Higher Education at a Distance and National Development: Reflections on the Indian experience

Following initial scepticism, the growth and developments within distance education in India have been tremendous. This paper records those developments in one of the largest distance education systems in the world with regard to its contribution to national development. The paper also examines curricular programmes, access and equity, media and technology, funding and costing, quality and accreditation, collaboration and networking, internationalization, and outcomes and benefits. The paper argues that higher education at a distance has significantly contributed to Indian national development on various counts, including innovative programmes for niche markets as well as community development; nation‐wide training programmes for the workforce and community and the empowerment of women; information and communications technology (ICT) networking and sharing of resources; massive human resource development for IT; management; school teaching; and development in new sectors of the workforce. Nevertheless, the areas of quality of instructional processes, access and equity, and effective deployment and use of ICT have been highlighted as accelerators to the system in its future expansion.     

Towards understanding the two way interaction effects of extraversion and openness to experience on career commitment

In this study, we examined potential two-way interaction effects of the Big Five personality traits extraversion and openness to experience on career commitment measured in terms of three components of career identity, career resilience, and career planning. Participants included 450 managers from public and private sector organizations in North India. The results indicated significant positive impacts of extraversion and openness interactions on the career resilience dimension of career commitment. Implications for practice and future research directions are also discussed.     

Rethinking saving: Indian ceremonial gifts as relational and reproductive saving

ABSTRACT

Economic anthropology has long advocated a broader vision of savings than that proposed by economists. This article extends this redefinitional effort by examining ceremonial gifts in India and arguing that they are a specific form of savings. Rural households, including those at the bottom of the pyramid, do save, in the sense of storing, accumulating and circulating value. But this takes place via particular forms of mediation that allow savers to forge or maintain social and emotional relations, to keep control over value – what matters in people’s lives – and over spaces and their own future. We propose terming these practices relational and reproductive saving, insofar as their main objective is to sustain life across generations. By contrast, trying to encourage saving via bank mediation may dispossess populations of control over their wealth, their socialisation, their territories and their time. In an increasingly financialised world of evermore aggressive policies to push people into financial inclusion, the social, symbolic, cultural and political aspects of diverse forms of financial mediation deserve our full attention.     

The cost and financing of the right to education in India: Can we fill the financing gap?

India's Parliament passed the Right to Education Act in 2009, which entitles all children 6-14 years old to at least eight years of schooling. This paper examines the cost of achieving this right to education, and asks whether India can fill the financing gap that must be filled if the right is to be realized. The paper notes the very considerable increase in central and state government allocation implied by the Act, and finds that there will be difficulties in finding the resources, given the large fiscal deficit occasioned by the global economic crisis. However, the paper goes on to suggest a series of measures that can be taken so that the right to schooling is no more denied or delayed.