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A paper analyzing the cost of education in India is divided into three major sections. In the first section, the author highlights the importance of cost analysis, describes a taxonomy of costs of education, and discusses alternative concepts of unit costs of education and other conceptual and analytical issues. The nature of official and non-official statistics of costs of education--both private and public--is described in section two. In section three an analysis of costs of education in India is presented, based upon empirical estimates. The paper of education, and concludes with suggestions on the problem of cost analysis of Indian education. Eighteen tables accompany the paper. (LP)

This publication reports on a Regional Workshop held in New Delhi, India, in January 1980, to study major trends in the development of educational goals in Asia. Discussed at the workshops were educational goals, policies, and problems; how belief systems and ethical values affect educational goals; and the role of regional and international cooperation. Representatives from the following countries attended the sessions: Bangladesh, China, India, Indonesia, Japan, Malaysia; Nepal, Pakistan, Philippines, Republic of Korea, and Thailand. The first part of the publication presents an overall review of educational goals and their translation into policies and programs based on reports from the 11 participating nations. The second part contains the reports from the 11 individual countries. In defining the various stated goals of education, the country papers very often present a mixture of moral, religious, political, social, economic, and cultural goals. Moral goals expect education to develop a human being with all humane qualities. National security and solidarity are the prime concern of most of the countries. Cultural goals appear to fluctuate between moral and religious and social goals. There is considerable stress on developing social equalities through education as an instrument of social transformation. There is an overwhelming desire on the part of all the countries to link education with economic development. One of the major goals is to strengthen the base of vocational and technical education to produce the needed skilled manpower and labor force. In most of the countries political goals, followed by economic goals are the determinants of educational policy making, while spiritual and moral values occur more to provide for political ends. Two educational goals for which concrete policies have been generated are equality of educational opportunities and education related to employment. (Author/RM)

Since India's independence much of the responsibility for educating the population has shifted from the Indian states to the central federal government. While education remains constitutionally identified as a state matter, and while the federal government controls most of higher education as well as vocational, professional, and technical training, it also provides significant financial support to the states. This support is funneled through two commissions: the Finance Commission, which distributes resources guaranteed by statute and aimed primarily at program maintenance, and the Planning Commission, which distributes discretionary funds directed toward development. Increasing reliance on this federal support weakens the states' autonomy in education. Although originally intended to encourage equity by redistributing wealth among the states, the federal government's educational finance system actually serves political purposes that lead to increased disparities. Reform should involve an increasing federal role in financing accompanied by a decreasing federal control of policy formation. A brief review of the historical development of government responsibility for education in India, beginning in the colonial period, provides the background for this paper's analysis of the current relationship between federal and state authority. Principles of resource allocation are also briefly reviewed. Tables display comparative data on educational finance in the various Indian states. (PGD)

The primary objective of this study was to analyze the financial implications of achieving the target of universalization of elementary education in India by 1990. The study first examines the general allocation pattern of resources for Indian education. An analysis of the intra-sectoral allocation among different levels of the educational sector shows a consistent trend of shifting the emphasis from elementary education to other educational levels, especially higher education. An analysis of elementary education in terms of enrollment in different states in the country for the past decades shows that if the past trends guide the future the universalization of elementary education will not be reached by 1990. The resources allocated for education have been grossly inadequate. The required growth rates for each state and their financial implications for the 1980's are estimated. Although finances alone will not ensure universalization of elementary education, more money is a necessary condition to achieve the goal. At least seven percent of Gross National Product should be allocated for education by 1989-90 to realize modest targets in education. (RM)