Inequalities in educational achievement: Effect of individuals’ capabilities & social identity

IF 3.5 2区 经济学 Q1 ECONOMICS
Diptanshu Gaur , Shivendra Kumar Pandey , Dheeraj Sharma
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引用次数: 0

Abstract

We address the issue of inequalities in educational achievements among social groups, within the framework of Sustainable Development Goal 10 (SDG10). Despite efforts to distribute resources equitably and implement affirmative government actions, educational inequalities remain a significant challenge, partially due to the continuing impact of social group dynamics. Previous studies have emphasized the possibility of improving individual capabilities to address this issue. However, the quantitative studies that examine this issue are underexplored. We utilize data from the Indian Human Development Survey (IHDS) 2011–12 to examine the effect of individual capabilities and social group affiliations on educational achievements. We employ ordered logit regression, decomposition analysis, and instrumental variable approach to analyze the data. The findings of our study indicate that while government interventions and policies have had some impact, a more focused approach and policy change on individual capability is necessary. We propose a policy framework emphasizing early identification and development of key capabilities. These are mass media exposure, parental participation of professional groups, and good physical health, especially for marginalized sections. The study advocates for equipping schools with digital and mass media resources, establishing community programs for financial literacy, and engaging families to understand the importance of these capabilities. This dual approach aims to enhance individual capabilities and reduce the influence of social group dynamics, contributing to more equitable and inclusive educational outcomes and broader societal sustainability. The findings offer valuable insights for policymakers and contribute to the global debate on sustainable development and educational equality.

教育成就的不平等:个人能力和社会认同的影响
我们在可持续发展目标 10(SDG10)的框架内探讨了社会群体之间教育成就不平等的问题。尽管政府努力公平分配资源并采取平权行动,但教育不平等仍是一项重大挑战,部分原因是社会群体动态的持续影响。以往的研究强调了提高个人能力以解决这一问题的可能性。然而,对这一问题的定量研究却很少。我们利用 2011-12 年印度人类发展调查(IHDS)的数据,研究了个人能力和社会群体从属关系对教育成就的影响。我们采用有序对数回归、分解分析和工具变量法对数据进行了分析。研究结果表明,虽然政府的干预措施和政策产生了一定的影响,但有必要针对个人能力采取更有针对性的方法和政策变革。我们提出了一个强调早期识别和发展关键能力的政策框架。这些能力包括大众传媒的接触、父母对专业团体的参与以及良好的身体健康,尤其是边缘化群体的身体健康。研究主张为学校配备数字和大众媒体资源,建立社区金融扫盲计划,并让家庭了解这些能力的重要性。这种双重方法旨在提高个人能力,减少社会群体动态的影响,从而促进更公平、更包容的教育成果和更广泛的社会可持续性。研究结果为政策制定者提供了有价值的见解,并为有关可持续发展和教育平等的全球辩论做出了贡献。
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来源期刊
CiteScore
6.20
自引率
11.40%
发文量
76
期刊介绍: The Journal of Policy Modeling is published by Elsevier for the Society for Policy Modeling to provide a forum for analysis and debate concerning international policy issues. The journal addresses questions of critical import to the world community as a whole, and it focuses upon the economic, social, and political interdependencies between national and regional systems. This implies concern with international policies for the promotion of a better life for all human beings and, therefore, concentrates on improved methodological underpinnings for dealing with these problems.
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