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India is the second most populous country in the world and also one of the poorest. From the late 1940s to 1980, India's per capita income grew at an average annual rate of only two percent. Expansionist economic reforms during the 1980s boosted economic growth but also unfortunately resulted in high inflation and a balance of payments crisis. As a consequence, in 1991 the government announced sweeping new changes in economic policies.

Economic Policy Reforms and the Indian Economy evaluates the effects of those changes and identifies areas of the Indian economy still in urgent need of reform. After an overview of Indian economic policies and development since independence, papers focus on the country's fiscal situation, the environment for private economic activity, education, the reservation of certain activities for small-scale industry, and determinants of differentials in rates of growth across the different Indian states. Contributors include respected academic specialists on India and policy reform, high-level Indian administrators, and present and past policymakers.

Almost any economist will agree that education plays a key role in determining a country’s economic growth and standard of living, but what we know about education policy in developing countries is remarkably incomplete and scattered over decades and across publications. Education Policy in Developing Countries rights this wrong, taking stock of twenty years of research to assess what we actually know—and what we still need to learn—about effective education policy in the places that need it the most.

Surveying many aspects of education—from administrative structures to the availability of health care to parent and student incentives—the contributors synthesize an impressive diversity of data, paying special attention to the gross imbalances in educational achievement that still exist between developed and developing countries. They draw out clear implications for governmental policy at a variety of levels, conscious of economic realities such as budget constraints, and point to crucial areas where future research is needed. Offering a wealth of insights into one of the best investments a nation can make, Education Policy in Developing Countries is an essential contribution to this most urgent field. 

Deals with the realities of education in a debt-ridden African country trying to cope with the pressures of externally imposed educational budgets.

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education—what exactly should those who make decisions be trying to achieve?
 
In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: “educational goods” are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; “childhood goods” are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.