Education and Development

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Course TypeCourse CodeNo. Of Credits
Foundation CoreSES2012014

Semester to which offered: (I/ III/ V) III semester

Course Title: Education and Development

Credits: 4 Credits

Course Code (new): SES201201

Type of Course: Elective Cohort MA Education/ECCE

Course Coordinator: Manasi Thapliyal Navani (C),

Email of course coordinator:

Pre-requisites: None

Course Objective:

The objective of the course is to work with and examine the discourse of development and education and their interrelations. This course attempts to bring to the classroom the concrete reality of how the practice of education is tied to the developmental needs and action of the state. It aims to critically sensitise students to the policy environment and its construction which shape the “education for/and development” discourse.

Course Outcomes:

On successful completion of this course students should be able to:

  1. Comprehend the multidimensional nature of development, and demonstrate familiarity with different approaches to understanding development discourse;
  2. Analyze the connections among political, economic, and social processes and development;
  3. Better understand educational development issues as they apply to different regions of the world in general and South Asia in particular;
  4. Discuss role(s) attributed to education in development planning and public policy;
  5. Critically situate national educational policy and initiatives within global development context and goals
  6. Review a specific development initiative with an educational interface (governmental or non-governmental in the Indian context) and reflect on the social-political dynamics around this initiative
  7. Show improved skills in the areas of critical reading, thinking, writing, and analysis.


Brief description of modules/ Main modules:

Unit 1 (4 weeks)

Introduction to Development theory

  • Development theories and ideology since 1945: Modernization theories, Dependency theory, Neo-liberalism, the Washington Consensus, and Post-Washington Consensus.
  • Alternative approaches to understanding Needs, Progress, Poverty and Development.



Sachs, W. (Ed.) (2010).The Development Dictionary: A guide to knowledge as power (2nd edition). London , NY: Zed Books.

  • Esteva, G. ‘Development’ (1-23)
  • Rahnema, Majid ‘Poverty’ (174-194)
  • Illich, Ivan ‘Needs’ (95-110)
  • Sbert, Jose Maria ‘Progress’ (212-227)

McEwan, C. (2009). ‘Development, Knowledge and Power’ (Chapter 5).In, Postcolonialism and Development. London, NY: Routledge.

Fagerlind, Ingemaar and Saha, L.J. (1983). Education and National Development: A Comparative Perspective. Pergamon Press. Preface and Chapter 1: The Origins of Modern Development Thought (pp. v-x; pp. 3-30).

Unit 2 (4 weeks)

Education as a dimension of economic and human development

  • Human Capital approach and Rates of Return analysis in education.
  • Returns to investment in different levels of education.
  • Human Development and Capability approaches and Educational Planning;
  • Human Development Index; Educational Development Index



  • Shultz, T.W. (1977). ‘Investment in Human Capital’ (pp. 313-324). In Karabel, J. & A.H. Halsey (ed.) Power and ideology in education.OUP.
  • Hanushek, Eric A and LudgerWößmann. 2007. Education, Quality and Economic Growth, Chapter 1. Washington, DC; The World Bank.
  • Alkire, S. and Deneulin, S. ‘The Human Development and Capability Approach’ (22-48). In Deneulin, Séverine and Lila Shahani. 2009. An Introduction to the Human Development and Capability Approach: Freedom and Agency. Ottawa: International Development Research Centre.
  • Prakash, M. S., &Esteva G. (1998, 2009). Escaping Education: Living as Learning Within Grassroots Cultures, part 1, ‘Education as a human right’: the Trojan horse of recolonization (1-29). New York: Peter Lang.
  • Nussbaum, Matha (2011). Creating Capabilities: The Human Development Approach. The Belknap Press of Harvard University Press. Introduction and Chapter 2, The Central Capabilities pp. 17-45.


Unit 3 (4 weeks)

Global development context and education

  • Global development goals, educational initiatives and the Indian context
  • The social, political and economic context of Education for All;
  • Millennium Development Goals (MDG), The Education-Related MDGs;
  • Sustainable Development Goals (SDGs)



  • Robertson, S., Novelli, M., Dale, R., Tikly, L., Dachi, H. &Alphonce, N. (2007). Globalisation, Education and Development: Ideas, Actors and Dynamics. DFID (Introduction)
  • Amin, Samir (2006). The Millennium Development Goals: A critique from the South. Monthly Review.Retreived from:
  • UN (United Nations). 2012. “The Millennium Development Goals Report 2012”. (selections)
  • Saith, Ashwani (2006).From Universal Values to Millennium Development Goals: Lost in Translation. Development and Change, 37(6): 1167–1199.
  • Esteva, G. and Prakash, M. S., "Grassroots Resistance to Sustainable Development: Lessons from the Banks of the Narmada," The Ecologist, Vol. 22, No. 2, March/April 1992, pp. 45-51. (See also Lokayan Bulletin, Summer 1992).
  • UNESCO (United Nations Educational, Scientific and Cultural Organization). 2009. “Education for Sustainable Development 2009”, desd2009.pdf
  • Kabeer, N., Nambissan G., &Subhramaniam, R. (eds.). (2003). Child labour and the Right to Education in South Asia – Needs Versus Rights?.SAGE.
  • Govinda, R. &Diwan, R. (eds.). (2003). Community participation and empowerment in primary education. New Delhi: Sage.
  • Sadgopal, Anil (2010). Right to Education vs. Right to Education Act. Social Scientist, Vol 38 (9-12), pp. 17-50
  • Rao, Nitya (2000, November 25). ‘Quality with Quantity’. Economic and Political Weekly, 4181-4185.
  • Yusuf Sayed, Ramya Subrahmanian, et. al. (2007). Education Exclusion and Inclusion: Policy and Implementation in South Africa and India, 67-98. DFID.


Unit 4 (5 weeks)

Educational Development: Experience and Critiques

  • Structural Adjustment Programme (SAP) reforms and education in low-income countries
  • Development Aid and Education
  • Role of education in poverty alleviation
  • Gender-based inequalities and access to education—global and national trends and initiatives
  • ‘Empowerment’ and ‘quality’ in the education and development discourse: Examining State and NGO’s role



  • Abhijit V. Banerjee and Esther Duflo, (2011). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. New York: Public Affairs. (chapter 1)
  • Sen, Amartya (1999). Poverty as capability deprivation, pp. 87-110, Development as Freedom. OUP
  • Tilak, J.B.G. Education and Poverty. In Mia Melin (ed.). Education- a way out of poverty?: Research presentations at the Poverty Conference 2001, pp. 12-23. SIDA.
  • Verger, A. (2008). The Politics of Education and the Uneven Education Liberalization Process within the WTO. Education and Development Working paper 3,
  • Ramachandran, V &Jandhyala, K. (eds.) (2012). Cartogaraphies of empowerment: The MahilaSamakhya story. New Delhi: Zubaan. Bhog, D. &Ghose, M. ‘Mapping the multiple worlds of women’s literacy: Experiences from MahilaSamakhya’ (237-269); Gurumurthy, A. &Batliwala, S. ‘Revisiting the idea called ‘Empowerment’: A reconnaissance of the MahilaSamakhya experience’ (438-474)
  • Tilak, J. B. (2008). Political economy of external aid for education in India. Journal of Asian Public Policy, 1(1), 32-51.
  • Manoranjan Mohanty, Empowerment, Women’s Studies Reader, ed. Mary John.
  • Streeten, Paul (1997). Non-governmental organisations and development. Annals of the American Academy of Political and Social Sciences, Vol. 554, NGOs: Charities and Empowerment, pp. 193-210.

Assessment Schedule



Date/period in which Assessment will take place



Memos (2)

20 August and 28 August



Class Test (Unit 2)

Last Week: September



Case Study (Unit 3)

Third Week: October



Individual Presentation

Second Week: November