Equity, Assessment, and Evaluation in India's Education Policy: The Case of Kasturba Gandhi Balika Vidyalayas

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Manifesting Gender Inclusion and Equity in Education Policy (Table 1)

Abstract

India’s new National Education Policy (2020) promises a well-defined, equitable assessment strategy. Historically, the consistent underrepresentation of marginalized sections in India’s educational assessment and monitoring data has posed issues in gauging quality and equity. Omitted children are typically among the most marginalized with the lowest learning levels, in part, because special schools like Kasturba Gandhi Balika Vidyalayas (KGBVs) are not included. KGBVs are government-run, residential schools serving girls in rural areas from scheduled castes and tribes or other minority communities. Through document analysis and literature review, this study examines 1) how KGBV girls’ educational interests are served under this new policy’s assessment strategies and 2) whether the policy facilitates the generation of credible and useful evidence for equitable reform. 

Authors

• Melissa Goodnight, University of Illinois at Urbana-Champaign
  Presenting Author

• Ananya Tiwari, Texas A&M University
  Presenting Author