainty of policy implementation by combining both top down and backward mapping approaches to the subject