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1.0 Abstract The government used the quota system from 1970-2002 for the enrolment of the public universities in order to open up more seats for Bumiputra students upon the New Economic Policy (NEP). Then, the overrepresentation of Bumiputra students and underrepresentation of non-bumiputra students caused the government to suspend the quota system and implement meritocracy. Meritocracy encouraged students to from all races to compete a place in the public universities. The meritocracy used in the enrolment of the IPTAs are based on 90% academic results and 10% co-curriculum. Each races have mixed feelings about the systems, some thought it is a good system and should be continued whereas there are some thought meritocracy caused the inequality among students from urban and rural areas getting bigger. According to the questionnaire, 64% of the students believe the government still enforces quota system in the enrolment of the public universities. 5 interviewees also gave their own opinions and suggestions on the systems. 1 interviewee, Nurul Amirah binti Hamzah, suggested the government can make an alternative way for those who can't entered public university so that they still can still continue their study even though they didn't have the qualification to do so. Therefore, a check and balance should be applied on the system used to ensure all students from different races and areas (urban and rural) have a fair share of chance to enrol into public universities.
Economic and Political Weekly
Exclusive Inequalities: Merit, Caste and Discrimination in Indian Higher Education TodayJournal of Interdisciplinary History
Caste and Higher Education in India2020 •
Subramanian’s The Caste of Merit addresses the issue of educational inequality in colonial and independent India, focusing on the Indian Institutes of Technology (iits) that have trained the engineering elites since the 1950s. The members of the high caste who initially comprised this group ascribed their personal success to merit, not to background. India’s policy of allowing disadvantaged caste groups to enter the (iits), however, challenged the high castes’ representation of their educational privilege as simply a matter of talent. Subramanian’s view of the upper-caste position as an attempt to forestall progress toward a more egalitarian Indian society opens a methodological debate about the fundamental epistemic demands that scholars must satisfy before they adopt social causes above and beyond the conveying of objective information.
isara solutions
Dimensions of Inequality and MeritocracyThe article deals with the dimensions of inequalities operating through caste, class, gender, rural-urban difference, and, family which influences the achievements of education and its relationship with meritocracy as a defining feature and means of mobility in formal education enjoyed by upper social strata particularly of urban background in modern times because of the role played by cultural and economic factors in perpetuating educational inequality. The article argues that the justification of the existence and perpetuation of a meritocratic system seems to be a clever strategy for social closure and elite perpetuation and legitimizes inequality and makes its acceptable as a kind of safety value. The meritocratic principle masks the mechanism of social reproduction.
Review of Development Economics
Class or caste? A study on the role of caste and wealth status in school choice decision2020 •
There is a strong political opinion in India in favour of replacing caste based affirmative action with an economic class based one. We contribute to this debate by looking at the interaction of caste and wealth in school choice. We show that too rich and too poor parents behave in the same way irrespective of their caste identities—rich parents sending their children to private schools while poor parents choosing public schools for their children. The caste identity, we find, plays a role for the school choice decision made by the parents belonging to the economic middle class. Among the economic middle class parents, the ones from the privileged castes send their children to private schools, while the children of the parents from the disadvantaged castes are sent to public schools. The result is robust to alternative definitions of privileged and disadvantaged castes. For school quality choice, however, we find a monotonic relationship between wealth and school quality.
Abstract Return to Education in Asia has more values around the world average. Private rate of returns are concerned individuals while public rate of returns consider the overall returns to society. The low and middle income countries record higher social rates of return compared to higher income countries. There is significant relationship between income levels and educational levels. Higher the education level, the higher the income i.e. people with professional degrees earned 6 times more as much as people who did not graduate from high school level. Unequal incomes translate into unequal access to higher education. Private and private aided institutions are quite costly, making them difficult to access for the poor. With little regulation of the quality of education and cost differentials, the poor and deprived are often trapped in low quality education. One portion of population in India has attained universal literacy long ago while a major portion of population still striving to achieve it, this leads to harmful economic disparities, resulting in perpetuating the cycle of inequality across generations. Despite many attempts to improve the access and outreach, social disparity persists in higher education. Key words : Education, Rising inequality, income, Private education, deprived
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