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ESRC-FCDO Research for Policy and Practice: Education Accountability Relationships Between Schools, Communities, and Government in India

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posted on 2024-09-05, 21:31 authored by The Impact Initiative
Despite widespread recognition of the challenge to improve learning outcomes and the need to shift education systems away from traditional input orientation, there has been relatively little attention paid to how basic education is governed. The robustness of accountability relationships and processes between schools, communities, and government within India’s education system largely determine whether learning outcomes are enabled or inhibited. Gaps remain in our understanding of how these processes intersect with inequality, and how they can help the most marginalised. There remains relatively little debate on the kind of governance structures needed within the education system in order to strengthen accountability relationships in education. This ESRC-FCDO-funded research is an important effort to bridge this gap. The research seeks to enhance our understanding of accountability relationships, how they function, and with what effect on learning outcomes, in both the short and long term. The research offers not only relevant, contextual evidence, but also highlights key implications for policy and practice.

Funding

ESRC-FCDO

History

Publisher

REAL Centre, University of Cambridge and The Impact Initiative

Citation

Impact Initiative (ed.) (2020) Education Accountability Relationships Between Schools, Communities, and Government in India, ESRC-FCDO Research for Policy and Practice, Cambridge: REAL Centre, University of Cambridge and The Impact Initiative.

Series

ESRC-FCDO Research Impact

IDS Item Types

Series paper (non-IDS)

Copyright holder

The Impact Initiative 2020

Country

India

Language

en

Project identifier

Default project::9ce4e4dc-26e9-4d78-96e9-15e4dcac0642::600

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    Impact Initiative - Impact Initiative (SC)

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