The self-financed quantitative expansion of engineering education in Kerala since the beginning of the 2000s should not be seen as a logical expansion consistent with demand and supply. Rather it should be primarily seen as qualitative, contributing to a change in the meaning of what engineering education is and has historically been. The qualitative aspect of this expansion is argued from the political economy of engineering education and is deriving from the displacement of functional role attributable to engineering education following the crisis of skills in the new accumulation regime and the new role that engineering education has been playing in the regimentation of the overall field of higher education.
This article examines de facto privatisation and populist budgets of the central and Delhi state governments. The delay in releasing grants to 12 constituent colleges of the University of Delhi shows a correspondence between privatisation and populism in implementing the National Education Policy 2020, thus resulting in socio-economic inequality and a delay in achieving the Sustainable Development Goal 4, namely quality and inclusive education for all.
After three decades of disinvestment or privatisation of public sector enterprises’ assets, the Government of India has upped the ante and now rolled out a programme for the sale of services provided by the public sector.
This article tries to assess how K N Raj would have weighed in on some of the major contemporary issues like the trade policy, farm crisis and reprivatisation of public sector banks on the basis of his many writings. It also highlights his views on the fundamental orientation that an academic discipline like economics needs to have for contemporary social relevance.
Unlike common assumptions, private banks do not inherently perform better than public sector banks. The reasons that are often cited for privatisation of public sector banks require deeper scrutiny.
This article looks into the reasons for the large non-performing assets of the Indian banks, particularly public sector banks, and the various steps taken by the government and the Reserve Bank of India to tackle the issue of bad debts.
The manner in which privatisation in elementary education in India changes student composition, which then creates segregation across school types, is analysed. A unique situation where reproduction of the already existing advantage–disadvantage continuum across social groups gets reinforced, children from the historically deprived socio-economic groups are largely confined to public-funded schools.
