Page 381 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Unit 29: IIEP as an Apex Body in Educational Planning and Management

• Courses and workshops on specific themes are held around the world, at the request of Member Notes
States, at the national or sub-regional level.
• Training is IIEP’s primary activity. To fit different needs, a variety of possibilities are provided:
full-year courses, shorter intensive training, distance education.
• Research results provide methodological and technical support to policy-makers.
• Research includes case studies on policy issues and on technical and methodological aspects,
allowing identification of priorities, best practices and innovations.
• The beginning of educational planning in Asia was influenced relatively more by the then
context than the education-economic growth ideology. After the Second World War, several
countries in Asia became free from the colonial rule.
• At the same time, some countries in the region including India while engaged in transforming
their education systems were also concerned about producing high level scientific and technical
manpower like engineers, scientists, doctors, teachers, etc. These countries then gave new
directions to educational development through medium-term macro plans, mostly in the form
of five-year national development plans.
• In free India, however, education, has always remained an integral part of the overall economic
planning and as such, its evolution should he seen in the context of changes that have taken
place in the overall economic planning practices. Alter independence, India adopted a multi-
level planning framework and efforts were made to create necessary institutional arrangements
at national, state and district levels for institutionalizing planning.
• Absence of ‘capacity’, especially at the sub-national and institutional levels has been one of the
critical constraints in planning and management of education India. With the changing direction
in educational planning towards decentralization, the need for capacity building at the district
sub-district and institutional levels has assumed increased urgency in India. Unfortunately, the
general understanding of the scope of ‘capacity development’ and the strategies to scale up the
related interventions have been narrowly conceived in various reform programmes in the
country.
• At the national level, the responsibility of planning for education lies with the Department of
Education, Ministry of Human Resource Development and the Planning Commission. The
Planning and Statistics Bureau of the Department of Higher Education.
• Accordingly, the major institutions engaged in capacity development in education at the national
level include the National University of Educational Planning and Administration (NUEPA),
National Council of Educational Research and Training (NCERT).

29.9 Keywords

• Sustainable : that can continue or be continued for a long-time.
• Virtual : Almost or very nearly the thing described.
• Training : The process of learning the skills that you need to do a job.
• Fellowship : An award of money to a graduate student to allow then to continue their
studies.

29.10 Review Questions

1. What is IIEP. Give its aims.
2. Explain about training and various courses organized at IIEP
3. What are activities and programmes of IIEP ?
4. Explain about developing capacity for educational planning and management in India.

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