Union Budget 2017 was a status quo budget for the social sector

There were no surprises—no helicopter drop of money into Jan-Dhan accounts, no move to dismantle ongoing welfare schemes in favour of a universal basic income (UBI). Far from being the populist, game-changing budget that many had expected, Union finance minister Arun Jaitley presented a sombre, status quo budget which, apart from some tinkering with allocations, offers no vision and agenda for social policy, especially when it comes to core sectors like health and education.

Status quo for majority of social sector schemes

There were a lot of expectations from Budget 2017. The demonetisation on November 8, and the chapter on Universal Basic Income (UBI) in the Economic Survey had raised our hopes for a big bang announcement on the social sector. Partially, I admit, this expectation was premature. UBI is complicated at best, something recognised by the Economic Survey as well, and the ‘benefits’, if any, of demonetisation are yet to be realised. The net result is thus status quo for a majority of the schemes under the social sector.

The Post Office Paradox: A Case Study of the Block Level Education Bureaucracy

Elementary education administrators at the block level primarily perceive themselves, or report themselves to be, disempowered cogs in a hierarchical administrative culture that renders them powerless. They refer to their own roles and offices as “post offices,” used simply for doing the bidding of higher authorities and ferrying messages between the top and bottom of the education chain.

Using the case of education delivery, this paper attempts to probe an administrator’s perspective in resolving the implementation problem at the last mile and is based on detailed primary fieldwork in Bihar and Andhra Pradesh along with some quantitative surveys conducted in Rajasthan, Maharashtra and Himachal Pradesh. It endeavours to trace the “cognitive maps” of administrators by capturing how last mile public servants see themselves and their jobs, and how notions of job performance are internalised and interpreted within the administrative context of elementary education in India.