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This paper seeks to draw attention to two important, but less researched, areas regarding low fee private school provision in India. Firstly, the paper evaluates the impact of fees on household debt burden and decision-making, and secondly highlights the dynamic interplay between the private and government sub-sectors and the potential consequences this may have for educational delivery. The paper attempts to provide an overview of the historic growth, extent and performance of low fee private schools and private tutoring. Consistent with others, the paper finds that private provision is not currently accessible to the poorest and thus potentially deleterious to equity both within schools and within families. While drawing on existing research and particularly the longitudinal Young Lives data sets in Andhra Pradesh – findings are largely exploratory. The paper concludes that there is a need for further research on both household and school effects related to increasing privatisation in education. In particular there is a focus on how emerging inequalities emanating from school choice and private tuitions can be addressed. This is urgently needed to inform policy and investment decisions that maximise the contribution of both sectors and mitigate against inequality. [ABSTRACT FROM AUTHOR]

Abstract: Since the early 1990s, significant progress has been made with regard to education in India. This positive development stands, however, in sharp contrast with the way in which government teachers themselves think and talk about education. Instead of feeling pride and satisfaction, many teachers are unhappy, and often self-critical. Based on focus group discussions and interviews with teachers in Andhra Pradesh, south India, this paper analyses the reasons behind motivations and demotivations of government school teachers. The paper concludes that there is a need for a new professional ethos and culture. [Copyright &y& Elsevier]

Abstract Having achieved remarkable improvements in basic education, India now faces the issues of low learning levels, and a high dropout rate. This paper examines whether the learning crisis is responsible for students dropping out of school using unique panel data that followed nearly 1000 Indian children from 2002 to 2013. We discover that literacy skills acquired by the age of 12 have long-lasting, positive effects on subsequent school progression. We also find that local job opportunities influence school progression. Further, we find that time spent on household chores negatively affects literacy acquirement during primary school years. [ABSTRACT FROM AUTHOR]

Abstract: This paper informs debates about the potential role for low-fee private schooling in achieving Education for All goals in India. It reports Young Lives’ longitudinal data for two cohorts (2906 children) in the state of Andhra Pradesh. Eight year olds uptake of private schooling increased from 24 per cent (children born in 1994–5) to 44 per cent (children born in 2001–2). Children from rural areas, lower socioeconomic backgrounds and girls continue to be under represented. While some access gaps decreased, the gender gap seems to be widening. Evidence on risks to equity strengthen the case for an effectively regulated private sector, along with reforms to government sector schools. [Copyright &y& Elsevier]