Mathur Ritika Passi

ourwork/ourstories/india--conserving-medicinal-plants--sustaining-livelihoods.html.
SIX
1. Outcomes on Education, UN, http://www.un.org/en/development/devagenda/education.shtml.
2. Ministry of Human Resource Development, Government of India 2014, unless otherwise specified, http://mhrd.gov.in/
statist.
3. The Gross Enrolment Ratio measures the total number students enrolled in a given level of education, regardless of age,
expressed as a percentage of the official school-age population corresponding to the same level of education. Retrieved
from the UNESCO Institute for Statistics, http://www.uis.unesco.org/Pages/Glossary.aspx.
4. Primary completion rates by cohort are captured by the gross intake ratio to the last grade of primary, measured by the
number of new entrants (enrolments minus repeaters)/number of children at the entrance age of the last grade. Retrieved
from the UNESCO Institute for Statistics.
5. National Achievement Surveys, Educational Survey Division, National Council for Educational Research and Training,
http://www.ncert.nic.in/programmes/NAS/NAS.html.
6. ASER Centre, Trends Over Time 2006-2014: A Supplement to ASER 2014 (New Delhi: InkPrint.in, 2015), http://www.
asercentre.org/Keywords/p/236.html.
7. “Children Covered Under ICDS Scheme—Statewise Details,” Press Information Bureau, Government of India, http://pib.
nic.in/newsite/PrintRelease.aspx?relid=95813.
8. Anganwadi Centres are positioned as village-level facilities to provide community-based interventions for: a) Early
childhood care education and development, including pre-school care and supplementary nutrition; b) care and nutrition
counseling to pregnant women and lactating mothers, and children under six years, including management of severe
malnutrition; c) health services (immunisation, checkups and referrals); and d) community mobilisation, awareness and
education.
9. UNESCO, EFA Global Monitoring Report 2013-14: Teaching and Learning: Achieving Quality For All (Paris: UN-
ESCO, 2014).
10. “National Policy for Skill Development and Entrepreneurship,” Ministry of Skill Development and Entrepreneurship,
Government of India, http://www.skilldevelopment.gov.in/National-Policy-2015.html.
11. Madhav Chavan, Hirokazu Yoshikawa and Chandrika Bahadur, “The Future of Our Children, Lifelong, Multi-Generational
Learning for Sustainable Development,” Background Report of Thematic Group 4 of the Sustainable Development
Solutions Network, January 20, 2014, http://unsdsn.org/wp-content/uploads/2014/01/140510SDSNReportEducation.pdf.
12. “The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do,” National
Scientific Council on the Developing Child, Harvard University, 2007, http://developingchild.harvard.edu/wp-content/
uploads/2015/05/Science_Early_Childhood_Development.pdf.
13. James J. Heckman, “Skill Formation and the Economics of Investing in Disadvantaged Children,” Science 312 (2006):
1900-1902.
14. Benefit-cost ratios of high-quality pre-school programmes are estimated at six or larger across high, middle and low
income countries. Children from the most disadvantaged backgrounds tend to benefit the most.
15. OFSTED is an independent organisation in the UK that reviews schools and child care organisations and reports
directly to the UK Parliament.
16. Australia’s http://www.myschool.edu.au/ initiative is an illustration of how transparent, grassroots reporting of school
performance can increase accountability and improve outcomes in a relatively short period of time.
17. “Toward Universal Learning: What Every Child Should Learn,” Learning Metrics Task Force, Brookings Institution,
2013, http://www.brookings.edu/research/reports/2013/02/learning-metrics.
18. Liesbet Steer and Kathryn Smith, “Financing education: Opportunities for global action,” Center for Universal Education,
Brookings Institution, 2015, 20-29.
19. UNESCO calculates SDG 4 cost estimates for lower middle income countries like India based on per student spending
of up to $639 (INR 41,500) per student in lower secondary annually.
SEVEN
1. “A Transformative Stand-Alone Goal on Achieving Gender Equality, Women’s Rights and Women’s Empowerment:
Imperatives and Key Components,” UN Women, 2013.
2. “Right to Education,” Ministry of Human Resource Development, Government of India, 2009, http://mhrd.gov.in/rte.
3. “India and the MDGs: Towards Sustainable Future for all,” UNESCAP, 2015, http://www.unic.org.in/items/India_and_
the_MDGs_small_web.pdf.
4. “Official list of MDG indicators,” UN Millennium Development Indicators, http://mdgs.un.org/unsd/mdg/Host.
aspx?Content=indicators/officiallist.htm.
5. Target 4.5: “Eliminate gender disparities in education and ensure equal access to all levels of education and vocational
training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.”
86