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SIX-MONTH DIPLOMA IN EDUCATIONAL PLANNING & ADMINISTRATION (DEPA) (NIEPA, New Delhi, INDIA) The National
Institute of Educational Planning and Administration (NIEPA), New Delhi, India
have been actively engaged in conducting training programmes in the field of
educational planning and administration for the last 50 years. One of the important programmes is six-month
diploma programme in educational planning and administration details of which
is presented below. 101 Societal Context of Education in India 102 Current Issues in School Education 103 Educational Administration 105 Management of Change in the Era of Globalization 106 Educational Planning: Concept, Types & Approaches 107 Quantitative Aspects of Educational Planning 108 Educational Planning in India 109 Financial Planning and Management in Education 110 Research Methodology in Education 111 Statistical Methods in Education 112 Computer Applications in Educational Planning and Management Project Work and Viva-Voce Copyright: NIEPA, New Delhi – 110016 (INDIA) INTRODUCTION to DEPA
Since 1982, NIEPA has been conducting a specially designed Training Programme leading to Diploma in Educational Planning and Administration (DEPA). It was initially designed as a pre-induction course for District Education Officers of various States and Union Territories of India. However, over the period of time, the course has undergone changes and has been suitably modified so as to be useful for serving district level educational administrators and faculty members of SCERTs/SIEs dealing with planning and management aspects of education.
The National Institute of Educational Planning and Administration (NIEPA) had been organising orientation programmes in the past for District Education Officers, the duration of which varied from one to three weeks. On the basis of this experience, it was felt that adequate opportunities for practical work and field visits could not be provided through these short-term courses which are necessary to equip the newly promoted/recruited DEOs with the knowledge and skills in the new concepts and techniques of educational planning and management so as to enable them to solve the intricate problems that they encounter in the field while discharging their multifarious responsibilities.
It was felt that while short-duration orientation courses may continue to be organised for experienced DEOs in order to impart them new concepts of educational planning and administration, a long-term course of six-months duration leading to Diploma in Educational Planning and Administration may also be conducted every year as a pre-induction training programme for newly promoted/recruited DEOs and for those who are in the zone of promotion to the post of District Education Officer. The idea of starting such a course was also endorsed by the State Education Ministers Conference held in June 1982. After completion of twenty-two such programmes, the current programme now has been modified to capture the recent developments in educational planning. This applies both to the target group of training as well as content of the courses.
The programme in its present form is addressed not only to the DEOs but also to many other professionals in the field of education for acquiring basic knowledge and skills in the area of educational planning.
The present programme is twenty-third in the series. The programme will commence on October 3, 2002 and conclude on March 31, 2003. It will be conducted in three phases as indicated below : PHASE I Three months of intensive curricular work at the Institute (October 3, 2002 – December 31, 200 PHASE II Three months of a supervised project work in the field (January 1, 2003– March 31, 2003 ) PHASE III Workshop at NIEPA based on project work – June, 2003 (5 days- dates to be announced later).
The intensive three months curricular work at the Institute aims at sensitizing the participants to the goals and objectives of education; National Policy on Education, 1986 and Revised Policy Formulation 1992; new trends and development; formulation, implementation, monitoring and evaluation of educational plans, particularly at the district level; modern techniques of personnel, financial and educational management; and computer applications in educational planning and management.
The intensive curricular work at the Institute will be followed by on-the-job training which would include supervised project work in the district of the appointement of the participant for a period of three months. Selection of topic for the project, the design and the methodology, the tools for data collection and the format for data analysis etc. will be finalised by each individual participant in consultation with his/her faculty adviser during the three months curricular work at the Institute.
The curricular work has been divided into 12 courses, Participants’ Seminar and Project work with credit ratings as indicated below: Course Credits 101 Societal Context of Education in India 1.5 102 Current Issues in School Education 1.5 103 Educational Administration 1.5 104 Educational Management 1.5 105 Management of Change in the Era of Globalisation 1 106 Educational Planning : Concept, Types & Approaches 1.5 107 Quantitative Aspects of Educational Planning 2 108 Educational Planning in India 2 109 Financial Planning and Management in Education 1 110 Research Methodology in Education 1 111 Statistical Methods in Education 1.5 112 Computer Applications in Educational Planning and Management 1 113 Participants' Seminar 1 Project Work and Viva-Voce 6 Participants’ Seminar Participants’ seminars are
visualized as an opportunity given to each participant to express his/her own
views based on his/her experience about the themes related to educational
planning and administration. During the
seminars, efforts will be made to cover some major issues related to
educational planning and administration. Project Work Evaluation of the second phase will be based on the project report prepared by each participant. Reports will be independently evaluated by the internal examiner, a faculty member who has guided the participant in preparing the project design and an external examiner duly appointed by the Director, NIEPA. If both examiners approve of the project report, the participant will be required to appear at a viva-voce during third phase of the programme. Inter-State
Study Visit An Inter-state study visit will be arranged between the 25 -29 November, 2002 to give the participants a first hand experience of innovative practices in education and to carry out a simulation exercise in micro-planning at village level. Methodology In the instructional methodology to be followed in the course, more emphasis will be laid on learning than on teaching. Instructional methodology will be based on lecture-discussions, case studies, simulation exercises, role play, in-basket method, and group discussions on the various themes of the programme. Sufficient time will also be devoted to practical exercises, library-based assignments, field visits and visits to some important educational institutions. Each participant will have to complete the assignments strictly according to the schedule. This volume contains curricular details of each of the above mentioned 12 courses and Participants’ Seminar. It contains details in respect of the title of the course, objectives of the course, lecture themes, practical exercises, instructional methodology, mode of evaluation and essential and suggested readings. We hope that the participants will go through the course details carefully and take maximum advantage of the curricular guide.
Course Title : Societal Context of Education in India Course Credit : l.5 Contact Sessions :
15 Course Incharge : Pramila Menon Associate faculty : NIEPA Faculty Guest Speakers
Introduction Education is a sub-system of the social system and is intrinsically linked with it in a complex of interdependencies. Its planning and management, therefore, call for a sharp understanding of social processes and a sensitivity to social responses. It should not be considered to be just a packet of tools and techniques or rules and regulations. Such a narrow view of planning and management would be highly inadequate in all spheres of activity but in the educational sphere, it would be disastrous. This course is intended to introduce the District Education Officers to the context of educational endeavour with a view to deepening their sensitivity to and understanding of the educational problems. The role of education in traditional societies was limited to socialisation, preparation for adult roles and transmission of culture from one generation to another. This has undergone a change since the Industrial Revolution. In the dynamic societies of today, education not only equips a person to adjust to change but also to initiate it.
Having achieved independence, the developing countries of the Third World put great faith in education as a powerful instrument of national transformation. Large amounts of money from the national exchequer were invested by the newly independent countries in educational development in the hope that this would lead to over-all social and economic development. The desired transformation, however, has not taken place in appropriate measure. Although, education has expanded considerably, we are still far from the goal of universalisation of elementary education. Qualitatively, education continues to be, by and large, unrelated to the changing needs of society. The attitudes of the people have also not changed adequately in the desired direction. Caste prejudices still persist and rational, secular responses continue to be rare. Most importantly, the distribution of education continues to be very uneven and equality of opportunity in education is still a distant goal. Why does the desired transformation remain a dream ? What is the nature of the constraints ? What direction should the educational policy take to realise the goals of national development more effectively ? 1. Objectives
: The major objective of the course is to sensitize the participants to some of these questions so as to enable them to take planning and administrative decisions on the basis of an understanding of the complex issues involved. More specifically, the objectives of the course are as follows: · To acquaint the participants with the historical and societal context of educational development in India; · To enable the participants to understand the evolution of educational policy in India and identify nature of challenges for future; · To sensitize the participants to some issues in Indian Education ; and · To enable the participants to appreciate the dimensions of the problem of equity in education in the Indian context. 2. Methodology Lecture discussion/Panel discussion 3. Course Contents and details : This course aims to familiarise the participants with the framework within which educational policies are formulated and evolved in the country. To begin with, the constraints within which the system operates are considered under two major heads, historical and societal. Section B starts with the Education Policy since Independence and highlights some of the major thrusts of the National Policy on Education 1986 and also Revised Policy and Programme of Action 1992. The recent Constitutional Amendment and role of Panchayat Raj Institution is also included. Section C is devoted to a discussion of major issues of educational policy. Section D includes a detailed discussion of the varied dimensions of the problems of Equity in Indian Education along with planning and management issues involved therein. The course ends with a discussion on the Tenth Plan perspective for education. Lecture
Themes A. Context of Education 1. Education and Development 2. Education and Society 3. Educational development in India B. Educational
Policy 4. National Policy on Education, 1986 and Revised Programme of Action 1992: MajorThrusts 5. Policy Implementation: Structure and Processes. 6. Centrally Sponsored Schemes in Education C. Issues in Indian Education 7. Quantity, Quality and Equity in Indian Education and Role of Positive Discrimination 8. Community Participation in Education: Role of the 73rd and 74th Constitutional Amendments 9. Community -based Initiatives D. Education
for Disadvantaged Groups and Underserved Areas 10. Inclusive Education 11. Education of Women 12. Educational Development of Minorities 13. Educational Development in the North East E. Recent
Shifts in Policy 14. Education in the Tenth plan
15. Participants Forum and Course Evaluation Lecture
Outline A. Context
of Education 1. Emerging role of education in Development 2. Literacy and Development 3. Educational Development in India: Since Independ - Education as an important element in national reconstruction
- Task of education is to build a free and strong India based on the principle of socialist democracy with a federal polity - Educational Policy to be geared to national transformation - Indigenisation of education
- Modernisation of education based on national tradition - Balanced growth of all the sectors
- Spread of education to all areas and sections of populatio
- Content of education structured to national needs of trained manpower
- Democratisation of the educational decision making and administrative process
- National system of education with the framework of cultural plurality
B. Educational Policy 4. Educational Policy Dynamics in India:Formulation and Major Thrusts - Sources of Educational Policy:The Constitution, various committees and commissions, plan documents etc. - Policy making bodies at the national level-advisory bodies, forums of national opinion, organisations like NCERT, NIEPA etc. - Formulation of NPE 1986. - National Policy on Education 1986:Major Thrusts - Recommendation of Janardhan Reddy Committee - Revised Policy, 1992 - Revised Programme of Action, 1992 5. Policy Implementation: Structure and Processes - Policy imperatives - Stake holder - Resources
- Implementation Strategies - Evaluation 6. Centrally Sponsored Schemes in Education C.
Issues in Indian Education 7. Quantity, Quality and Equity and the role of Positive Discrimination - Major Dilemmas in Education Policy:Quantity, Quality, Equity, Efficiency, Growth Justice, Tradition - Modernity,Centralisation Decentralisation, Autonomy Accountability,Cultural Plurality, National Integration - Defining Quantity,Quality and Equity
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Strategies adopted since Independence to achieve the goals
- Achievements and Gaps - Role of Planners and Administrators. 8. Community Participation in Education: Role of the 73rd and 74th Constitutional Amendments - Review of experiences in decentralised planning in India since independence. - History of local initiative in education - Important policy postulates - Level/unit for participation: Existing structure - How to make people participate in education 9. Community based initiatives
- Involvement of community in various phases of planning and management - Availability of professional support - Cost effectiveness D. Education for Disadvantaged Groups and
Underserved Areas 10. Inclusive Education
11&12. Education of Women and Minorities 13. Educational Development in the North East - Improving Access - Improving Participation - Improving Demand E. Recent Shifts in Policy 14. Education in the Tenth Plan
15. Participants Forum and Course Evaluation 4. Course Evaluation The participants will be
evaluated on the basis of an assignment given
to them at the end of the course.
Grades will be assigned to the participants on the basis of their
understanding of the course. The
content of the assignment will be
given the maximum weightage. Required Reading Dreze, Jean and Sen, Amartya, (1995) Basic Education as a Political Issues. Journal of Educational Planning and Administration. Vol. IX, (1). Government of India, (1995) Nation wide Debate on Vital Issues of Education: Background papers. New Delhi: Department of Education, Ministry of Human Resource Development. Government of India, (1993). Education for All: The Indian Scene. New Delhi: Ministry of Human Resource Development. Kalyanakrishnan. J.A. (1992) Legal status of central education in India. NIEPA (mimeo). Government of India, (1985) Challenge of Education - A Policy Perspective, Ministry of Education, New Delhi. Nurullah, Syed and Naik, J.P. A Students' History of Education in India 1800-1973, 1974. Kaul, Kuldip (1985). Education in India (1981-85): Policy Planning and Implementation. Chandigarh: CRRID (Chapter I) Kumar, Krishna, (1991). Political Agenda of Education: A study of Colonist and Nationalist Ideas, New Delhi: Sage. Suggested
Readings Section
A Anderson,C.A. 'Education and Society' in International Encyclopaedia of Social Sciences, pp.517-525. . Bacchu, Kazim M, Education
for Development in Underdeveloped countries in Comparative Education Vol.17,No.2,1981, pp.215-226.
Coombs,PhilipH.Future Critical,World Issues in Education:A Provisional Report of Findings International Council for Educational Development,1981,P.79. . Kurrien, John (1983) Elementary Education in India: Myth, Reality, Alternative. New Delhi: Vikas. . Mehta, A.C. (1994) Education for All in India: Myths and Realities. Delhi: Kanishka, Publishers. Myrdal,Gunner,Asian Drama Vol.III, pp.1627-57. Nurullah,S and Naik J.P.(1951) A History of Education in India during the British Period, Bombay. Simon
Brian,Tailor William(ed.), (1981) Education in the Eighties,London,Batsford
Academic & Educator. Section B Adiseshiah Malcolm S., Some Thoughts on a Quick Review of National Education Policy, Journal of Education and Social Change, July-September 1990, Vol.IV, No.2p.1-6.
Dabholkar,D.Education in India:A Perspective on Policy Perspectives
Perspective in Education Vl.2(2) 1986, p.67-76. District Institute of Education and Training Guidelines, Ministry of Human Resource Development, Department of Education, New Delhi, November 1989. Grenial, J.S. Preparing teachers for implementing New Education Policy", Education in Asia 8.(2) 1988, p.33-37. Jain, Ranu. National Integration in India: Relevance of Governmental Policy in the Field of Education, New Frontier in Education,Vol.20(1) 1990 P.103-113. Johnston, A.P. , Moore, Jose. (1990). The Working of Policy : Does it make any Difference in Implementation? Journal of Educational Administration Vol.29(2), P.24-33. National Policy Resolution on Education, 1986. Patel S.P. (1987) New Education Policy & Vocationalisation of Education, University News, Vol.25,No.50, P.47-52. Premi, Kusum K. (1991). "Literacy Dilemma : The 1991 Census" in Premi, M.K., India's Population : Moving Towards Billion D.K. Publisher, New Delhi Premi, Kusum K. (1991) "Education for All : Concern Areas", emography India,Vol.20, No.I, . Premi, Kusum K. (1990). "Educational Perspective 1981-2011 : 'Major Issues' in Man and Development, Vol.XII, No.2. Rama Rao, M.V. and Sudarshan, G. (1992). Education Policy in India, in Journal of Educational Planning and Administtration, Vol.VI, No.1. Report of the CABE Committee on Policy, Ministry of Human Resource Development, Department of Education, New Delhi. Report of the Education Commission Education and Nation Development, 1964-66 NCERT, New Delhi, Chapter I. Rondinelli, Dennis A, Middletton, John, Verspoor, Adrian(1992) Planning Education Reforms in Developing Countries : The Contingency Approach Durhan, Duke University Press, 182 p. Singh, Amrik New Policy on Educational Two Years later EPW Spl,No.Nov.1988. P.2479 2492. Tarlok, Singh, Five Areas of Concern in Educational Policy and Planning, University News Vol.25, No.50 1987 P.7-8 * 55. 73rd & 74th Constitutional Amendment Act, 1992. CABE Committee on Education under Panchayati Raj. Section C Bacchus, K. Aziz, A. Ahmed Sh, Baker F.A. & Rodwells, Curriculum Reform-Quality in Basic Education, Background Paper/Policy Paper Commonwealth Secretariat, September 1991, P.52. Gore, M.S. (1982) Education & the Equality of Opportunity in Education & Modern India, Rawat Publication, Jaipur, pp.25-39. Govinda, R. Varghese, N.V. Quality of Primary Education an Empirical Study in Journal of Educational Planning and Administration Vol.VI, No.1, Jan.1992. Hallak, J. Managing Schools for Educational Quality and Equity : Finding the proper mix to make of work. Journal of Educational Planning and Administration. Vol.VI No.1 January 1992. Lockheed, Marlaine E & Veres/poor, Adrian M. Improving Primary Education in developing Countries : A Review of Policy Options, Improving Equitable Access P. 101-117, Improving Learning Achievement pp.27-61, IBRD/World Bank, 1990, P.264. Mathias, T.A., 'Perspective on
Education and Social Justice : An Indian View" New Frontiers in Education Vol.No.1, 1974, pp.15-27. Premi, Kusum K., 'Education of the Weak' Yojna, Sep.1984. Premi, Kusum K., 'Programme of Equity in Education for the Deprived', Seminar paper on Financing of Education, 1979, (Mimeographed). Raza,Moonis, Bhagia N.M., Brahm Prakash, J.B.G. Tilak, Education and the Future-An Indian perspective (Mimeographed), 1983. Singh, R.P.; Shashi Prabha "Inequality in Indian Education : A Social Perspective" Journal of Social and economic studies 4. (1) 59-72.1987. Venkatasubramanian, K. (1982) Issues in Education, Macmillan India United, New Delhi, pp.229 Chapter-7. Equalisaton of Education Opportunity- p.203-205. Desai, Universal Compulsory and Free Primary Education in India, Indian Institute of Education, Bombay, 1953. Weiner, Myron. The Child and
the State in India. Oxford University Press, Delhi 1991. Section D Chitnis, Suma, Educating the weaker sections of society in Singh, Amrik & Sharma, G.D. Higher Education in India : The Social Context Journal of Educational Planning and Administration Vol.V, No.1, January 1992. Menon, Pramila, "Towards Educating a community an action research experience" in progressive educational herald Vol.4, July 1990, Konark Publishers pvt. limited, New Delhi, 1988,330p. Nayar, Usha. (1981) An Approach to planning of women's education, June (Mimeographed). Ninth Annual Report of the Minorities Commission for the period 1.4.1986 to 31.3.1987.
Premi, Kusum K, "Indicators of Equity in Education A conceptal framework' in Journal of Educational Planning and Administration,April, 1987. Premi, Kusum K, "Universalisation of Elementary Education and Child labour in Manpower Journal, Vol.XXIII, Sept.1987. Juneja, Nalini, Strategies for Reaching and Teaching Working Children : Some Indian Experiences Journal of EducationalPlanning and Administration. Vol.4. No.1. Jan. 1990. Premi, Kusum K."Education of Disadvantaged Children :Issues in Universalisation of Elementary Education in India" in Perspective in Education Vil.5, No.1, 1989.
Premi, Kusum K,"Education for Equality" Universal Elementary Education in Remote Areas" in New Frontier in Education, Jan,1990. Premi, Kusum.K. "Protective Discrimination in Education : The case of Indian Tribes" in Journal of Education & Social Change,Vol.IV,No.4,1991. Premi Kusum.K. Literacy Dilemma : The 1991 Census" in Premi, M.K.Indian Population : Moving towards billion" D.K. Publishers, New Delhi, 1991.
Course Title: Current Issues in School Education Course Credit: 1.5 Course In charges: Nalini Juneja R. Govinda Contact Sessions: 15 Evaluation: Based on participation in discussions
Objectives of the Course ® To sensitize the participants to the critical areas and issues in school Education in India ® To enable the participants to appreciate the problems of implementing the priority programs of Education in the Indian context; and thereby, ® To increase the competencies for coping with the problems of implementation of the priority programs. Course Methodology
This course provides an opportunity to the
participants to discuss the critical issues related to a number of current
concerns in school education today. It will not only acquaint participants to
the topic under discussion but also enable them to critically examine the
different facets of the issues involved Resource persons will interact with
participants to discuss about a dozen diverse themes. Participants working in
small groups shall also discuss some more critical issues in workshop mode. Evaluation of participants shall be on the
basis of the quality of a) their interaction in the sessions (20%), b) a
written assignment (40%) and c) the output of their workshop session (40%). Workshop Themes The issues selected for discussion this year are:
Brief Outline of Sessions:
Apart from the readings suggested below, sets of
readings related to each workshop shall be distributed to the participants. SELECTED READINGS - Ayyar, Vaidyanatha, R.V.(1993) Educational Planning And Administration In India: Retrospect And Prospect. Journal Of Educational Planning And Administration. Vol.7: (2) Pp197-214. - Bray, Mark (1989). Multiple shift schooling: design and Operation of Cost Effectiveness’. London: Commonwealth Secretariat. - Coombs, Philip H. (1981) Future Critical World Issues in Education: A Professional Report of Findings. Essex: International Council for Educational Development, 1981, p.79. - Davis, Reynolds(ed)(1985). Studying School Effectiveness, The Flamer Press, - Dreze,Jean and Amartya Sen (1995) India: Economic Development and social Opportunity. Delhi: Oxford University press. - Govinda, R. 91995) Status Of Primary Education Of The Urban Poor In Indai: An Analytical Review.Paris: Unesco, IIEP Research Report No.105 - Hallak, J. (1990). Investing in the future: Setting educational Priorities in the Developing World. Paris:. IIEP. - Government of India (1986). National Policy on Education (1992), MHRD, Govt. of India. - Government of India (1992). Programme of Action (NPE, 1992), MHRD, New Delhi-92. - Government of India (1966). Education and national Development. Report of the Education Commission (Kothari commission) 1964-66. - Naik, J.P. (1977). Some Perspectives on Non-formal Education Alternatives in Development Education. New Delhi: Indian Council of Social Science Research, 1977. - Naik, J.P. (1975). Elementary Education in India: A Promise to Keep. New Delhi: Indian Council of Social Science Research. 1975
- Sharma. R (1998) Universal Elementary education: the question of how? Economic and Political Weekly, Vol.33.(26) |