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Introduction
The involvement of global actors in the policy-making processes of different countries has a considerable influence on the management of social issues. Notably, the involvement of global actors in the construction of social policies has both positive and negative influences on the well-being of the people affected by specific social issues (Winthrop 2013). In the Indian setting, the misappropriation of Federal Government Funding is a considerable social policy issue that contributes to the intensification of inequalities in society.
A case study of the situation in India reveals that the financial misappropriation translates into inequalities in the education sector by limiting the equitable distribution of learning resources. As a result, such financial malpractices contribute to the development of social issues such as gender inequalities and the caste problem (Williams 2013).
In response to the problem, global actors have played a considerable role in influencing the development and implementation of relevant policies that can alleviate Indians from social inequalities. In this concern, this paper shows that the involvement of global actors in social policymaking has facilitated the establishment of socially and economically just policies that address the misuse of the Federal Government Funding issue in India.
Better Allocation of Current Resources Allocated to Education and Monitoring its Implementation
The issue of misappropriation of financial resources directed to the Indian education sector has prompted the development of a social policy that seeks to foster socio-economic equality. The problem undermines the accessibility to equitable education opportunities among rural Indian people, owing to inadequate facilities.
Additionally, the problem has triggered the employment of under-qualified educators in the country, thereby subjecting the education sector to the possibility of poor student performance due to the inefficiency of teachers. In this concern, global players have seen the importance of intervening in India’s situation to bolster the realization of social equality in a country characterized by significant levels of poverty.
Led by the Global Campaign for Education (GCE), global actors require governments to apportion at least 6% of the gross domestic product (GDP) to the education sector. The intervention of GCE among other non-governmental organizations (NGOs) has influenced the Indian government to increase Federal Government Funding in the education sector from the previous 3.8% of the GDP to the recommended 6% of the safe national economic growth indicator (Winthrop 2013).
In this light, besides advocating for an increase in the funding of education projects in India, global actors have advocated for the need for financial accountability to guarantee effective use of the currently allocated resources. In this way, the intervention promotes economic and social justice, thereby facilitating the alleviation of inequalities, which have undermined the well-being of the Indian population.
Importantly, the proposal to increase the amount of Federal Government Funding in the education field will facilitate the equitable distribution of resources in the various Indian schools. By so doing, the resources will be in use in different schools within India to facilitate the construction of more educational centers besides financing the purchase of learning resources, including books, seats, and tables. Therefore, the allocation of financial resources will foster economic and social equality in India by promoting infrastructural developments such as heating, water, and electricity supply (Bandhopadhyay 2015). Such developments will be integral in ensuring that all students, regardless of their social or financial background, access education facilities that provide suitable learning surroundings.
Notably, 21% of Indian teachers lack the professional expertise required to offer quality education to students in the country (Williams 2013). The need to establish training programs that seek to improve the proficiency of teachers is also a crucial consideration for promoting socio-economic equality in India. The delivery of quality learning experiences is one of the crucial elements that bolster the growth and development of students. In this respect, ensuring that educators operate efficiently contributes to the development of students in a way that presents them with equitable opportunities. Therefore, besides ensuring the appropriate use of funds allocated to teachers’ training programs, the influence of global actors in the policy-making process seeks to facilitate the delivery of equitable education opportunities facilitated by qualified educators.
Indian Government’s Education Policy Reforms for Gender and Caste in Government Schools on a National Scale
Gender and caste inequalities in India account for the considerable social injustices in the country. The UNDP reports that the Indian education sector experiences a substantial 39.4% rate of inequality primarily triggered by caste and gender crimination (Sell 2013). In this light, the global body influenced the Indian government to introduce policy reforms that would address the issue of gender and caste segregation in the country’s education system. The policy looks at the factors contributing to such inequalities in the school setting. As such, taking into account challenges such as the lack of sanitation, the inadequacy of learning facilities, and harassment in the classroom setting goes a long way in facilitating the establishment of a policy that fosters the economic and social fairness.
The Indian government also applies some of the caste alleviation recommendations offered by the International Dalit Solidarity Network and the United Nations (Bandhopadhyay 2015). Notably, the recommendations hold that there is a need to eradicate financial misappropriations to promote social equities, regardless of an individual’s status in society (Winthrop 2013). In this respect, the approach would guarantee financial accountability in the education sector to foster the spirit of inclusiveness in a country that has seen the adverse impacts of caste discrimination.
Socially, the influence of global actors in the construction of the policy facilitates the importance of inclusion in the education sector. Notably, the policy reforms advocate for the offering of educational opportunities, regardless of the student’s caste or social status. Additionally, global actors underline the relevance of providing quality education facilitated by qualified teaching experts. By so doing, the implementation of the policy reforms will allow children from different backgrounds to access education, thus increasing their chances of success in the future. In the end, the policy will be integral in fostering the country’s economic development by raising the skills of the workforce.
Moreover, international bodies influence the need for gender equality in Indian society (Department of School Education and Literacy 2016). Thus, the need for injecting funds in the education sector to promote gender equality in the education field denotes the extent to which global players have influenced the application of policies in a manner that fosters economic and social fairness.
Conclusion
Global actors led by the UNDP among other organizations influence the development of policies that seek to mitigate social and economic inequalities in India’s education sector. Notably, the country’s education sector has seen significant cases of misuse of funds. The situation has led to caste and gender segregation. However, global actors have influenced the policy-making processes by underlining the need for observing accountability in the allocation and use of resources to develop the education field. Besides, policy reforms have advocated for reforms that will see the inclusiveness of Indian schools to combat the issue of caste and gender segregation.
Reference List
Bandhopadhyay, M 2015, Present status of infrastructure facilities in schools in India: from national to state level perspective. Web.
Sell, S 2013, ‘The unsanitary truth about gender inequality in India’, The Guardian. Web.
Williams, R 2013, ‘Why girls in India are still missing out on the education they need’, The Guardian. Web.
Winthrop, R 2013, Promoting gender equality through education in India, Brookings. Web.
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