Mathew Anthony

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Doctorate in Educational Studies, from Jawaharlal Nehru University,
Research interests: Educational Development in Historical perspective, Basic Education, Higher Education and Education Policy,
NIEPA, New Delhi, India.

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Arnold Chama

Evelyn Hone College

Cathy Stone

Evangelia Koukouriki

University of Ioannina/Greece

Rosemary Sage

Muyanja Ssenyonga

Gadjah Mada University

Thomas Augst

New York University

Promise Zvavahera

IBS

Thanikachalam Vedhathiri

Joe Muzurura

Amer Hamad Issa Abukhalaf

University of Florida

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Papers by Mathew Anthony

Review of: "Diversity and Inclusion for Innovation-Led Growth

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Higher Education for the Future

British Journal of Educational Studies, 1981

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Quality and Excellence in Higher Education and Metamorphosis: Changing Notions in Educational Discourses in India

Higher Education for the Future

LONG-STANDING TENSIONS IN INDIAN FEDERALISM: CASE OF CENTRAL AND CENTRALLY SPONSORED SCHEMES IN EDUCATION

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Higher Education Policy in Andhra Pradesh Exploring the Dynamics of Caste and Party Affiliations

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PRIVATE ENGAGEMENT IN MAHARASHTRA HIGHER EDUCATION: FROM PHILANTHROPY TO COMMERCIALIZATION AND RESISTING REGULATION

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COMPETITIVE POLITICS IN TAMIL NADU HIGHER EDUCATION POLICY

and shows the emergence and entrenchment o f four overarching trends, leaving TN in a pre-eminent... more and shows the emergence and entrenchment o f four overarching trends, leaving TN in a pre-eminent position in status, not necessarily quality: (i) its socially progressive character, i.e. equity, inclusion and affordability dimensions as seen in extending educational opportunities to the socio-economically weaker sections and rural communities, partly also as an ideological commitment; (ii) DMK government ' s (1977-88) shift in approach to HE in favour o f technical and professional education from early 1980s, as a way out o f state retreat from funding support to meet rising social aspirations for HE, through the self-financing private route, without forsaking the equity agenda; and (iv) on policy approach on HE, the preparedness o f Dravidian parties to discard their traditional policy proclivities for reasons o f 'realism' with which TN's pre-eminent position in education, equity and their own political fortunes are tied up.

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Ayyar review (1)

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INCLUSION AND PRIVATIZATION STRANDS IN KARNATAKA HIGHER EDUCATION POLICY

Commissions serve generally as a barometer to gauge the government' s policy on higher education ... more Commissions serve generally as a barometer to gauge the government' s policy on higher education (HE), as in other sectors. However, in the case o f Karnataka, it is problematic due to lack o f authentic evidence about governm ent's response, acceptance and implementation o f the recommendations. Falling back on a last resort, the Gazette notifications carrying the GOs, Acts, Bills, Guidelines, etc., from 1970s till date and such other rare evidences, this study brings out certain paradoxical dimensions in Karnataka's HE policy: accepting some like reaching HE opportunities to rural and backward areas and sections o f people who would otherwise remain deprived, and safeguarding the reservation norms in admissions, relief from prohibitive fees in unaided private educational institutions for the disadvantaged; resisting institutional autonomy in governance and management, restructuring content, curriculum and reforms in examinations, agreement on core values and aims o f HE; and unleashing a private universities tsunami (19 in just two years a divided agenda in commission/committee recommendations. Guided perhaps by its visions and compulsions, the Karnataka government policy seems very proactive on privatization but also successful partly in ensuring inclusion and equity in HE unlike its counterparts, Andhra Pradesh and Tamil Nadu. The Vision 2020 o f Karnataka as a Knowledge Society may be elusive but HE policy with paradoxes seem to coexist albeit with discomfort.

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COMPETITIVE POLITICS IN TAMIL NADU HIGHER EDUCATION POLICY

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Articles ANDHRA'S FEE REIMBURSEMENT SCHEME: INTENDED AND UNINTENDED IMPACT ON HIGHER EDUCATION IN AP AND TELENGANA

A well intended scheme o f helping socially and economically deprived population to have access t... more

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Universalisation of Elementary Education in India Story of Missed Targets and Unkept Promises

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Higher Education for the Future

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Quality and Excellence in Higher Education and Metamorphosis: Changing Notions in Educational Discourses in India

As seen through the recommendations of University Education Commission (1949) and Education Commi... more As seen through the recommendations of University Education Commission (1949) and Education Commission (1964), till about National Policy on Education, 1986, as markers of educational discourses, the concern was to resist expansion, to guard against dilution of quality and standards of higher education and excellence and reputation of higher education institutions. Through 1980s, especially, during the post-1991 reform phase, the benchmarks in educational discourses shifted to survival in sub-optimal resources/facilities conditions in the context of progressive state retreat in funding higher education (HE). The private sector engagement in HE was hotly debated for and against in the discourses through the 1990s and after 2000; the concern was not just about the desirability, in the national bid for expansion and massification of HE, but about its regulation with respect to quality and standards. The Narayanamurthy Committee (Planning Commission, 2012) recommendations regarding corporate sector participation in HE turned out to be both a culmination of earlier trend and a forerunner of private sector's domination in HE, with the cost burden shifting on to students, despite some strong advocacy in defence of public HE system, by Yashpal Committee (Department of Higher Education, 2009). The reality in the discourses of HE in India has been the drastic shifts of concerns for aspects and parameters of quality and standards of HE and HEIs to many emerging compulsions through the decades. Article

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