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Unit 31: SIEMAT as an Apex Body in Educational Planning and Management

of development, need of active involvement of community have their bearing on educational planning Notes
and management and demand situation specific approaches for effective implementation of
programmes. Detailed guidelines spelling out the concept-context, mission, role and functions-were
circulated by the HRD Ministry in 1989. Some of these formulations may be useful for effective
operationalization of the SIEMAT.
In the Background Paper some basic issues and areas of concern are highlighted and during our
discussions we will get opportunity to go into further details in our search for viable strategies to
meet the exigencies of the system. In the implementation dynamics of educational reform, identical
problems have arisen both within our country and outside. Our friends are thus in tune with the
main stream and this reflects their sincerity of purpose and commitment to the cause of education.
Are there any remedial measures available ? The success stories of programmes in Bihar and outside
shows that answer is “Yes” with one proviso that each approach is situation specific and as such we
may learn from the same but should not overlook the relational aspect of the same to our conditions.
Mechanistic application of imported models will not give the desired results.
Keeping in view the complexities of the situation, emerging challenges and urgency for achieving
our desired goals, the SIEMAT and other Technical-cum-Resource Institutions cannot be simply
training institutions and they need to develop into “Learning and Action organisations” where
people continually expand their capacities to create the results they truly desire and perform pace-
setting role in the process of educational change. Three main tasks before the Institute will be :
(a) Acquisition of Knowledge
(i) Generation of knowledge through Research e.g. Disagreegated Human Development Index
of Bihar, Action Research
(ii) Research findings from other sources
(iii) Compilation of case studies based on the national and international experiences.
(b) Dissemination of knowledge through
(i) Use of media
(ii) Publications
(iii) Sensitization sessions
(iv) Seminars and Discussions
(c) Capacity to absorb knowledge and use it for developmental purposes e.g.
(i) Orientation of functionaries, trainers, community leaders
(ii) Render professional and technical advice
(iii) District and Micro level planning
(iv) Improving school effectiveness – Institutional Planning
(v) Extension work

Self Assessment
1. Fill in the blanks :
(i) The SIEMAT organises _________ especially for _________ at the district and sub district
levels.
(ii) SIEMAT supports to _________ at the state level.
(iii) The Capacity building in the institute requires building capacities to undertake _________
and to initiate research studies.
(iv) The _________ development is an important activity of SIEMAT.

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