Diptanshu Gaur , Shivendra Kumar Pandey , Dheeraj Sharma
{"title":"Inequalities in educational achievement: Effect of individuals’ capabilities & social identity","authors":"Diptanshu Gaur , Shivendra Kumar Pandey , Dheeraj Sharma","doi":"10.1016/j.jpolmod.2024.02.001","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48015,"journal":{"name":"Journal of Policy Modeling","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Policy Modeling","FirstCategoryId":"96","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0161893824000152","RegionNum":2,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"ECONOMICS","Score":null,"Total":0}
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.
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.