Transcript In India - bYTEBoss

Assessing the impact of higher education
expansion on economic restructuring,
occupational change and access to opportunity
in Brazil and India
Kate Purcell, Warwick University, IER, UK
Nadya Araujo Guimaraes, University of Sao Paulo, Brazil
Jeemol Unni, GIDR/IRMA India
Rakesh Basant, ORF Delhi/ IIM Ahmadabad India
ESRC Research Pathfinder Programme
Collaborative Analysis of Micro data Resources Brazil India
ESDS International Annual Conference, IOM London, 30th November 2009
1. Economic restructuring, ‘the knowledge economy’ and
the global change – implications for economic growth,
social integration and employment in Brazil and India
2. Higher education in Brazil and India and labour market
change: key background policy and contextual issues
3. Information to map the recent and potential graduate
labour markets – what is potential of, and challenges for,
parallel and comparative research?
4. Statistical analyses and mixed methods research in the
UK: feasibility of parallel analyses in Brazil, India and
other emerging economies?
5. Better data to inform national and international policies:
how best can effort and investment be made?
Brazilian and Indian HE Issues
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Supply of HE places does not meet demand, or requirements of
economy
Past under-investment in State-funded HEIs
Widespread lack of regulation, especially in growing private
sectors
Inequality of access and information:
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by socio-economic background – State universities largely accessed
by elite young people from elite private schools and colleges;
By gender
by location (rural/urban and region
By ethnicity (and in India, caste and religion)
Variable quality of provision – ranging from world-class to very
poor quality
Emigration of graduates from elite HEIs to overseas opportunities
Widespread underemployment of graduates in ‘high demand’
urban growth areas
Unemployment of graduates in rural areas
Complacency and vested interests of elites in countries with wide
disparities in wealth, resources and opportunities
Higher education in the emerging economies:
key questions
• What are the returns to higher education (HE)
investment for graduates, employers,
communities and national economies?
• What should be the basis of HE planning and
provision….
• ..and who is responsible for providing and
paying for it?
• Should student demand of employers’ needs
drive the expansion of higher education?
• Does the expansion of higher education
increase social and economic equality of
opportunity?
The research questions
• What are the strengths and weaknesses of existing microdata sources in relation to addressing these questions?
• What can be done to amalgamate, reinterpret or reclassify,
replicate or develop exiting sources and how can
information gaps be rectified for future practice?
• How effectively is it possible to investigate the relationship
between HE provision, economic restructuring and social
change? (What is the relationship between the supply of
and demand for highly-qualified and educated labour
market recruits?)
• What facilitates and obstructs access to HE, career
opportunities and human potential ? (How effective have
recent attempts been to reduce inequalities of access?
Data sources to be used
In Brazil
• Socio-demographic data from the PNAD (National Household
Sample Survey) conducted annually by the Office of Demographic
Research in Brazil (allows urban/rural comparisons)
• Longitudinal data from the RAIS-MIGRA and transversal RAIS data
base (Annual administrative record, Ministry of Labor – a census of
the Brazilian formal labour market (including detailed investigation
of selective dataset of graduates)
• Analysis of data from two major affirmative action programmes of
the operation of quota systems at two large universities
In India
• National Sample Survey Organization (NSSO), Employment
Unemployment Survey, 1993-94, 1999-2000, 2004-05 (HE
participation, caste, religion, household, occupation, sector, etc).
• National Sample Survey Organization (NSSO), Special Survey on
social (education) infrastructure, 1995-96 and 2005-06 (includes use
of public and private HEIs and ‘recognised’ and ‘unrecognised’
HEIs.
Summary of activities
• Comprehensive investigation of existing data sources
• Preliminary development of new data analysis
instruments, building on UK work
• Consultative workshops with key stakeholders
• Production of reports and thematic papers
• Proposal for further empirical research building on the
findings.
This tripartite research is being conducted by interdisciplinary teams of
researchers in India and in Brazil – sociologists, economists, management
studies specialists with expertise in using these databases and experience of
primary survey and case study research.
For further information and links relating to the Institute’s UK higher
education and labour market research and related projects see:
http://www2.warwick.ac.uk/fac/soc/ier/research/glmf