FAQ

The tools and techniques of Economics are critical in addressing many of the central questions of public policy. The larger framework of public policy provide context to the theories of Economics that might sometimes seem a little too abstract to a young student. A rigorous training in the methods of Economics helps formulate policy relevant questions that can be precisely and accurately addressed. We leverage the complementarities between the two to ensure that our students get a solid training in both the theoretical and applied aspects of modern economics.

B.A. or B.Sc. in Economics reflects the academic tradition that a school is a part of, and is not related to the programme structure in any way. For instance, universities in the UK (and other most other commonwealth countries) offer a B.A. in Economics; whereas most universities in the rest of Western Europe offer a B.Sc. Universities in Singapore even offer a B.SoSc (Bachelors of Social Sciences) in Economics.

 

Jindal School of Government and Public Policy offers

B.A. (Hons) Economics which is a mathematically rigorous 3-year programme that covers all the core aspects of modern economics.

The electives offered to our third-year students are partly driven by student interests and partly by our response to the increasingly dynamic job market. For instance, in the past, we have offered courses at the opposite ends of the spectrum: advanced mathematics for students more interested in mathematics, and qualitative research methods for those who are not.

 

So, while we usually offer some electives for students who want to explore the less quantitative side of Economics, most elective courses presume a certain degree of facility with Mathematics. 

Yes. Standardized tests like JSAT, SAT, ACT provide a reasonable measure of the aptitude, particularly the quantitative aptitude of a student. This is of particular importance for students who did not study Mathematics in their last 2 years of high school. We believe that lack of knowledge of Mathematics does not imply a lack of aptitude in the subject. In cases like these, scores from standardized exams help us determine if a student has the quantitative aptitude to cope up with our programme. 

Our programme starts with a 2-semester long sequence of courses in Mathematics and Statistics. These are designed to make sure that all students have the required quantitative skills to understand and appreciate the core courses in Economics. However, we understand that students who have not studied Mathematics in high school might find these courses very difficult. In order to make sure that none of our admitted students face these problems, we have started a unique bridge programme whereby: 

 

  • We will send preparatory (online) material on specific topics in mathematics and statistics to all our admitted (and registered) students from the beginning of April to the end of July. 
  • All our admitted students will then be tested on the material that was sent to them immediately after they join the programme. 
  • Students who we think need more help will be put through a rigorous 2 week-long Mathematics and Statistic Boot Camp to make sure they speed up before beginning the regular courses. 

A 3-year bachelor’s degree is typically not the end of an individual’s academic pursuits. Most of the students from our first graduating batch have secured admission in masters programmes at prestigious institutes like Kings College London, Boston University, University of Pennsylvania, The Graduate Institute of International and Development Studies (Geneva) among others. Others have built on their internships and have taken up research positions at places like ICRIER or are engaged in LAMP and Gandhi fellowships.