(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                                                                             

104    Educational Management                                                                                           

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                                

113   Participants' Seminar 

 Project Work and Viva-Voce  

Copyright: NIEPA, New Delhi – 110016 (INDIA)                                                                            




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.




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 No.                 :    101


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           




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


-             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



  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,



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 No.                             102

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:

1.      Education For All: Issues and Strategies for Universalisation of Elementary Education
2.      The right to education and making elementary education compulsory.
3.     Teacher education.
4.      Professional support and accountability of teachers
5.      Inclusive education
6.      Decentralisation of educational governance
7.      School autonomy and in school based management:.
8.      Quality and relevance of secondary education:
9.      Curriculum development and textbook preparation.
10.  Learner evaluation

11.  Education of the urban deprived

12.  Pre school education
13.  Management of research in education.

14.   Issues selected by participants for discussion in working groups.


Brief Outline of Sessions:

1.      Education For All: Issues And Strategies for Universalisation of Elementary Education.

The programme of Education For All – Jomtien Declaration – goals, framework for Action, programmes. Strategies - Dakar meet – the India report – monitoring for EFA – present status and future plans.

2.      Issues related to the right to education and in making elementary education compulsory.

Why education was made into a right -How the right to education is translated into practice –History of compulsory education in India -Issues related to making education compulsory today

3.      Issues in Teacher education.

Major concerns and issues in education of teachers – at primary level – at secondary level – pre service and in-service education and training - facilities and content - roles of NCTE, IASE/CTES – distance education -

4.      Issues related to Professional support and Accountability of teachers

Concepts of professional support and accountability in relation to teachers – facilities and methods – role of heads of institutions – roles of teachers organisations – issues in the Indian context - efforts for teacher support and accountability – Indian and global experiences.

5.      Issues related to inclusive education

Why inclusive education – who needs to be included - attitudes and barriers to inclusion- The PWD Act and its implementation -role of State, district and institutional levels – roles of training institutions.

6.      Issues in decentralisation of educational governance

Concepts and concerns in Decentralisation of education – global and Indian overview of decentralisation – historical initiatives - the 73rd and 74th Constitutional amendment- recent efforts in sharing of power and responsibility –lessons from the Indian and global experiences in decentralisation of educational governance.

7.      Issues related to school autonomy and in school based management:

Concept of sharing power and responsibility and resources at the institutional level - roles of actors at different levels -facilitating autonomy – global experiences and issues for the Indian context.

8.      Issues in quality and relevance of secondary education.

Role of secondary education - present scenario – policy perspectives – roles of boards of education - quality and equity issues- pace setting institutions- future perspectives

9.      Issues in curriculum development and textbook preparation.

Management of curriculum development processes at national and at state levels – role of NCERT and SCERTs in curriculum development and textbook preparation – practices adopted in different states for textbook preparation – role of text book boards / corporations – research related to curriculum, textbooks and teaching learning materials - place of NGOs.

10.  Issues in learner evaluation

Aims of evaluation – methods for diverse purposes of evaluation- the learning cycle- emerging trends – minimum levels of learning – examination as evaluation.

11.  Issues in education of the urban deprived

Why the need to focus on education of urban poor today - The poor and the vulnerable – who are they, and why is access to education a problem for them? -Effect of multiplicity of educational providers -Concerns and politics of land in the city  -Educational decentralisation and provision of education in the cities.

12.  Issues related to pre school education

Concept and importance of pre school education – issues related to pre school education for all – schemes for pre school education –lessons from experiences in provision and management of pre school education.

13.  Issues in management of research in education.

Value of book knowledge versus learning from the field- action research – application of research – precautions in using research inputs- generating reports- issues in management of research – facilitative conditions for research –evaluating research.

14.  Discussions in working groups

In the workshop session discussion will be held in working groups on topics that could be selected by participants.  Following a brief discussion among themselves, a representative from the group will be asked to present the group perspective. Forty percent weight age of the grades shall be on the basis of the output of the workshop session.

Apart from the readings suggested below, sets of readings related to each workshop shall be distributed to the participants.  




-         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)


-         Weiner, Myron (1991) The Child And The State In India. Princeton: Princeton University Press.


-         World Bank (1997). Primary Education In India. Development In Practice Series. Washington: World Bank.


-         World Conference on Education for All -. Meeting Basic Learning Needs -

       Jomtien, Thailand 5-9, March, 1990.



Course No. 103
Course Title  Educational Administration
Course Credit 1..5
Course Incharges K. Sujatha,  Bijoy K. Panda
Associate Faculty NIEPA Faculty, Guest Speakers





The federal character of Indian polity envisages a pattern of inter-relationships between the centre and the states in different spheres of activity.  Education, as a sub-system, reflects the perspectives, problems and trends of these relationships arising out of the multi-level functioning of the system.  A study of Constitutional and legal provisions concerning centre-state relations in the field of education, the organisational network for management at different levels and connected subjects and issues, is of vital importance to educational administrators.  It is necessary to understand the actual functioning of the system of educational administration at the sub-national levels ranging from the state to the institution.  The course is also intended to acquaint the participants with the processes of linkages and coordination between different levels and agencies which are crucial to the functioning of the system and for the attainment of the objectives it seeks to achieve.  It will also help to understand the concept and methodology of inspection and supervision and alternative strategies for the same.




·        to acquaint the participants with the multi-level character of educational  planning and  administraion in India;


·        to enable the participants to have a general perspective of the process and organisational set-up of educational administration at various levels in India;


·        to help the participants to acquire a clearer understanding of various  problems and issues particularly in the context of multi-level character of educational  administration in India;  and


·        To acquaint the participants with the concept and procedures of inspection and  supervision  at different levels.




      The course methodology includes lecture discussions; simulation exercises, group activities, and role-play methods, followed by presentations and discussions.


Course Content and Details




1.      Development of Educational Administraion in India

2.      Centre-state relations in Education : Constitutional and Legal provisions

3.      Organisational structure and functions of educational administration at centre  and state levels.

4.      Role of local bodies in educational administration

5.      Administration  of  Private Aided   Schools

6.      Administration of education of disadvantaged




1.      The modern concept of supervision

     2.   Current practices and procedures of inspection of schools

                  3.  Emerging trends in supervision and changing role of inspection and        supervision

                  4.   Internal  supervision and Institutional Self-Evaluation

                  5.   School Complexes and Educational Supervision






1.      Development of Educational Administration in India


-         Development of Educational Administration at Federal and State levels - A

      Historical Perspective

-         Emerging trends in Educational Administration at State and Central levels.

  2.       Centre-State relations in Education : Constitutional and Legal



                   -     Constitutional provisions relating to education

-             Education as a concurrent subject : pros and cons of putting the  education in the Concurrent List


                   -     Implication of education in  the Concurrent List

                   -     Role of states and centre in education

       -   Problems and perspectives with particular reference to school, higher, technical, adult and non-formal education and distance education.


3.         Organisational structure and functions of educational administration at centre and state levels.


-             Organisational structure at centre and state level for different sectors of education.

 -             Decentralisation of process of educational administration.


-             Administrative machinery at national, state, regional, district, block, village and  institutional levels.                                                                                                                           

-             Case studies of two states to explain the process and structure of administration at  various levels in the state.



4.                  Role of  Local Bodies in Educational Administration


-             Municipal Councils/Corporations

-             Zilla Parishads

-             Panchayats

-             Village Education Committees

-             Management of educational institutions by the local bodies' linkage with the government


5.         Private Aided and  Unaided Schools


-             Administration of Private Aided and Unaided Schools.

-             Qualitative improvement of the Aided and Unaided Schools

6.            Administration of Education of Disadvantaged


-             Role of Welfare Department

-             Role of Education Department

-             Administration of Incentives

-             Coordination among education and Welfare Department

-             Problems of dual administration.



1.      The Modern Concept of Supervision


-             Objectives of supervision

-             Objectives in relation to students, teachers and parents

-             Sources of supervision

-             Role of Supervisor

-             Qualities of Supervisor

2.   Current Practices and Procedures of Inspection of Schools


-             Method of inspection and supervision

-             Pre-inspection preparation

-             The conduct of actual inspection

-             Panel inspection

-             Inspection for academic improvement

-             Prescribed norms of coverage of number of schools inspected  and  gaps


-             Inspection proformae

-             Quality of inspection report

-             Surprise visits

-             Follow-up action

-             Comparative perspective of inspection and supervision in different  states

-             Administrative inspection and supervision


3.    Changing role of Inspection and Supervision


The new role and functions of education officers in the context of


i)              Growth and expansion

ii)             Achieving Education for All

iii)           Minimum levels of learning

iv)           Improving quality of education

v)            Externally funded projects


4.         Internal  Supervision & Institutional Self Evaluation


5.        School Complexes and Educational Supervision 


a.             Concept and functions of school complexes

b.            Academic guidance and quality improvement through school complexes

c.             Utilisation and sharing of resources

d.            Teacher training and monitoring of small schools

e.             Functioning of school complexes - case studies of some states.


As a part of the course, the participants will be required to write a paper on any one of the selected topics/case study preparation preferably based on their field experience.  On the basis of the assignment the participants will be evaluated.  While 80% weightage would be for written assignement.  20% weightage will be for participation in lecture discussions including discussion and presentations in panel discussion. 





Section - I


P.D.Shukla, Administration of Education in India ,Vikas Publishing House Pvt. Ltd., New    Delhi (1983).


Mohd. Sharif Khan, School Administration ,Jackson Publication, New Delhi (1983).


R.D. Aggarwal, Law of Education and Educational Institutions (Three Volumes ) ,Law Block Co., Allahabad (1982).


M.M. Kapoor, Integrated Information System for Educational Management - A Suggested Model for India,International Institute for Educational Planning, Paris (1982).


Constitution of India (latest edition).


Educational Policy Resolution (1968). by Ministry of Education, New Delhi (1968).


Education & National Development - Report of the Education Commission - 1964-66.


Some Basic Facts about Educational Administration in India, NIEPA, New Delhi (1980).Educational Administration : Structures, Processes and Future Prospects (Mizoram, Goa, M.P., Karnataka, Sikkim, Arunachal Pradesh, Punjab, Haryana, Chandigarh, Lakshadweep, Kerala) NIEPA, New Delhi, Vikas (1994 & 1995).


Section - II


Gibson, Jane Whitoney, Supervisory Challenges: Principles and Practices. Coloumbus, Merrill, 1990.


Vonder Embse, T s J, Supervision: Managerial Skills for a new Era, New York Macmillian, 1987.


Travers, Alfred W., Supervision: Techniques and new Dimensions. New Jersey, Prentise Hall, 1988.


Tanner, Daniel Supervision in Education:  Problems and Practices, New York, Macmillian, 1987.


Gadgil, A.V., Supervision in Education, New Delhi, Shubhada, 1982


Adams, H.P.& Frank G.D., Basic Principals of Supervision, Chapter-I.


Kochhar, S.K. Successful Supervision and Inspection, New Delhi, Sterling; 1981.



Course No.                 :           104
Course Title                  :           Educational Management
Course Credit               :           1.5
Contact Sessions          :           15

Course Incharges          :            K. Sudha Rao

                                                 Rashmi Diwan




-             To enable the participants to understand the importance of management techniques and its usage in the institution building.


-             To improve managerial competence of participants by increasing their sensitivity and receptivity towards critical management issues.


-             To provide the participants with managerial skills to enable them to meet the day to day challenges at workplace effectively.


-             To analyse the decision making process through participative culture and managerial components.


-             To facilitate the participants to analyse their behaviour  and adopt new techniques to improve their managerial skills. 


 Lecture Themes

Organisational Communications


-             Verbal and non-verbal communications

-             Oral and written communication

-             Effective Communication

-             Role of Communication in organisational effectiveness


Inter-personal Relations


-             Basic tenets of inter-personal relation

-             Its importance in organisation

-             Role of rapport in organisational management at various levels


Management of Motivation


-             Concept and theories of human motivation

-             Management of motivation of office and school personnel

-             Motivators and non-motivators in orgnisations


Transformational Leadership in Educational Organisations


-             Concept

-             Theories

-             Developing transformational leadership


Conflict Management


-             Nature and type of conflicts

-             Genesis of conflicts and factors affecting them

-             Methods of conflict resolution     

-             Personal styles of administrators and choice of conflict resolution methodology

-             Presentation of case-studies


Stress Management


-             Concept of stress

-             Sources of stress

-             Strategies of managing the stress

-             Impact of stress on performance of individuals


Time Management


-             Identifying time wasters

-             Relationship of Time Management to effective functioning


8.     Total Quality People


-             Work Ethics

-             Values

-             Accountability

-             Work Attitudes

-             Professionalism

-             Work Culture


9.         Managing Self


   -    Level of Self

-      Self mastery ( Communicating, clear thinking, organising, coordinating,  controlling, persuading)

-      Self management of skills, attitudes, creativity, consciousness

-      When, Why and How of Discipline

-      Change management, managing self for organisational transformation

-             Self Esteem and Positive Management

-             Management at high tension

-     Coping with criticism

-     Positive Visioning

-     Disarming anger

-             Group Dynamics and Team Building

-             Participative Management - Managing Human Assets 



Evaluation and assessment of Participants


Evaluation of participants will be based on an assignment given at the end of the course. This assignment basically will attempt to understand how much the participants were attentive to the themes addressed to the course, how much were able to reflect on the work situations they are placed in what lessons have they learnt and how  do they to apply in their work situations in future. The overall  basis of their assessment is as follows:


Regularity and Punctuality in attending classes : 20%

Active participation                                           : 20 %

Reflecting and thinking                                      : 20%

Application of lessons drawn

in the assignment provided                                : 40%




1.      "Teacher Teaming in Middle Schools: Dilemmas for a School Wide Community," by Sharon D. Kruse and Karen Seashore Louis, Educational Administration Quarterly, Vol. XXXIII, No. 3, August 1997, 261-289. 


2.    "Development in Schools A Systems approach based on Organizational levels", by David Tuohy and David Coghlan Educational Management and Administration, Vol. 25(I), 1997, 65-77.


3.    "Implications of Total Quality Management in Education", by Terry L. Wiedmer and Vicki L. Harrvis, The Educational Forum, Vol. 61, Summer 1997, 314-318.


4.    "Coping with Stress in the Principalship", by Donald G. Allison Journal of Educational Administration, Vol. 35, No. 1, 1997, 39-55.


5.    "Conflict Management", by K.G. Virmani Module prepared for Management Handbook for Kendriya Vidyalaya Principals, NIEPA, New Delhi.


6.    "Group and their Operational Dynamics", by M. Mukhopadhyay NIEPA, New Delhi.


7.    "Effective Educational leadership", by K.G. Virmani and Rashmi Diwan Module prepared for Management Handbook for Kendriya Vidyalaya Principals, NIEPA, New Delhi.   


8.    "Ten steps to "TQM" plus", by Kaufman, Roger; Hirumi, Atsusi Educational Leadership.


9.    "New frame for managing schools: Total Quality Management (TQM).", by Murgatroyed, Stephen, School Organization.


10.  "A Framework of Teachers' Coping Strategies for a Whole School Stress Management Policy", by Jack Dunham Educational Management and Administration Vol. 22. No. 3, 1994.


11.  "Information utilization of beginning principals in school restructuring", by Peggy C. Kirby and Ira Bogotch Journal Educational Administration Vol. 34. No. 2, 1996.


12.  "Problem-solving Teams and the Improvement of Organizational Performance in Schools", by Alan B. Henkin & Carolyn L. Wanat, School Organization, Vol. 14. No. 2, 1994.


13.  "Planning the quality of education: different information for different levels of decision-making", by Kenneth N. Ross and T. Neville Postlethwaite.


14.  "Expertise in Principals' Problem Solving", by Kenneth A. Leithwood and Mary Stager" Educational Administration Quarterly Vol. 25, November 2, May 1989.



15.  "Administrators' Perceptions of Policy Influence: Conflict Management Styles and Roles", by Frederick M. Wirt and Leslie Christovich Educational Administration Quarterly Vol. 25, Number 1 February 1989, 5-35.


16.  "The Key to Success  in Strategic Planning Is Communication", by Mary Nebgen, Educational Leadership, April, 1991.


17.  "Trouble in Paradise: Teacher Conflicts in Shared Decision Making", by Carol II. Weiss, Joseph Cambone and Alexander Wyeth, Educational Administration Quarterly Vol. 28, No. 3, August, 1992.


18.  "62 Ways to Save Time", by Tod A. Anton From Here's How, The Education Digest, March, 1994.


19.  "The Quality Revolution: Role of School Leaders in Meeting the Challenge", by Rashmi Diwan, National Institute of Educational Planning and Administration, New Delhi-110 016, 1996.


20.  "Values and Decision Making in Educational Administration", by Gabriel Lakomski, Educational Administration Quarterly, Vol. 23, No. 3, August 1987, 70-82.


21.  "Coping with Multiple Innovations in Schools: An Exploratory Study", by Mike Wallace, School Organization, Vol. 11, No. 2, 1991.


22.  "Leadership, Headships and Effective Primary Schools" by Geoff Southworth, School Organization, Vol. 10, No. 1, 1990.


23.  "Personnel Management Strategies for Head teachers", by Neil Johnson, School Organization, Vol. 10, No. 1, 1990.


24.  "Administrators and Their Talk", by Peter Gronn, Educational Management and Administration Vol. 21, No. 1, 1993.


25.  "Decision Making: Rational, Non-rational, and Irrational", by Herbert A. Simon, Educational Administration Quarterly, Vol. 29, No.3, August 1993, 392-411.


26.  Management of Communication Skills", by K. Sudha Rao, Module developed for Reading Material for Diploma in Management, I.G.N.O.U, New Delhi.


 Self-development, must for Transformational Leadership, by Rashmi




Course No.                   :       105
Course Title                   :        Management of Change in  the Era of   Globalization
Course Credit                :        1
Contact Sessions            :       10

Course Incharges           :       Yazali Josephine

         Sudesh Mukhopadhyay

                                             R.S. Tyagi



The process of restructuring has made the nation to liberalize, and then privatize   and Globalize (LPG). The buzzword used at the worldwide is Globalization. The process is involved by reforming the total system. These reforms have tremendous impact on education and training either directly or indirectly. As a result of this Globalization process in India, which has started since 1990 made tremendous changes in the education sector  in the area of planning, management and administration to meet the global challenges. As a result the scope and functions of education have undergone a radical change. It is in therefore imperative that traditional maintenance administrational education must give place to modern managements system particularly in this changing scenario of the world education system. In this particular course we will try to make the participants to understand mainly the changes in the system of education and shift from the traditional administrative methods to modern flexible management structures    during the last decade and introduction of modern planning and management techniques in education will be discussed. One field visit (if necessary) will be organized to make them to understand more deeply the modern planning and managements system, which India has introduced recently.



o       To enable the participants to understand the structural changes occurred in the Indian educational administration during the era of Globalization


o       To make them to understand the implications of changing scenario on educational planning and management.


Course Content


o       The changing face of Educational administration


o       Changes in the Organizational Structure of Indian education system during the period of Globalization   (Central level, State level, District level, Block and Village level)


o       Implications of changing scenario on educational management


-    Curriculum management

-    Academic Management

-    Student services

-         Resource Management

-         Management of infrastructure


o       Globalization and importance of human resource management

o       Management of change--    Adoption and Adaptation

o       Managing managerial excellence

o       Management of quality and change

o       Exposure visits to different places/organizations to understand the concepts of modern management 

o       Evaluation.


Methodology of Evaluation:


Based on the results of test which will be held at the  end of the course and classroom interaction/observation


Suggested Readings

Johnson, Richard A. ,Management system and society : An introduction. 

California, Good Year, 1976.  463p. Keywords : INDUSTRIAL MANAGEMENT : SYSTEM ANALYSIS. 

658.4 JOH-M.    16181 


Johnson,Charles B; Katzenmerer William G. Managment information system in higher education: the state of theart.  Duke University press, 1969.  191p. 

Keywords : EDUCATION : HIGHER MANAGEMENT.  378.1 JOH-M.    8764 


Kanter, Jerone.  Management information system.  3rd ed.  New Jersey, Printice Hall, 1984.  448p.  Keywords : INFORMATION SYSTEMS : MANAGEMENT. 

658.40388  KAN-M.    19861 


Kaufman, Roger.  Identifying and solving problems : A system approach.  3rd ed.  California, University, 1982.  163p.  Keywords : MANAGEMENT : PROBLEM SOLVING.  658.4 KAU-I.    16674 


Kaumeyer, R.A.  Planning and using a total personnel system.  New York, Van Nostrand, 1982.  195p.  Keywords : PERSONNEL MANAGEMENT.  658.3 KAU-P.    16721 


Kavanagh, Michael J.; Guental, Hal G.; Tannenbaum, Scott I.  Human resource information systems : Development and application.  Boston, PWS KENT, 1990.  356p.  Keywords : MANAGEMENT : HUMAN RESOURCE : INFORMATION SYSTEM.  658.45 KAV-H.    23647 


Klee, Gary A., ed.  World system of traditional resources management.  London, Edward Arnold, 1980.  290p.  Keywords : ENVIRONMENTAL POLICY : NATURAL RESOURCES.  333.7 KLE-W.    15073 


Kolhapur Zilla Parishad.  Management information system for primary teachers.  Kolhapur, The author, 1992.  76p.  (DPEP).  Keywords : DISTRICT PRIMARY EDUCATION PROGRAMME : MAHARASHTRA:KOLHAPUR: PRIMARY EDUCATION: INDIA : DPEP.  -5479214  372 KOL-M.  In Documentation Centre. 


Koontz, Harold K.  Management : System and contingency analysis of Managerial functions. New York, McGraw-Hill, 1976.  824p.  Keywords : MANAGEMENT INDUSTRIAL MANAGEMENT.  658.4 KOO-M.    13071,15595 


Koontz, Harold K.  Management : A system and contingency analysis of Managerial

functions.  New York, McGraw-Hill, 1976.  824p., 832p.  Keywords : MANAGEMENT : INDUSTRIAL MANAGEMENT. 

658.4  KOO-M.    13071, 15595 


Kroeber, Donald W.  Computer based information systems : A management approach.  New York, Macmillan, 1984.  506p.  Keywords : MANAGEMENT INFORMATION SYSTEM.  658.40388  KRO-C.    20533 


Kroeber,D.W.  Management information systems : A handbook for modern managers.  New York, Free Press, 1982.  266p.  Keywords : MANAGEMENT INFORMATION SYSTEM.  658.40388 KRO-M.    19683 


Kulshrestha, N.K.  Management information systems.  Jaipur, Popular, 1977.  94p. 

Keywords : MANAGEMENT : INFORMATION SYSTEM.  658.403 KUL-M.    11814 


Lee, Eugene, C.  Managing multicampus system.  San Francisco, Jossey-Bass, 1975.  172p.  Keywords : EDUCATIONAL MANAGEMENT : HIGHER EDUCATION : UNITED STATES. -73  378.1 LEE-M.    12226 


Long, Larry E.  Design and strategy for corporate information services : MIS long

range planning.  New Jersey, Prentice Hall, 1982.  186p.  Keywords : MANAGEMENT INFORMATION SYSTEM : LONG RANGE PLANNING.  658.40388 LON-D.    16865 


Long, Larry. E.  Design and starategy for corporate in formation services : Mis

long-range planning.  New Jersey, Prentice-Hall, 1982.  186p.  Keywords : MANAGEMENT INFORMATION SYSTEM.  658.40388 LON-D.    16965 


Lucas, H.C.  Information systems concepts for management.  New York, McGraw-Hill, 1978.  368p.  Keywords : MANAGEMENT OF INFORMATION SYSTEM.  658.45 LUC-I.    12348 


Maharashtra Institure of Education Planning and Administration.  Project report on renwal and reform of primary school management  system.  Aurangabad, Author, 1998.  18p.  Keywords : PRIMARY EDUCATION : EDUCAIONAL PLANNING : MAHARASHTRA :AURANGABAD : INDIA.  -54792  372 MAH-P.    D-10091  In Documentation Centre. 


Malaysia, Educational Planning and Research Division, Ministry ofEducation.  Asian development project : The Asian mnodel for educationalmanagement information system.  Malaysia, Educational Planning and Research Division, n.d.  150p. 



Mathei, Wesley.G.  Mis managing the system : How to change the system.  Mumbai, Joico. Publishing House. 1999.  350p.  Keywords : MISMANAGEMENT : MANAGEMENT SYSTEM : ORGANISATIONAL  DEVELOPMENT   658.4 MAT-M.    26229 


Matthei, Wesley, G.  Mis managing the system : How to change the system. Mumbai, Joico Publishing House, 1999.  350p.  Keywords : MANAGEMENT SYSTEM.  658.4  MAT-M.    26229 


Mcleod, Raymond.  Management information systems   2nd. ed.  Chicago, Science Research Associates, 1983.  669p.  Keywords : MANAGEMENT INFORMATION SYSTEM.  658.4038 MEL-M.    21398 


McMahon, Walter W.  An efficiency-based management information system.  Paris, Unesco, 1993.  84p.  (Fundamental of Educational Planning-49).  Keywords : EDUCATIONAL PLANNING : MANAGEMENT  INFORMATION SYSTEM.  379.15 MCM-E.    G-2895, G-2926  Unesco, IIEP Collection. 


Mellor, Warren L; ed.  Implementation of micro computers in education planning and

management : Studies from Australia, China, Pakistan and Thailand.  Paris, Unesco Educational Policies and Management Unit, 1989.  162p.  Keywords :MANAGEMENT INFORMATION SYSTEM.  379.15 MEL-I.    G-2478 


Mendelsohn, John M.  Education planning and management and the use of geographical information systems.  Paris, IIEP, 1996.  78p.  Keywords : SCHOOL MAPPING : GEOGRAPHICAL INFORMATION SYSTEM : UNESCO



379.15 MEN-N.    G-3434 


Mockler, Robert J.  Knowledge - based systems for management decisions. 

Englewood Cliffs, Prentice Hall, 1989.  640p.  Keywords : KNOWLEDGE-BASED SYSTEM : DATA PROCESSING : MANAGEMENT :DECISION MAKING.  006.33  MOC-K.    22896 


Mockler, Robert J.  Information systems for management.  Columbus, Charles E. Merrill, 1974.  516p.  Keywords : MANAGEMENT INFORMATION SYSTEM. 

658.403  MOC-I.    14020 


Mohanty, Brajaraj.  Management control system : Implementation and administration.  Delhi, Macmillan, 1979.  163p.  Keywords : MANAGEMENT.  658 MOH-M.    12172 


National Institute of Educational Planning & Administration.  Educational management information system in Himachal Pradesh : A case study of directorate of education Himachal Pradesh.  New Delhi, The author, 1991.  77p.  Keywords : HIMACHAL PRADESH : EDUCATIONAL MANAGEMENT : INDIA.  -5452  371.2 NAT-E.    D-6662  In Documentation Centre. 


Negandhi, Anant R.  Organization theory in an open system.  New York, Dunellen, 1975.  325p.  Keywords : ORGANIZATION : INDUSTRIAL MANAGEMENT.  658.4 NEG-O.    12362 


Neuschel, Richard. F.  Management system for profit & growth.  New York, McGraw Hill, 1977.  365p.  Keywords : MANAGEMENT : SYSTEM ANALYSIS.  658.4 NEU-M.    11380 


NIE  and Administration & Director of Public Instruction, Arunachal Pradesh.  Report on workshop cum orientation programme for assistant district education officers, Adult education supervisors and statistical assistants of Arunchal Pradesh on school mapping and developing management system Naharlagun, September 11-16, 1989. 

Naharlagun, Directorate of Education, 1989.  159p. 

Keywords : EDUCATIONAL MANAGEMENT : SCHOOL MAPPING : INFORMATION :SYSTEM : ARUNCHAL PRADESH.  -54163  371.2 NAT-R.    D-4998   In Documentation Centre. 


NIEPA.  User's manual district information system for education DISE 2.01 :  An educational management information system.  New Delhi, NIEPA, 1997.  215p. 



O'Brien, James A.  Management information systems : Managing information technology in the internetworked enterprise.   4th edition.  Boston, McGraw-Hill, 1999.  129p.  Keywords : MANAGEMENT INFORMATION SYSTEM  : INFORMATION TECHNOLOGY.  658.4038 OBR-M.    26601 


Open University. Great Britain.  Control and choice in education, Block 3 : 14, William Tyndale : The system under stress by Peter Scrimshaw.  Milton Keynes, Open University, 1981.  24p.  (E 200, contemporary issues in education). 



Peltu, Malcolm.  Introducing information system management.  Oxford, NCC Blackwell, 1989.  264p.  Keywords : INFORMATION SYSTEM MANAGEMENT.  658.4038  PEL-I.    23061 


Piercy, Nigel, ed.  Management information systems.  London, Croom Helm, 1987.  323p.  Keywords : MANAGEMENT INFORMATION SYSTEM.  658.4038 PIE-M.    21327 


Pierey Nigel, ed.  Management implication of inter technology.  London, Croom Helm, 1984.  299p.  Keywords : MANAGEMENT INFORMATION SYSTEM.  658.40388  PIE-M.    20073 



Course No.                 :   106
Course Title                  :    Educational Planning: Concept, Types  and Approaches  
Course Credit               :           1.5
Contact Sessions          :           15

Course Incharges           :  S.M.I.A. Zaidi    

                                        N. K. Mohanty




            This is the introductory course on Educational Planning in the Diploma programme.  Generally macro-issues of educational planning will be covered in this course and emphasis will be on various approaches to educational planning.  However, the methodology of planning as well as issues involved in the educational planning process will also be discussed during the course.




            More specifically, following are the main objectives of this course :


-             To familiarise the participants with  conceptual framework of planning and discuss its various types; 


-             To acquaint them with the three main approaches of educational planning and their implications for plan formulation;


-             To discuss the methodology and  various issues involved in educational planning.





            The methodology of the course will be based on lecture-discussion, practical exercises and group work.  Various themes relevant to the course will be discussed through these methods.   The course will be covered in 15 sessions of one and a hour duration each.   In order to discuss various themes resource persons will be invited from NIEPA as well as from outside the Institute.


Course Contents       


            Various themes relevant to the course will be covered in various sessions. 

Following are the topics which will be taken for discussion:

1.         Educational planning : Origin, Concept and Scope.


2.        Types of  Educational Planning.



3.         Methodology of Planning


4.         Approaches to Educational Planning:  Manpower, Social Demand and Rate of Return approaches.  


5.         Issues  involved in planning for education. 


6.         Institutional Planning


7.         Education - Employment Linkage




            At the end of the course all participants will be evaluated.  The evaluation will be based on (i) participation in classroom discussion, practical exercises and group work and (ii) written assignment given to all participant at the end of the course.  However, for awarding grades to the participants in this course, the assignment given will have 50 per cent weightage and the 50 per cent weightage will be given to participation in classroom activites during the session of the course.  However, in the end of the course participants will be given a proforma so as to evaluate the course by them.


Suggested Readings


Caillods, F. (1990) Ed. The Prospects for Educational Planning, Paris, IIEP.


Cook, W. D. (1982) Planning Process in Developing Countries : Techniques and Achievements, N.Y. Norht Holland Pub.


Coombs, P.H. (1968) What is Educational Planning, Paris, IIEP.


Govinda R. (1997) Module on Institutional Planning, Module No. 12, in Varghese, N.V. (Ed.) Modules on District Planning in Education, NIEPA, New Delhi.


Hallack, J. (1990) Investing in the Future, Pergamon (for IIEP), New York.


Nanjundappa, D.M., Concepts, Approaches and Techniques of Decentralised Planning, NIEPA, New Delhi, (Mimeo).


Parnes, S.H. (1964) Forecasting Educational Needs for Economic and Scoial Development, OECD, Paris.


Prakash, S., Planning : Economic, Educational and Manpower : Concepts, Approaches and Philosophy, NIEPA, New Delhi, (Mimeo).


Prakash S., Types of Educational Planning, NIEPA, New Delhi, (Mimeo).


Prakash, S. Social Demand Approach to Educational Planning, NIEPA, New Delhi, (Mimeo).


Psacharopoulos, G. & Others (1983) Manpower Issues in Educational Investments : A Consideration of Planning Processes and Techniques, Washington, The World Bank.


Psacharopoulos,  (1985) Planning  of Education : Where Do We Stand, Washington, The World Bank.


Sanyal, B.C. (1988) Estimation of Manpower Demand and Supply in Sanyal B.C., B. Prakash and N.V. Varghese, Intensive Training Course on Education, Employment and Work: Report, IIEP, Paris.


Tilak, J.B.G. (1977) Approaches to Educational Planning and their Applications in India.  Indian Economic Journal Vol. 24 No. 3.


Tilak, J.B.G. (1993)  Investment Decision-Making in Education and the Internal Rate of Retun, Indian Journal  of Industrial Relations, Vol. 16 No. 3.


Tilak, J.B.G. (1987), The Economics of Inequality in Income, Sage Publication, New Delhi.


UNESCO (1984) Economic and Social Aspects of Educational Planning, Paris, UNESCO.


UNESCO (1985) Reflections on the Future Development of Education, Paris, UNESCO.


Varghese, N.V. (1981) Some Conceptual Problems in Manpower Planning, Manpower Journal, Vol.17, No. 1.


Varghese, N.V. (1997) `Educational Planning at the District Level : Meaning and Scope', Module No. 1, in Varghese, N.V. (Ed.) Modules on District Planning in Education, NIEPA, NEW Delhi.


Youdi, R.V. and K. Hinchliffe (1985) Forecasting Skilled Manpower Needs: The Experience of Eleven Countries, Paris, IIEP.


Zaidi, S.M.I.A. (1999) Planning at Institutional Level : Process and Methodology, NIEPA, New Delhi, November, 1999, (Mimeo).


Out of the above list of material some selected papers/articles will be distributed to all the participants as background reading material for the course.



Course No.                 :   107
Course Title                  :    Quantitative Aspects of Educational Planning
Course Credit               :     2
Contact Sessions          :     20

Course Incharges           :  Arun C. Mehta




In Educational planning, quantitative as well as qualitative information plays an important role.  Even to measure the qualitative aspects, efforts are made to develop certain indicators.  In NPE (1986) and its Revised Policy Formulations  (1992), emphasis has been laid on decentralised planning with disaggregated target setting.  Without knowing the basics of the quantitative techniques neither the targets can be properly setout nor strategies to obtain   targets  be evolved.  For this, knowledge of basic techniques and understanding of concepts and definitions of a variety of demographic and educational indicators is essential.  At the district level, projected population is rarely available and if available, not reliable.  Hence, planners equipped with basic projection and  forecasting techniques have an upper hand especially when disaggregated target setting exercises are to be undertaken.  The study of quantitative aspects of educational planning, therefore, include application of basic indicators in diagnosis and forecasting for planning at macro, as well as, micro levels.    This course will be helpful in developing District Elementary Education Plans in general and under the SSA in particular. 





The course has the following objectives:    


-             To introduce participants to the methodology and database of educational     planning; 


-             To acquaint them with projection and forecasting techniques  of planning of    education; and  


-             To upgrade their skills in applying   techniques to educational planning in     practice.




1.   Educational Information System     


-             Data Requirements of Educational Planning     

-             Limitations and Gaps in Information System    

-             Sample Survey Techniques in Education    

-             Graphic Presentation of Educational Data


2.         Internal Dynamics and Analysis of Stock and  Flows Indicators


-             Indices :  Concepts and Methods of Construction

-             Measures of Internal Efficiency of Education System    

-             Delphi and Cross Impact Techniques


3.         Inequalities:                                                


-             Concept and Techniques of Measurement


4.         Targets and their Implications


5.         Projection  and Forecasting


            Enrolment, Population and Teachers : Concept and Techniques


6.         Scenario-Building and Simulation : Concept and Techniques :  Least Squares Mehtod and Methods based on `Student Cohort’ Analysis.


Training Methodology   


The course will be conducted through lecture-cum-practical exercises using real life data of a   state/district.  The participating officers would be provided  a Work Book consisting a set of practical exercises.   Invariably all theoretical sessions will be followed by practicals.


Evaluation of Participants  


Participants will be evaluated on the basis of their performance in the practical sessions.


Reading Material    


Background reading material will be provided to the participants on all topics covered in the course.





Mehta, Arun C. (1995), "Education For All in India - Myth and Reality", Kanishka

Publishers, Delhi.


Mehta, Arun C. (1996), "Population Projections: Sub-national Dimensions",

Commonwealth Publishers, Delhi.


Mehta, Arun C. (1998), “Education For All in India: Enrolment Projections,” Vikas Publishing and NIEPA, New Delhi.


Varghese N. & Mehta, Arun C. (2001), “ Investment Priorties & Cost Analysis:  A Study of Upper Primary Education in India”,  Vikas Publishing & NIEPA, New Delhi.


Website   : Education For All in India :





Govinda, R. (2002) : India Education Report : A Profile of Basic Education, NIEPA, UNESCO & Oxford University Press, New Delhi.


Mehta, Arun C. (1986), Population of Rajasthan in 2001 A.D.", Vol. X, No. 1, January, Rajasthan Economic Journal, Jaipur.


Mehta, Arun C.(1991). "District-wise Population Projections for Rajasthan and 1991 Census Count : A Note", Rajasthan Economic Journal, Vol. XV, No. 1, January.


Mehta, Arun C. (1992). "Student Flow Analysis as a Base to Enrolment Projections",  NIEPA, New Delhi.


Mehta, Arun C. (1993). A Note on Educational Statistics in India", Journal of Educational Planning and Administration, Vol. VII, No. 1, Janurary, New Delhi.


Mehta, Arun C. (1993). "EFA lin India - Myth and Reality", Journal of Education and Social Change, October-December 1992, Vol. VI, No.3, Pune.


Mehta, Arun C. (1993). "A Survey of Estimates of Under-age and Over-age Children at the School Level", Journal of Education and Social Change,      Number 2, Volume VII (July- September, 1993), Pune.


Mehta, Arun C. (1994),    "Bharat Mai Sabi Key Liey Siksha",

Paripakshey, NIEPA, New Delhi, No. 2, Volume 1, January.


Mehta, Arun C. (1994). "Education For All  : Enrolment Projections in India",  Journal of Educational Planning and Administration, No. 1, Vol. VIII, January, NIEPA, New Delhi.


Mehta, Arun C.(1994) "Efficiency and its Coorelates : A Cross-State Analysis", Journal of Perspectives in Education,Vol. 10, No. 2, April, Baroda.


Mehta, Arun C. (1994), "Demographic Projections at the Micro-level", Journal of Man and Development,  September, Chandigarh. Mehta, Arun C. (1995). " A Note on Educational and Demographic Scenario in India", Journal of Progressive Educational Herald, New Delhi.


Mehta, Arun C. (1994), Enrolment Projections in the Context of DPEP Programme",  Journal of Indian Educational Review, July-October, NCERT, Vol. XXIX, No. 3 & 4, New Delhi.


Mehta, Arun C. (1995). "Reliability of Educational Data", National Herald (Sunday Herald), December 31, New Delhi.


Mehta, Arun C. (1995). "Status of Education for All"' Yojana, Volume 40, No. 6, June, New Delhi.


Mehta, Arun C. (1997). "Module on Enrolment and Teachers Projection Techniques", NIEPA, edited by N.V. Varghese New Delhi.


Mehta, Arun C. (1997). " Reliability of Educational Data in the Context of NCERT Survey", Journal of Educational planning and Administration,  July (1996), Vol. IX, No. 3, NIEPA, New Delhi.


Mehta, Arun C. (1997). "Education For All in India: Some Recent Insights in the Light of National Family Health  Survey", Journal of Education and Social Change,

July-September & October-December, 1995, Vol. IX, No. 2 & 3, IIE, Pune.


Mehta, Arun C. (1997). "Development and Utilisation of Database for Non-Formal Literacy Programmes and Networking of Computers",  Indian Journal of Adult Education,  April-June, Delhi.


Mehta, Arun C. (1997), "Educational Development in India with Focus on Elementary Education", NIEPA Occassional Paper 24, NIEPA, New Delhi.


Mehta, Arun C. (1997), "Data Requirements for Educational Planning : Limitations and Gaps in the Existing Inspection System", (Mimeo), NIEPA, New Delhi.


Mehta, Arun C. (1998), “ Indicators of Educational Development”, NIEPA, New Delhi.


Mehta, Arun C. (1999), `Status of UEE in the Light of NCERT Sixth All India Educational Survey, NIEPA Occasional Paper 27, New Delhi.


Mehta, Arun C. (2000) : EFA in India with Focus on Elementary Education: Present Status, Recent Initiatives and Future Prospects, NIEPA, New Delhi.

Mehta, Arun C. (2001) :  Impact of Primary Education on Literacy; An Analysis of Census 2001 Prelimanray Data, NIEPA, New Delhi.


Mehta, Arun C. (2002) :  Status of Secondary Education in India, NIEPA, New Delhi.


Mehta, Arun C. (2002) :  Unversalisation of Secondary Education; Can it be Achieved in the Near Future,  NIEPA, New Delhi.


Mehta, Arun C. (2002) :  Can there be Alternative Indicators of Enrolment : A Critical Review of Frequently Used Indicators, Journal of Educational Planning, October, 2002 (forthcoming), NIEPA, New Delhi.


Premi, M.K. (1972): Educational Planning in Indai: Implications of Population Trends, New Delhi: Sterling Publisher (P) Ltd.


UNESCO (1986): Estimating Future Enrolment in Developing Countries :   A Mannual of     Methodology: by Bangee, A. Lin. Population Studies No. 40, New York: United  Nations.


UNESCO (Paris) (n.d.): EDSTATS: Programme for Analysis of Statistics on Education, Division of Statistics on Education, Paris, Office of Statistics.


Varghese N. V. & Mehta, Arun C. (1998) : Upper Primary Education in India (2 volumes), NIEPA, New Delhi.



Course No.                             :           108


Course Title                              :           Educational Planning in India


Course Credit                           :           2


Contact Sessions                      :           20


Course In-charges                    :           K. Biswal

                                                            S.M.I.A. Zaidi


Associate Faculty                     :           Neeru Snehi

                                                            N.K. Mohanty


Objectives of the Course


The course has the following specific objectives:

i)                    To introduce the participants to the concept of decentralized planning and the methodology of district level educational planning;

ii)                   To train the participants in drawing up district level educational plans;

iii)                 To introduce the participants to the concept and methodology of school mapping; and

iv)                 To sensitize the participants to the concept and methodology of micro planning in education.




The course methodology will include lecture-discussions and group work.  As the course is skill oriented, a major portion of the contact hours will be devoted for group work.


Content and Details Course


The following themes will be covered in the course:


(i)                  Educational Planning in India: An Overview


(ii)                Educational Planning: Machinery and Process

(iii)               Education Under Five-Year Plans, with focus on Tenth Five-Year Plan

(iv)              Educational Planning at the District Level

(v)                School Mapping: Concept and Methodology

(vi)              Micro Level Planning: Concept and Methodology


Session-wise brief write-ups on the above themes are as follows:



Session 1:       Educational Planning in India: An Overview


Educational planning in India is an integral part of the overall economic planning. In the initial stages, educational planning exercises were confined to the central level only.  Over the years efforts are being made to decentralize educational planning in India.  The priorities and concerns of educational planning have changed over the years.  In the fifties, expansion of the system and evolving a uniform pattern of education were the major concerns.  By the late sixties and seventies, regional disparities emerged as a major area of concern.  Later the emphasis shifted to micro level planning process.  In the present context, institutional performance and accountability is a major concern.  Bridging gender and social disparity in basic education became one of the major concerns of educational planners in the 1990s. Moreover, with the recent economic changes the role of public sector and thereby the planning in education is getting redefined.


Further Readings


Cailloids, (1990) ed. The Prospects for Educational Planning, Paris: IIEP.


Naik, J.P. (1965) Educational Planning in India, New Delhi: Allied.


Chakravarthy, S. (1987) Development Planning: The India Experience, Oxford: Clariction.


Tilak, J.B.G. (1977) “Approach to Educational Planning and their Applications in India”. Indian Economic Journals, Vol. 24, No. 3.


Department of Elementary Education and Literacy (2001) Working Group Report on Elementary and Adult Education in Tenth Five-Year Plan, 2002-2007. New Delhi: Ministry oh Human Resource Development, Government of India.



Session 2:       Educational Planning: Machinery and Process


India has a multi-level planning framework.  Under this framework, planning is carried out at the national, state and district levels.  At the national level, the Planning Commission and Department of Education, Ministry of Human Resource Development provides leadership and guidance for educational planning.  At the state level, the Ministry of Education and its Directorates in consultation with State Planning Boards develop the plan documents.  There is no such clearly defined planning machinery exists at the district level.  There was a proposal in the National Policy on Education, 1986 to set up District Boards of Education (DBE) to coordinate educational planning activities.  The DBEs are yet to be constituted.  The District Education Officer carries out the planning activities at the district level.


India has Perspective Plans, Five-Year Plans and Annual Plans.  The process of plan formulation and discussions start at various levels.  There is always an effort to ensure that the educational planning becomes more a regular feature than one time effort.  Under the recently launched Sarva Shiksha Abhiyan, it is envisaged to decentralize the planning process up to the habitation level. Lack of efficient planning machineries at various decentralized levels makes it very difficult formulate local specific educational plans. The Annual Plan exercises, if carried out carefully, help making planning an integral part of our educational activities at all levels.


Further Readings


Mathur, M.V. (1980) Multi-level Educational Planning and Administration. New Delhi: NIEPA.


Mukherjee, S.N. (1970) Administration of Education, Planning and Finance: Theory and Practice. Baroda: Acharya Book Depot.


Prasad, K. (1988) Planning at Grassroots, New Delhi: Sterling.


UNESCO (1984) Diagnostic Studies on Educational Management, Country Studies, India, Bangkok: UNESCO (PROAP).


Mukhopadhyay, Marmar and Tyagi, R.S., ed. (2001) Governance of School Education in India. New Delhi: NIEPA.


Session 3:       Education Under Five-Year Plans


Educational progress made in India is a result of the efforts made under different five-year plans.  The priorities accorded to education vis-à-vis other sectors and the relative importance given to different layers of education can be analyzed from the changes in priorities and plan allocation.  Moreover, the concerns articulated in the education policy get translated into action through the plans.  An assessment of educational development under the plans may help in understanding the progress made, the problems faced and the directions for future changes in education. Specifically, it is important to analyse the strategies, targets, and achievements of the ninth five-year plan and the proposed intervention strategies in the tenth five-year plan to make the required progress towards achieving universal elementary education in the country by the year 2010.


Further Readings


Planning Commission (various years) Five-Year Plans, New Delhi: Government of India.


Planning Commission (2001) Approach Paper to the 10th Five-Year Plan, 2002-2007. New Delhi: Government of India.


Department of Education (1986)  Programme of Action 1992.  New Delhi: Ministry of Human Resource Development.


Department of Education (1993) Education for All: The Indian Scene.  New Delhi: Ministry of Human Resource Development.


Shah, Parth J. (1998)  “New Education Policy: Choice and Competition”. In Agenda for Change, eds. Debroy, B. and Shah, Parth. Centre for Civil Society, Rajiv Gandhi Institute for Contemporary Studies, New Delhi.



Session 4:       Educational Planning at the District Level


There are various efforts initiated in India to decentralize the educational planning process.  At the present level of development of planning machinery and competency, district is treated as the lowest viable unit for planning.  What are the characteristics of a decentralized planning process?  Who should plan at the district level?  How the planning process is to be initiated? What are the competencies required at the district level to initiate the planning process?  These are issues of immediate concern to facilitate decentralized planning in India, particularly in planning and implementing the Sarva Shiksha Abhiyan.  The effort here is to introduce the concept and elaborate on the methodology of district planning in education.  This lecture will be followed by practical exercises on district planning.  


Sessions 5-11:             Group work on District Level Educational Planning


Further Readings


Mundal, Sudipto (1985) District Planning. New Delhi: Allied.


Prasad, K. (1988)  Planning at the Grassroots. New Delhi: Sterling.


Yugandhar, B.N. and Mukherjee, A. (1991)  Readings in Decentralised Planning. New Delhi: Concept.


Tilak, J.B.G. and Varghese, N.V. (1985) “Educational Planning at the District Level: An Exercise on Gurgaon District (Haryana)”. Margin.


Varghese, N.V. (1994) Decentralization of Educational Planning in India: An Assessment of Training Needs. New Delhi: NIEPA.


Varghese, N.V. (1994a)  Module on Decentralized Planning in Education. New Delhi: NIEPA (mimeo).


Varghese, N.V. (1995)  “Public Initiatives in Primary Education”. New Frontiers in Education,  Vol. 25, No. 2, pps.160-173.


Varghese, N.V. (1997)  “Educational Planning at the District Level : Meaning and Scope (Module-1)”. In Modules on District Planning in Education, ed. N.V. Varghese, New Delhi : NIEPA.


Varghese, N.V. (1997)  “Diagnosis of Educational Development (Module-2)”. In N.V. Varghese, ed. op.cit; New Delhi: NIEPA.


Varghese, N.V. (1997)  “Plan Formulation (Module-3)”. In N.V. Varghese, ed. op.cit; New Delhi: NIEPA.


Varghese, N.V. & Biswal, K. (1997)  “Planning for Implementation (Module-4)”. In N.V. Varghese, ed. op.cit; New Delhi: NIEPA.


Varghese, N.V., Mohanty, N.K., and Biswal, K. (2001) Handbook on District Planning in Education. New Delhi: NIEPA, (mimeo).


Zaidi, S.M.I.A. (1997)  “Indicators of Educational Development (Module-6)”. In N.V. Varghese, ed. op.cit; New Delhi: NIEPA.


Mehta, A.C. (1997)  “Enrolment and Teacher Projections (Module-7)”. In N.V. Varghese, ed. op.cit; New Delhi: NIEPA.


Department of Elementary Education and Literacy (2000) Sarva Shiksha Abhiyan: The Framework for Implementation. New Delhi: Ministry of Human Resource Development, Government of India.


Session 12:     School Mapping: Concept and Methodology


School mapping is a very useful analytical tool to incorporate spatial aspects into the educational planning process. More specifically school mapping technique helps us to eliminate the existing inequalities in the distribution of educational provisions across different regions. It attempts to priorities location of educational facilities and rationalize educational provisions across formal schools and their alternatives so that more number of pupil/children can be benefited from the same level of educational investment.  In countries like India, where education facilities are already provided to majority of the habitations, this technique may be useful both to prioritize provision of schooling facilities in the remaining unserved habitations and also to equalize facilities in the existing schools.  This lecture will be followed by practical exercise on school mapping.



Sessions 13-16:           Group Work on School Mapping


Further Readings


Hallak, J. (1977)  Planning Location of Schools, Paris: IIEP.


NIEPA (1986)  School Mapping. New Delhi: NIEPA.


Varghese, N.V. (1986) Module on School Mapping. New Delhi: NIEPA, (mimeo).


Varghese, N.V. (1997)  “School Mapping (Module-8)” In Modules on District Planning in Education, ed. N.V. Varghese. New Delhi: NIEPA.


Varghese, N.V., and Biswal, K. (1999)  School Mapping: An Analysis of Educational Facilities in Denkanal District, Orissa. New Delhi: NIEPA,  (mimeo).


Biswal, K. (2001)  Practical Exercise on School Mapping. New Delhi: NIEPA, (mimeo).

Session 17:         Micro Planning in Education: Concept and Methodology


Provision of facilities forms only a necessary condition for educational development.  Effective utilization of the facilities provided is one of the major concerns in the present day context of the educational planning.  Micro planning exercise helps us to evolve strategies to ensure better and efficient utilization of educational facilities by improving institutional effectiveness of schools.  In the context of elementary education, micro-planning exercises, if undertaken at the village level, will ensure identifying households, which are not sending their children to school, or those households where children drop out from the school, and also help developing local level monitoring mechanism to ensure children come to the schools and schools function effectively.  This session will be followed by practical exercises on micro planning.


Sessions 18-19:           Group Work on Micro Planning in Education


Further Readings


Aram, A. (1989)   Micro Planning at Village Level. New Delhi : NIEPA.


Varghese, N.V. and Zaidi, S.M.I.A. (1997)  “Micro Planning in Education (Module 9)”. In  Modules on District Planning in Education, ed. N.V. Varghese. New Delhi: NIEPA.


Session 20:        Course Evaluation


In this session, participants will be required to evaluate the course, and their comments and suggestions will be considered to revise the course for the next programme. 

Criteria for Awarding Grades


Assignments will be given to participants, on the basis of which grades will be awarded. However, the specific criteria for awarding grades will include the quality of assignments (40 per cent weightage); participation and performance in group work (40 per cent weightage); and classroom observation (20 per cent weightage).



Course No.                 :   109
Course Title                  :    Financial Planning and Management in Education
Course Credit               :     1
Contact Sessions          :     10

Course Incharges          :           Jandhyala B.G. Tilak

                                                Geetha Rani




The Course has two-fold objectives:          


-             to orient the participants to the current  patterns of, and problems and policy issues in    financing education and           


-             to acquaint the participants with techniques of financial planning and management  in  education


Course Methodology:


Accordingly, the course concentrates on concepts, theory, methods and practices  in India and other countries, and  lessons that can be drawn for India.   The course methodology includes lecture  discussions and practicals.


Course Contents   



1.    Economic Development and Financing of Education 


Introduction to concepts: investment, human capital, public good, etc., Relationship between investment in education and economic development; Contemporary economic reform policies and their effects on financing of education : Lessons from Southeast Asian countries


2-3.  Analysis of Costs of Education         


Taxonomy of costs, including individual and institutional costs, recurring and non-recurring costs, etc.; unit costs, cost functions; marginal and average  costs; optimum size of institutions


4.      Public Financing of Education


Introduction to principles of resource allocation; Inter-Sectoral and Intra-Sectoral allocation of   resources in the Five-Year Plans, annual plans, etc.; Centre-State relations in financing education:  Public subsidies to the education sector:  Distribution of educaitonal opportunities and distribution of income


5.      Mobilisation of Resources   


Source of finances for education: public and private, including fees, student loans, special taxes, cess, community resources, private finances, external aid, etc.; Scope for raising additional resources for education


6.     Utilisation of Resources in Education        


Current patterns of utilisation of resources: Better methods of efficient utilisation of resources


7-8   Budgetary Methods and Practices in Education


Different types of budgets, including line-item budget, PPBS, Zero-based budgeting: Preparation of an educational budget estimation of financial  requiremenents


9.     Financial Ratio Analysis


10.   Auditing and Accounting Methods in Education


11.  Evaluation



Criterion for evaluation is based on overall understanding of the issues and problems faced in the financial planning and management of education per se  and the level of comprehending the specific issues given for assignment in particular.  The assessment will also be based on the overall participation, interactions and involvement in the course work.


Suggested Readings


“Basic Education as a Political Issue”, by Jean Dreze and Amartya Sen Journal of Educational Planning and Administration Vol. IX No. 1, 1995.


“Public Finanancing of Education : A Review of the Institutional Framework”, by P.R. Panchamukhi Studies in Educational Reform in India Vol. V: Economics of Educational Finances, (Bombay, Himalaya, 1989).


“Alternative Policies for the Finance, Control, and Delivery of Basic Education, South Asian Perspectives”, by Jandhyala B.G. Tilak, International Journal of Educational Research Vol. 21, No. 8, 1994.


“A Pattern of Financing Primary Education in India” by K.N. Reddy Journal of Educational Planning andAdministration Vol. IX, No. 1, 1995.


“Analysis of Finance for Education” b Jandhyala B.G. Tilak, Modules on Educational Planning, Module 10, New Delhi, NIEPA.


“Analysis of Costs of Education”, by Jandhyala B.G. Tilak, Modules on Educational Planning Module 11, New Delhi, NIEPA.


“Plan Formulation”, by N.V. Varghese, Modules on Educational Planning, Model 3, New Delhi, NIEPA.


“Introduction to Cost Analysis”, by Henry M. Levin Cost-effectiveness: A Premier, New Delhi, Sage 1983.


“Estimating and analysis of Unit Costs”, by A. Mingat and J.P. Tan Analytical Tools for Sector Work in Education, Washington, World Bank, 1987.


“Decentralisation of Educational Planning in India: The Case of the District Primary Education Programme” by N.V. Varghese International Journal of Educational Development, Vol. 16, No. 8, 1996.


“District Primary Education Programme: Logic and Logistics” by N.V. Varghese, Journal of Educational Planning and Administration, Vol. III, No. 4, Oct. 1994, pp. 449-455.


“Educational Planning at District Level”, by Jandhyala B.G. tilak & N.V. Varghese in Educational Planning at Grassroots by Jandhyala B.G. Tilak, New Delhi, Ashish, 1992.


Course No.                 :   110
Course Title                  :    Research Methodology in Education
Course Credit               :     1
Contact Sessions          :     10

Course Incharges          :    R. Govinda & Neelam Sood

Evaluation                    :     Classroom interaction, presentation and

       written  work  


Objectives of the course:


This course aims at inculcating an understanding and skills in the participants to be able to conceptualize and develop a research idea, to   review the related research, develop instruments, gather data in the field, process the data and present the work in the form of a report.


Methodology :


The participants will be required to work individually as well as in small groups to conceptalize, write and present their work.  There will be a few lectures by the resource persons.  Research ideas will be developed in a workshop mode . Instrumentation will be done in small groups.


Themes to be covered:

1.         Introduction to  Educational  Research

2.         Types of Educational Research

3-4.      Conceptualizing Research Problems

5.         Developing Research Proposals

6.         Sampling Methods

7-8.      Developing   Research Instruments

9.         Collection and Processing of Data

10.      Report Writing and  Presentation


Course Evaluation:


Participant evaluation will be based on their presentation in the workshop; research proposal submitted by them; and the classroom interaction as observed by the course incharge.  Equal weightage will be given to all the three aspects.


Suggested Readings :


Mertens, Donna M. (1998), Research Methods in Education and  Psychology Integrating Diversity with Quantitative & Qualilative Approaches.  New Delhi:   Sage


Ellis, Lee. (1994).  Research Methods in Social Sciences.  Madison:  Brown &



Hadin. Catherine.  (1987).  Research Design:  Strategies and Choices in the Design of Social Research.  London:  Allen & Unwin.


Van, Mannen John, ed. (1983).  Qualitative Methodology.  Beverly Hills:  Sage


Keevis, John ed. (1988).  Educational Research Methodology:  An International Handbook.  Oxford: Pergamon. 


Best,  John  W. (1983).  Research in Education-  (4th ed. ). New Delhi: Prentice Hall .


Course No.                 :           111 

Course Title                  :           Statistical Methods in Education

Course Credit                :          1.5

Contact Sessions           :          15

Course Incharge            :         Y.P. Aggarwal

Associate Faculty          :         Sunita Chugh   



Introduction to the course


The course on statistical methods is an introductory course meant for educational administrators working at various levels.  The course provides the participants with basic knowledge of statistical methods which are useful for the analysis of educaitonal and allied data.  The participants would also find the course useful for writing their project report.  The participants would be provided reading materials and praticial exercises. The lectures emphasizes learning and use of statistical methods rather the theoretical exposition and derivations.


At the end of the course, the participnats should be able to able to analyze educational data in terms of descriptive indicators. A broad undestanding of time series analysis and methods of correlation and regression in the analysis and interpretation of educational data would be developed during the course.  Practically half the time is devoted to practical work during the classroom. The participants would be encourage to use computers for various type of analysis during their study time.


The course does not require any specialised knowledge of quantitative methods. It is assumed that all praticipants have knowledge of basic mathematical operations. The knowledge of computers would be an added asset. However the knowledge of fundamentals of computers is not essential. Further discussion on methods of analysis specially used in educational planning and management would take place in course on advanced quantitative methods.


Course evaluation


The course evaluation consists of two parts. First, the classroom interaction and participation in group work and practical exercies. The second part of the evaluation is more formal through the end term open ended written assignment. The written evaluation would also consist of two parts. The part one of the written evaluation would test the basic undertsanding of the concepts and interpretation of statistical terms often used in educational analysis. Part two of the written evaluation deals with analysis of educational data and using it for policy analysis and program development. Each participant would be evaluated on a nine point scale.


Lecture Outlines


1.        The nature and type of statistical data required for educational planning.

2.         Presentation and summarizing of educational data using classification, tabulation and graphics methods.

3.         Construction of indicators and their applications in educational planning, monitoring and management.

4.         Role and applictions of descriptive analysis in school statistics.

5-6.    Practical Exercise : School level descriptive indicators and their interpretation

7.         Trend Analysis of educational and allied data using enrolment, teachers and population data.

8.        Practical exercise on trend analysis and interpretation of results.

9.         Use of Index Numbers in the analysis of educational data

10.       Practical exercise on the construction of various types of  index numbers using data on  enrolment, teachers, classrooms and institutions.

11.      Cross tabulations and analysis of attributes

12-13. Correlation and Regression

14.       Practical Exercise on correlates of school level indicators

15.       Practical Exercise on predicting school enrolment using time series analysis


1.         The nature and type of statistical data required for educational planning    


The concepts of variables, parameters and indicators will be introduced using examples from the education system.  The topic of scales of measurement will also be covered.    


Aspects relating to the collection and presentation of data will be highlighted.  The various techniques of statistical presentation of data will be discussed.  Tables, arrays, graphs, histograms, barcharts, pie charts, etc. - will be discussed in detail using specific examples.


Suggested readings


Aggarwal Yash (2000). Educational Statistics in India: A synthesis and framework for Action, NIEPA, New Delhi.

Aggarwal Yash (2002): Course Materials: Statistical Methods in Education, NIEPA, New Delhi.

Aggarwal, Yash and R.S. Thakur (2002). Concepts and Definitions in Educational Planning: A Guidebook, NIEPA, New Delhi.

MHRD (2002). Selected Educational Statistics: 2000-01, MHRD, New Delhi.

MHRD (2001). Education in India, 1995-96, MHRD, New Delhi.

NCERT (2001). Fifth All India educational Survey, various volumes, NCERT, New Delhi.


2.   Presentation and summarizing of educational data using classification, tabulation and graphics methods    


Once the raw data has been collected, the problem of presenting it in different forms becomes very important.  This lecture is intended to discuss in detail the different techniques of presenting and deriving the summary statistics from the given set of data.  Broadly, there are two ways in which the raw data can be presented.  These are graphical and tabular methods of presenting the data. The former includes the use of graphic methods of presenting the data in the form of bar diagrams, histogram, pie diagram, frequency polygon and cumulative frequency distribution.  The relative merits  & demertis of each of these techniques would be highlighted.  The participants would be exposed to different symbols used in graphic presentation of educational data.  The use of graphics would be illustrated with the help of data pertaining to school enrolments and other associated variables.    


The latter part of the presentation would deal with the techniques of tabular presentation of data.  The determination of the number and size of classes, tally marks, frequencies and cumulative frequencies would be illustrated with the help of age-wise enrolment data.  The questions relating to ordinal and cardinal scales of measurements would also be discussed.


Suggested Readings    


Aggarwal Yash (2002): Course Materials: Statistical Methods in Education, NIEPA, New Delhi.

Aggarwal, Yash (2001): DPEP 2001-Progress Towards Universal Access and Retention: An Analytical Report, NIEPA/MHRD, New Delhi.

Croxton, Cowdon and Klein (1982), Applies General Statistics,    Prentice Hall India Pvt. Ltd., 1982.

Johnstone (1981), Indicators of Educational Development,  Unesco.    

Shavelson R.S (1981). Statistical Reasoning for Behavioural Sciences,   Alyu Bacon, 1981.    


3.  Construction of indicators and their applications in educational planning, monitoring and management


The identification of appropriate indicators play an important role in educational planning, management, monitoring and evaluation. The need for generating systematic indicators has never been so acute as is in the present circumstances. The indicators are often dervied from the EMIS systems established by different state and the central government. Several activities are included in the identification, construction and analysis of educational indicators.


The educational indicators should be such that these provide clear, relevant and simple description of the current status and the changes taking place in the educational systems. The definition of the indicators can vary from one objective to another. In educational planning and management, characteristics of good indicators include: to meaure the gap between the expected and the realised objectives, to identify problem conditions through various types of indicators and their inter-dependence. Good indicators always provide a standard value which can be generated and analysed in aggregated as well as disaggregated mode.


Suggested readings


Aggarwal Yash (2002). District Information System for Education 2001: A Multimedia Presentation, NIEPA, 2002.

Aggarwal Yash (2002): Course Materials: Statistical Methods in Education, NIEPA, New Delhi.

Aggarwal, Yash and R.S. Thakur (2002). Concepts and Definitions in Educational Planning: A Guidebook, NIEPA, New Delhi.

Johnstone (1981), Indicators of Educational Development,  Unesco.    

Sauvageot, C. (1997). Indicators for Educational Planning: A Practical Guide. IIEP, Paris.

Windham, D.M. (1988). Improving the Efficiency of Educational Systems, Indicators of educational Effectiveness and Efficiency, State University of New York, New York.


4.  Role and applictions of descriptive analysis in school statistics.

In the statistical analysis of the educational data, several computational techniques can be used.  Through the application of these techniques, useful indicators describing the levels and trends of educational development can be derived.  The first stage in the analysis, thus, relates to deriving indicators which are meaningful and lend themselves to immediate interpretation.  In this lecture, the methodologies and the use of the measures of central tendency would be discussed.


There are three commonly used measures of central tendency namely mean, mode and median.  Each of these indicators has its own characterisitcs which can make it ;more or less applicable in a particular case. 


The lecture would focus, firstly on the steps involved in the calculation of the measures of central tendency, both, for the grouped and ungrouped data and secondly, on the interpretation of the calculated values.  The relative merits and demerits of the measures in analysing educational data would be highlighted and this would be followed by illustrative examples from school level data.


Measures of Central tendency inspite of their usefulness in summarising a set of data do not convey anything about the shape of the distribution.  In the real life situation, it is possible to have the same value of a particular measure of central tendency for two disparate distributions.  In such circumstances, the comparison of the averages or any other measure of central tendency would quite misleading.  It is in this context that the measurement of dispersion becomes very important for understanding the complexities of the behaviour of data.  The participants would be exposed to the inadequacies of the measures of central tendency and the need for the measurement of dispersion with the help of suitable illustrations from educational data. Methodological details about some of the commonly used measures of dispersion would be discussed in detail.  Illustrations would be taken both from grouped and ungrouped data.  Special emphasis would be laid on examination of the merits and demerits of the following simple measures of dispersion


i)   Range   

           ii)  Mean Deviation  

                                      iii)  Standard Deviation and Variance    

Different steps involved in the calculation of each of these measures of dispersion, both for grouped and ungrouped data, would be illustrated with the help of suitable examples.


Suggested Readings    


Croxton, Cowden and Klein (1982). Applied General Statistics,   Prentice Hall of India Pvt. Ltd., New Delhi.

Mandal (1982), Statistics for Geographers and Social Scientists, Concept Publishing Company, New Delhi.

Windham, D.M. (1988). Improving the Efficiency of Educational Systems, Indicators of educational Effectiveness and Efficiency, State University of New York, New York.


5-6. Practical Exercises : School level descriptive indicators    


Based on the school level data, a number of descriptive statistics would be generated and discussion on their use in understanding the education system would be taken up.


7.   Trend Analysis of Educational Data   


 The analysis of time series data is one of the crucial areas of educational planning as the trends in the time series data from the starting point for projection exercises.  During the sixties, the least sophisticated approach consisted of extrapolating past time series of enrolment at certain levels, of education.  The focus of the present lecture would thus be specifically oriented firstly to identification of the different techniques that are available for time series analysis and, secondly, to discussion of the detailed application of some of the commonly used methods.  The application of the following methods would be specifically highlighted:    


-      rate of growth (simple and compound)   

 -     time series analysis    

-      students flow analysis and the associated indices of   performance   

 -     index numbers 


The rate of growth and the technique of time series analysis would be discussed in detail in this lecture with the help of suitable examples.


Suggested Readings    


Simpson & Kafka, Basic Statistics, Oxford Publishing  Company, Calcutta.   


Croxton, Cowdar and Klein (1982), Applied General Statistics, Prentice Hall of India Pvt. Ltd. New Delh

8.         Practical Exercise on Trend Analysis and Interpretation of Results


9.         Use of Index Numbers in the analysis of Educational Data    


Index numbers are very important tools for temporal and inter-regional comparison of data.  A well known index number is the cost of living index which shows how consumer prices move over the years.  In the field of education, index numbers may also be used to illustrate trends and inter-regional variations in enrolment, teachers, institutions and financial statistics.  The major benefit of the use of index numbers can be derived when trends of non-comparable entities are to be compared.  For example, the number of students cannot be compared with the educational expenditure.  The use of index numbers would, however, immediately and clearly bring out the crucial point in the trends of these two variables.  


It is proposed to highlight the methodologies involved in the construction of different types of index numbers.  The effect of change in the base year and the effect of prices especially in the indices associated with financial aspects would be illustrated with suitable examples.  The significance of different assumptions involved in the construction of index numbers would also be considered.


Suggested Readings    


Croxton, Cowden and Klein (1982). Applied General Statistics,   Prentice Hall of India Pvt. Ltd., New Delhi.


Johnstone James (1981). Indicators of Educational System, Kegan Paul, London.


10.   Practical Exercises on the construction of index number series for enrolment  teachers and institutional data


11.       Cross Tabulations and Analysis of Attributes         


The lecture exposes the participants to the measure of association among the different attributes by developing contingency tables.  These tables can be either two-way cross tabulation or more than two way classifications.  With the help of these cross tabulations, the joint frequency distributions of the data can be examined and several statistics can be used to test the level of significance of these distributions.  For the cross tabulations, the frequencies can be either metric or non-

metric.  For the purposes of empirical analysis of survey data, the cross tabulation method is a must be elaborating the findings of the survey.  The lecture illustrates some of the examples of way classifications as used in  education literature.


Suggested Readings    


Boot and Cox (1970). Statistical Analysis for Managerial Decisions;  McGraw Hill, 1970   

Goon, Gupta and Dasgupta (1968), Fundamentals of Statistics,  World Press.


12-13.    Correlation and Regression    


So far, the analysis has been mainly concerned with the individual variables and no attempt was made to examine the patterns of interdependencies between different variables.  The association between the variables may be positive or negative or they may be independent of each other.  The method used to answer it depends upon the form of the available data and the number of variables.  The simplest tool available for this purpose is correlation coefficient.  The participants would be exposed to the methodology and the steps involved in the calculation of simple linear correlation coefficient.  Different types of correlation coefficients and the measurement of their statistical significance would be examined in detail.  The association between two variables would be illustrated with the help of scatter diagrams.  It may be noted that the correlation analysis, inspite of its serious limitations, is a very useful technique for examining the relationships existing between variables.  The limitations and the basic assumptions involved in linear correlation analysis would be discussed in detail.    


Inspite of its many positive features, the method of least squares for projections should not lead one to believe that the projections would necessarily be correct.  They give the most probable solution under a given set of assumptions.  One of the strongest assumption is that the past trend would continue in the future also.  The assumptions and limitations of the simple linear regression model would also be discussed.  In the educational field, there are a number of instances when one is required to derive estimates of the parameters of economic relationships from a given set of observations.  There are different methods available for this purpose.  However, in the present context, we shall only deal with the least square method.  The method involves the determination of a straight line that best fits the available data.  The participants would be explained the meaning and the steps involved in deriving least square estimates (LSE).  The significance of the technique lies in that the mechanism of LSE is not only very easy to understand but also forms the basis of many advanced econometric models used in educational planning.  The concepts of dependent and independent variable would also be discussed in detail.  The use of the method would be illustrated by taking suitble examples from educational data.


Suggested Readings   


Croxton, Cowden and Klein (1982). Applied General Statistics,   Prentice Hall of India Pvt. Ltd., New Delhi.

Garret, H.E., Statistics in Psychology and Education, Vikas, Bombay.

Hebden J.(1982). Statistics for Economists, Heritage Publishers. 

Mustafi, C.K. (1981), Statistical Methods in Managerial Decisions  McMillan, 1981.

14-15.  Practical Exercises


The sessions would be devoted to practical work in the classroom. Practical exercises would deal with the correlation analysis and time series analysis. Results from the practical exercises would be interpreted by the participants. Each participant would also be required to discuss the policy, planning and management dimensions of the analysis. Real data from different states would be used during the exercises.


Selected Bibliography


Aggarwal Yash (2002). District Information System for Education 2001: A Multimedia Presentation, NIEPA, 2002.

Aggarwal Yash (2002): Course Materials: Statistical Methods in Education, NIEPA, New Delhi.

Aggarwal, Yash (2001): DPEP 2001-Progress Towards Universal Access and Retention: An Analytical Report, NIEPA/MHRD, New Delhi.

Aggarwal, Yash and R.S. Thakur (2002). Concepts and Definitions in Educational Planning: A Guidebook, NIEPA, New Delhi.

Boot and Cox (1970). Statistical Analysis for Managerial Decisions;  McGraw Hill, 1970   

Croxton, Cowdar and Klein (1982), Applied General Statistics, Prentice Hall of India Pvt. Ltd. New Delhi

Garret, H.E., Statistics in Psychology and Education, Vikas, Bombay.

Goon, Gupta and Dasgupta (1968), Fundamentals of Statistics,  World Press.

Hebden J.(1982). Statistics for Economists, Heritage Publishers. 

Johnstone James (1981). Indicators of Educational System, Kegan Paul, London.

Mandal (1982), Statistics for Geographers and Social Scientists, Concept Publishing Company, New Delhi.

MHRD (2001). Education in India, 1995-96, MHRD, New Delhi.

MHRD (2002). Selected Educational Statistics: 2000-01, MHRD, New Delhi.

Mustafi, C.K. (1981), Statistical Methods in Managerial Decisions  McMillan, 1981.

NCERT (2001). Fifth All India educational Survey, various volumes, NCERT, New Delhi.

Sauvageot, C. (1997). Indicators for Educational Planning: A Practical Guide. IIEP, Paris.

Shavelson R.S (1981). Statistical Reasoning for Behavioural Sciences,   Alyu Bacon, 1981.    

Simpson & Kafka, Basic Statistics, Oxford Publishing  Company, Calcutta.   

Windham, D.M. (1988). Improving the Efficiency of Educational Systems, Indicators of educational Effectiveness and Efficiency, State University of New York, New York.


Course No                  :           112 

Course Title                  :           Computer Applications in Educational Planning and


Course Credit               :           1 

Contact Sesions            :          10  

Course Incharges          :           Arun C. Mehta

                                                K. Srinivas                                

                                                V. P.S. Raju




Computers have come to be widely used as data processing machines in many professional spheres of activity. Their capacity in storing, processing and retrieving data/information have been proved to be of immense use. Education is one of the sectors that has taken earliest advantage of computers in the areas of higher and technical education and research. In the recent past, there have been sporadic applications in terms of enrolment analysis, school location models, institutional management etc. However, there is a need for understanding the basic concepts of different planning techniques and computers. For instance, Computers can play a vital role and may facilitate the work of educational planners, policy makers and administrators to a greater extent.


            A variety of application softwares in general and spread sheet softwares in particular are available.  Microsoft Excel is the most frequent used spreadsheet based softwares which can cater the need of educational planners.  More specifically, those who are data users, these softwares come very handy.  The creation of data bases, generation of indicators leading to the educational development, such as, stock and flow indicators and projection and forecasting of educational data can be handled efficiently, by using  spread based softwares.  Not only   graph and tables can be generated but they can also be inter-linked with the text.  Therefore, the focus of the course would more specifically confine to spreadsheet softwares.


Course Objectives  


  The main objectives of the course are :   


-             to acquaint the officers with a general background of computer Hardwares, Softwares and  Operating  System;   


-             to provide participants with an introduction to the broad areas of application of computers in educational  planning  and  management. 


Course Contents       


1.        Introduction to Computers


-      Hardware            

-      Software

-      Networking                          


 2.     Operating System


-             MS-Windows 98


3.      Introduction to Micro-Soft Office


-    MS Word

-    MS Excel

       -    Power Point


4.         Computer  Applications in Educational Planning  : An Overview


5.         Introduction to Internet and world wide web.

Training Methodology   


Lectures and discussions followed by hands on training sessions.




Performance during hands on training  sessions


Suggested Readings


Adams, Dennis M.  Computers and Teacher Training:  A Practical Guide.  New Delhi,  Haworth, 1985.  163p.


Bill. Using World Wide Web. 2nd ed. Indianapolis, Que Corporation, 1996. 1098 + CD-Rom.


Bullovgh, Robert V., Beatty, Lamond F.  Classroom Applications of Microcomputers.  London, Merrilli, 1987.  342p.


Conger, Jim. Windows Programming Primer Plus. New Delhi, Galgotia Publications, 1993. 714p.


Ennals, Richard, Gwyn, Rhys, Zdravcher, Levcho. Information Techonology and Educatioin:  The Changing School.  New York, John wiley, 1986.  235p.


Kinzer, Charles K., Sherwood, Robert D., Bransford, John D. Computer Strategies for Education:  Foundations and content-area Application. London, Merrill, 1986  385p.


Mehta , Arun C. Micro Computers in Education : An Application Lotus 1-2-3,  New Delhi, NIEPA, 1992. 85p.


Parker, Charles S.  Understanding Computers and Data Processing:   Today and Tomorrow.  New York, Holt Rainehart, 1984.  523p.


Raju  V. P.S,  Introduction to Computers.


Scanlon, Eileen;  O’shea, Tim, ed. Educational Computing,  New York, John wiley, 1987  340p.


Unesco.  Computer Managed Learning:  A Case Study.  Paris, Unesco, 1983.  40p. 


Weidlein, James R., Cross, Thomas B. Networking personal computers in organizations. London, Kogan Page, 1986.  186 p.




Course No                  :           113

Course Title                  :           Participants’ Seminar.

Course Credit               :           1

Course Incharges          :           Yazali  Josephine

                                                Rashmi Diwan

                                                V.P.S. Raju


Participants seminar has been designed to give an opportunity to each participant to give her /his experience and valuable thoughts in the field of educational planning and administration. The seminar will be covering major themes related to

 o       Teacher management issues.

                o       Decentralization of educational planning and management.

    o       Equity, equality and quality.                  

Attempts should be made to select topics related to these broad themes. The participants are requested to present their papers in the presence of their co trainees and faculty members and course in-charges.  The presentation will be 30 minutes of time, discussion will be followed for thirty minutes.


This would give an opportunity for the participants to build their confidence in presentation of educational issues in a forum, get clarity for many issues among the multidisciplinary group interaction etc. Participants are expected to modify their seminar paper in light of the discussions  and are requested to get approval of the courser in-charges. The seminar papers will be documented in the NIEPA standard format and will be circulated to the participants at the end of the course.


Course Evaluation:

Participants will be awarded grades based on the quality of their research paper and the method of presentation of the papers.