Course Coordinator and Team:                   SES Faculty

Email of course coordinator:                       pcbabed@aud.ac.in 

Pre-requisites:                                               No

Course Description:

The course introduces students to the idea of education policies, their formation and history in India. It introduces frames for analysis of educational policies and programmes and their implementation.

Course Objectives:

• Develop an understanding of education policies, their formation and implementation.
• Understand the influence of various actors in the shaping of an education policy.
• Introduce them to various perspectives in analysis of education policies and develop their own framework

Course Outcomes:

• Explain the meaning of education policies and policy implementation.
• Examine the education policies with reference to constitutional aims, philosophical and sociological perspectives.
• Conceptualise and examine the role of various actors in the enactment and implementation of education policies and programmes.
• Demonstrate the ability to notice influence of education policies on school practices.
• Evaluate the implementation of an education policy or programme in school context.
• Demonstrate how teacher’s work and agency interfaces with the education policy.

Brief description of the modules:

Module 1: Educational Policies in India

This module aims to introduce and examine the key education policies of independent India with focus on certain key themes to develop an understanding of these issues and evaluate the continuity and shifts across policy texts and periods.

Module 2:  Educational Policy and its signification?

The focus of this unit will be on understanding the idea of education policy, policy cycle and the different approaches to its analysis. It would also discuss the actors who participate in or influence the policy framing with attention to the constitutional provisions as a frame to examine the aims and context of education policies.

Module 3: Implementation of an Educational Policy

This unit discusses the idea of education policy implementation, what does it mean, what are the various strategies to implement it and how one may evaluate policy programmes on the ground.

Assessment Plan

Assessment	Weightage
Assignment 1: Project work and class presentations	40%
Assignment 2: Examining implementation of NEP 2020 through observations and interviews	20%
Assignment 3: End-term assessment	40%

 

 

 

 

 

 

 

 

 

 

Readings:

• Bhatty, K. (2014). Review of elementary education policy in India: Has it upheld the constitutional objective of equality? Economic and Political Weekly, 49 (43-44), 100-107.
• Gulati, N., Jain, M., & Chauhan, C. (2021). Sarva Shiksha Abhiyan: A policy overview. In S. Puri (Ed.), Children in India: Opportunities and challenges (pp. 81-114). Nova Science Publishers. https://doi.org/10.52305/RGWU1645
• Gulati, N. & Jain, M. (2022). The idea of school teacher in the National Education Policy 2020. Journal of Indian Education, 48(3), 7-20.
• Kumar, K. (1987). The Year of New Education. Economic and Political Weekly, 22(35), 1481–1482.
• Mehendale, A. & Mukhopadhyay, R (2020). School system and education policy in India: Charting the contours. In P. M. Sarangapani & R. Pappu (Eds.), Handbook of education systems in South Asia (pp. 509-543). Springer Singapore.
• Kumar, N. (2012). India’s trials with citizenship, modernisation and nationhood. In Laurence Brockliss, Nicola Sheldon (Eds.) Mass education and the limits of state building, c.1870–1930 (pp. 283-304). Hampshire and New York: Palgrave Macmillan.
• Naik, J. P. (1979). Equality, Quality and Quantity: The Elusive Triangle in Indian Education. International Review of Education, 25(2/3), 167–185.
• Ramachandran, R. (2018). Persisting gap between policies and practice. Learning Curve, 1, 3-7, https://cdn.azimpremjiuniversity.edu.in/media/publications/downloads/Learning-Curve-Issue-1-Aug-2018.pdf
• Sharma, G. & Singh, S. (2023). Locating children’s right to education in India’s National Education Policy 2020. Journal for Critical Education Policy Studies, 21(2), 197-234.
• Ozga, J. (2019): Problematising policy: the development of (critical) policy sociology, Critical Studies in Education, DOI: 10.1080/17508487.2019.1697718
• Bell, L. and Stevenson, H. (2006). What is Education Policy? In Education Policy: Process, Themes and Impact (pp. 7-24). New York: Routledge.
• Sadgopal, A. (2001). Vaishvikaran se badalte Bhartiya shiksha niti ke sarokaar. Shiksha Vimarsh, January, 27-33.
• Verger. A., Novelli, M., and Altinyelken, H.K. (2018). Global Education Policy and International Development: A Revisited Introduction. In Verger, A., Novelli, M. and
• Altinyelken, H.K. (eds). Global Education Policy and International Development: New Agendas, Issues and Policies (2nd edition). London: Bloomsbury, pp. 1-34.
• Anand, K. & Lall, M. (2022). Delhi’s education revolution: Teachers, agency and inclusion (pp. 107-138). London: UCL Press.
• Dyer, C. (1999). Researching the Implementation of Educational Policy: A Backward Mapping Approach. Comparative Education, 35 (1), 45-61.
• Lok Shikshak Manch (2024). शिक्षण की कार्य-परिस्थितियों पर शिक्षकों के सर्वे की प्रारंभिक रपट. https://lokshikshakmanch.blogspot.com/2024/04/
• Ramachandran, V., Jandhyala, K. and Govinda, R. (2012).  Cartographies of Empowerment: An Introduction. In Vimala Ramachandran, and Kameshwari Jandhyala (Eds.) Cartographies of empowerment: The story of Mahila Samakhya (pp. 1-36). New Delhi: Zubaan. 
• Samson, M., Noronha, C., and De, A. (2007). Towards more benefits from Delhi’s midday meal scheme. In R.V. Baru (Ed.), School health services in India – The social and economic contexts (pp. 106-141). New Delhi: Sage.
• Sadgopal, A. (2000). Shiksha Niti ka Sankat. In Anil Sadgopal, Shiksha me badlav ka sawaal - Samaajik anubhavo se niti tak (pp. 175-189). New Delhi: Granthshilpi Private Ltd.