INCLUSION MANDATES AND GOVERNANCE CAPACITY: A COMPARATIVE STUDY OF THE 25% EWS POLICY IN DELHI AND UTTAR PRADESH

Abstract

The 25% reservation for Economically Weaker Sections (EWS) in private unaided schools, as required by the Right of Children to Free and Compulsory Education Act, 2009, is one of India’s important inclusion measures in school education. The legislative intent is grounded in distributive justice and educational equity, but implementation outcomes vary significantly across states. This review paper examines the relationship between inclusion mandates and governance capacity through a comparative analysis of Delhi and Uttar Pradesh. The paper examines how bureaucratic structures, financial reimbursement mechanisms, digital governance systems, and human resource capacity affect the implementation of the 25% EWS policy, based on academic literature, policy reports, and administrative studies. The analysis shows that policy effectiveness depends not only on legal provisions but also on institutional readiness and administrative coordination. Delhi’s governance capacity, shaped by a relatively centralized and digitized framework, differs from Uttar Pradesh’s more fragmented administrative system. This contrast shows how governance capacity influences policy outcomes. The review identifies research gaps related to inter-state comparative analysis, administrative burden on school management, and the long-term impact of inclusion mandates on institutional governance. The paper concludes by pointing out the need for governance reforms to align legislative intent with implementation capability in mixed public-private education systems.