This policy brief shows that improving learning outcomes in diverse Indian contexts requires a rethinking of educational strategies. While improvements in physical access to schools are welcome, improving learning outcomes requires different stakeholders to strengthen their role and adapt teaching content and methods to local contexts. The paper highlights the key messages and policy implications from seven projects from the ESRC-DFID Raising Learning Outcomes in Education Systems Research Programme. The research evidence provides valuable new insights to inform the Indian government’s efforts to ensure that all children benefit from quality education.
Although there have been major advances in school enrolment in the past two decades, the outcomes of education are often poor, especially among girls, young people from indigenous groups and ethnic minorities, those of lower socio-economic status and in remote rural areas. The World Bank and other globally influential agencies have recently been promoting the view that this is partly due to the limited aspirations of such children and their parents.