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Lessons From Schools: The history of Education in Banaras by Nita Kumar, Centre for Studies in Social Sciences, Calcutta, published by Sage Publications, 1999, 232 pages, Cloth, Rs. 395/-, ISBN 0-7619-9377-0 The book focuses on the educational history of Banaras over a 100-year period form 1940 to 1940. It looks particularly at three occupational groups (pandits, merchants, and artisans); the challenges to their accepted educational systems (Sanskrit teaching, trade and weaving); and their responses to perceived threats. The authors main thesis is that education, or the acquisition of worthwhile knowledge, lies at the heart of both the social reproductive process and the material productive process, and as such is one of the most precious yet contested terrains of social life.
The First Five Years: A Critical Perspective on Early childhood Care and Education in India edited by Mina Swaminathan, M.S. Swaminathan Research Foundation, Madras, published by Sage Publications, 1998, 314 pages, Cloth, Rs. 450/-, ISBN 0-7619-9275-8 CONTENTS:Preface/Introducation/INNOVATION IN ECCE: Multiple Approaches to ECCE in India: Home Away from Home: Family Day Care in Bombay VRINDA DATTA/In sight On Site: Day Care for Construction Workers Children MARGARET KHALAKDINA/Little School on The Hill: Child Education in community Development VASUDHA JOSHI/ For the Stake of the Children: The NGO-Goverrnent Interface KASHYAP MANKODI/ Children of the Union: Crèches for Women Tobacco Workers HARSHIDA PANDIT/ Moving up to School Community Preschools for the Rural Poor S J P KARIKALAN/ Another Kind of Child Care: Alternatives for Rural Women RAJALAKSHMI SRIRAM/ Working Hand in Hand: NGO-Government Partnership in Child Care JYOTI SHARMA/ Learning from Experience: An Overview of the SURAKSHA Studies MINA SWAMINATHAN/ The Uniqueness and Replicability of Innovations: A Note ANJALI MEHTA/ Selected Readings/II. THE STATE-OF-THE ART: Early Childhood Care and Education in India: A Perspective MARGARET KHALAKDINA/ The Training of Teachers VENITA KAUL/ Appraising Costs and Quality: A Theoretical Framework FRANCES SINHA/ Women#s Empowerment and Child Care: The Interface RAJALAKSHMI SRIRAM/ The Cultural Context ANANDALAKSHMY/ Opportunity, Challenges and Vision ADRASH SHARMA/ Index.
Reaching the Unreacher Thought Participatory Planning: School Mapping in Lok Jumbish India. Paris, IIEP, NIEPA, 1999. (IIEP Research and Studies Programme). Infrastructure, Academic Standards and Performance: A Study of selected school in Kerala.
Second All India Survey of Educational Administration: Structures, Processes and Future Prospects The National Institute of Educational Planning and Administration (NIEPA) conducted the First All India Survey of Educational Administration in 1973-74. During the intervening period of nearly twenty years, modifications in organisational structure and administrative practices as well as adoption of new policies and programmes, subsequent to the implementation of the National Policy on Education and Programme of Action (1986), and reports submitted by state-level education commissions, committees, etc., have brought about many changes in the educational scene. It is necessary to see the implications of these changes on educational administration. Consequently, it was decided to conduct the Second All India Survey of Educational Administration with the following principal objectives: (a) to understand the present status of educational administration in terms of structures, systems and processes at various levels; (b) to study the experiments, innovations and changes; and (c) to identify major issues and future tasks of educational planning and management. The Survey covers the organisational set-up, roles, functions and activities of the Education Department at the secretariat, directorate and inspectorate levels; of educational institutions under different managements; and of departments other than the Education Department. It addresses itself primarily to administration of school education. Consequently, technical, professional and higher education have not been discussed at length although there are occasional references to these. The survey report apart from furnishing general information about the state and indicating the legal basis of education, provides a brief description of educational policies and programmes, Organisation and administration of education, the role of non-government agencies and local bodies, personnel management, financial management, information system, processes of educational planning, inspection and supervision and the academic support system. A useful feature of the survey relates to the preparation and presentation of the activity profiles of different educational management personnel like the district/block education officers and heads of institutions.
Books in case of Arunachal Pradesh, Andaman And Nicobar Islands, Assam, Bihar, Chandigarh, Goa, Haryana, Himachal Pradesh, Karnataka, Kerala, Lakshadweep, Madhya Pradesh, Mizoram, Punjab, Rajasthan, Sikkim, Tripura and Uttar Pradesh are published. Publications in case of remaining states will be available soon. The books are jointly published by the Vikash Publishing House Private Limited, 576 Masjid Road, Jangpura, New Delhi 110014 and National Institute of Educational Planning and Administration, 17- B, Sri Aurobindo Marg, New Delhi 110016 (INDIA)
Courtesy Dr. R.S. Tyagi
Modules on District Planning in Education, Edited by N.V.Varghese, New Concept and NIEPA, New Delhi, India, 1997, Price Indian Rs. 600/- (US $ 15) District level planning in India has not yet become a wide spread operational practice primarily due to lack of competencies among the educational functionaries to draw-up detailed district level educational plans. To facilitate local capacity building in a decentralised framework, the Institute felt the need to develop modules on decentralised educational planning to help sub-national level institutions to train their functionaries in the area of district planning in education.
The modules are broadly divided into five categories. Modules 1 to 4 discuss the context, the concept and essential steps in the formulation and implementation of educational plans at the district level. Modules 5 to 7 discuss the data requirements, sources and statistical techniques useful in analysing the data to prepare the plans. Modules 8 to 9 elaborate the methodology on School Mapping and Micro-Planning which are essential planning tools for rational allocation of resources and to improve efficiency in the utilization of resources and facilities. Modules 10 to 11 deal with costing of educational plans and financing of education and the module 12 focusses on planning at the institutional level. The modules taken together provide an insight into the concept, approach, database and the methodology of drawing up district plans in education. Each module focusses on one of the aspects of the plan preparation and is complete in itself. In other words the effort was that all the modules taken together equip an individual to attain a reasonable level of mastery in all aspects of educational planning in a decentralized framework and each individual module helps a person develop competency in a particular aspect of district planning. These are not meant to be self learning modules. The primary target group for the modules is planners and practioners who organise training programmes in district planning in education and therefore, these modules should be seen as teaching-learning material to organise courses on educational planning at the local level.
The modules included in the set are
1. Educational Planning at the District Level:Meaning and Scope
2. Diagnosis of Educational Development
3. Plan Formulation
4. Planning for Implementation
5. Database on Elementary Education in India:
Scope, Coverage and Issues
6. Indicators of Educational Development
7. Enrolment and Teacher Projections
8. School Mapping
9. Micro Planning Education
10. Analysis of Finances for Education
11. Analysis of Costs of Education
12. Institutional Planning |