Assignment Code: BESC-132/TMA/July 2023 and January 2024

Course Code: BESC-132

Assignment Name: Structure and Management of Education

Year: BESC-132

Verification Status: Verified by Professor

Assignment A

Answer the following questions in about 500 words each.

Q1) What are the various educational provisions included in the Constitution of India. Explain 86th amendment of constitution of India.

Ans) The Constitution of India serves as the supreme law of the country and provides a comprehensive framework for the functioning of its government and institutions. Education, being a crucial aspect of societal development, is addressed in several provisions within the Constitution. The 86th Amendment is a significant amendment related to education in India, and it introduced Article 21-A, focusing on the right to education.

Educational Provisions in the Constitution of India:

a)    Directive Principles of State Policy (DPSP):

1)      Article 41: Directs the State to provide free and compulsory education for children up to the age of 14.

2)     Article 45: Encourages the State to provide early childhood care and education for children below six years of age.

b)   Fundamental Rights:

1)      Article 21A: The 86th Amendment added this article, making education a fundamental right for children aged 6 to 14 years. It stipulates that the State shall provide free and compulsory education to all children in this age group.

c)    Cultural and Educational Rights:

1)      Article 29 and 30: Provide certain rights to minorities to establish and administer educational institutions of their choice.

d)   Residuary Powers:

1)      Article 248: Grants the Parliament the power to legislate on matters not included in the Union List or State List, which includes the power to legislate on education.

86th Amendment of the Constitution of India (2002):

The 86th Amendment was enacted in 2002 with the primary objective of making education a fundamental right. It introduced Article 21A to the Constitution, which reads, “The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine."

Features of the 86th Amendment:

a)     Fundamental Right to Education: The amendment made education a fundamental right, emphasizing the State's responsibility to ensure that all children between the ages of six and fourteen have access to free and compulsory education.

b)      Role of the State: The State is mandated to provide education, and it has the authority to determine the way this provision is implemented through legislation.

c)     Compulsory Education: The amendment underscores the compulsory nature of education for children in the specified age group, aiming to eliminate barriers to education and promote inclusivity.

d)     Implementation Through Legislation: The phrase "in such manner as the State may, by law, determine" grants flexibility to the State in implementing the provision through legislation, allowing for adaptations based on regional and local needs.

e)       Concurrent Responsibility: While education is a concurrent subject (meaning both the Central and State governments can legislate on it), the 86th Amendment clearly places the onus on the State to provide free and compulsory education.

f)       Challenges and Achievements: The amendment has contributed to significant strides in improving access to education, but challenges in implementation, infrastructure, and quality of education persist.

Q2) What do you mean by Higher Education? Explain structure of College and University Education in India.

Ans) Higher Education: Higher education refers to the education provided by universities, colleges, and institutions that award academic degrees. It follows the completion of secondary education and typically includes undergraduate and postgraduate studies. Higher education institutions play a crucial role in preparing individuals for specialized fields, fostering critical thinking, and contributing to research and development.

Structure of College and University Education in India:

Undergraduate Education:

a)     Affiliated Colleges: Many undergraduate colleges in India are affiliated with universities. These colleges offer courses leading to degrees awarded by the affiliated university.

b)     Autonomous Colleges: Some colleges have autonomy, allowing them to design their own courses, conduct examinations, and award degrees. However, these degrees are often conferred by the affiliating university.

c)     University Departments: Some universities have undergraduate departments that directly offer courses and degrees. These departments are integral parts of the university structure.

Postgraduate Education:

d)     University Departments: University departments play a significant role in postgraduate education. They offer master’s and doctoral programs, and degrees are awarded directly by the university.

e)     Postgraduate Colleges: Some colleges focus exclusively on postgraduate education. These institutions offer master’s and, in some cases, doctoral programs. They are often affiliated with universities.

f)      Universities: In India, universities are the highest-level institutions for higher education. They can be broadly categorized into Central Universities (established by the central government), State Universities (established by state governments), and Deemed Universities (granted autonomy by the University Grants Commission).

g)     Autonomous Institutions: India has several autonomous institutions of national importance. These include the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), and other institutions specializing in areas like medicine, law, and design. These institutions have a high degree of autonomy in designing their courses and programs.

h)     Professional and Specialized Institutions: India has numerous institutions specializing in specific professional fields such as engineering, medicine, law, and business. These include the Indian Institutes of Technology (IITs), All India Institutes of Medical Sciences (AIIMS), National Law Universities, and Indian Institutes of Management (IIMs).

i)       Distance Education: Recognizing the need for flexibility, many universities offer distance education programs. These programs allow students to pursue higher education without being physically present on campus.

j)       Research Institutes: Apart from regular universities and colleges, India has several research institutions focusing on advanced studies and research. These institutions are often dedicated to specific scientific, technological, or social science research.

Regulatory Bodies: The University Grants Commission (UGC) is the primary regulatory body for higher education in India. It formulates and maintains standards of teaching, examination, and research. Additionally, regulatory bodies specific to certain professional fields, such as the Medical Council of India (MCI) and the Bar Council of India (BCI), oversee the quality of education in those domains.

Challenges and Reforms: While the structure of higher education in India is extensive and diverse, it faces challenges such as infrastructure limitations, concerns about quality, and issues related to access and affordability. Ongoing reforms aim to address these challenges, with a focus on improving the overall quality of education, promoting research and innovation, and making higher education more inclusive and accessible to a wider population. The National Education Policy (NEP) 2020 is one such comprehensive reform initiative aimed at transforming the higher education landscape in India.

Assignment-B

Answers the following questions in about 250 words each.

Q3) What is National policy for ICT 2012.

Ans) The National Policy on ICT in Education in India, introduced in 2012, was a strategic response to the evolving role of technology in shaping educational practices. This policy aimed to harness the power of ICT to enhance teaching and learning processes, preparing students for active participation in a knowledge-driven society. The goals were articulated to build an ICT-knowledgeable workforce, create an environment of collaboration, develop repositories of ICT resources, and continuously improve ICT tools and practices through research.

The policy outlined specific levels of ICT literacy, categorized into Basic, Intermediate, and Advanced, reflecting varying degrees of competency. Level 1 focused on foundational skills like computer usage, internet navigation, and troubleshooting. Level 2 delved into application installation, troubleshooting, and content creation. Level 3, at an advanced stage, emphasized database retrieval, cyber awareness, and participation in web-based collaborative learning.

ICT was envisioned to improve education through various means:

a)     ICT-Enabled Teaching-Learning Processes: The policy emphasized the use of ICT tools, multimedia modules, and virtual learning environments to enhance teaching and learning. Teachers were encouraged to participate in the selection and evaluation of digital content.

b)     Skill Development: The policy recommended the development of job-oriented modular courses for vocational stream students, integrating ICT training in hardware, software, and tools.

c)     ICT for Children with Special Needs: Recognizing the potential for inclusivity, ICT was seen as a means to compensate for the challenges faced by children with special needs, offering tools like screen readers and Braille printers.

d)     Open and Distance Learning: ICT was identified as a catalyst for successful Open and Distance Learning, providing alternative possibilities for students who may have dropped out of formal education.

e)     School Management Information System (School MIS): The policy proposed the adoption of ICT-managed school processes, creating a nationwide network that includes schools, teachers, students, and the community. This would facilitate the management of the entire school system through digital repositories and support services.

Q4) Critically examine Role of Industrial Training Institution (ITIs) in providing vocational education.

Ans) Industrial Training Institutes (ITIs) are integral to vocational skill development in India, operating under the Directorate General of Employment and Training (DGET), Ministry of Skill Development and Entrepreneurship, Union Government.

These institutes provide foundational vocational programs, known as trades, and are crucial for students seeking to enter various industries. Upon completing their courses, students have the option to pursue Apprenticeship training in different sectors. As of 2017, there are approximately 14,312 ITIs nationwide, comprising 2,204 government and 12,108 private institutions.

In alignment with the tenth five-year plan, recommendations were made to streamline vocational education at the school and polytechnic levels under a unified department of the state government. ITIs are strategically distributed across the country, operating at the district level, ensuring accessibility.

The admission criteria are straightforward, and the fees are affordable, making ITIs an accessible choice for many aspiring students. Graduates from ITIs are also eligible to apply for various government jobs.

Polytechnics, on the other hand, play a crucial role in rural development by providing vocational education to around 16 lakh students across approximately 2,328 institutions as of 2017. These institutions focus on higher education in technical subjects, emphasizing practical applications over theoretical aspects. Polytechnic colleges offer diplomas and courses in vocational and technical subjects, contributing significantly to the development of a skilled workforce.

ITIs and polytechnics are essential components of India's vocational education landscape, offering accessible and practical training opportunities for students across the country. They contribute to the development of a skilled workforce, aligning with the nation's goals in skill development and economic growth.

Q5) Explain Common School System and Neighbourhood School?

Ans) Education stands as a potent tool for fostering societal equity, and it is imperative to implement inclusive measures that ensure educational benefits reach all segments of the population. Inclusive education, in this context, involves creating a foundation for all children, transcending barriers of caste, class, gender, region, and physical ability.

Various affirmative actions are vital to achieving this, such as implementing mid-day meal programs, providing free textbooks for disadvantaged sections, offering scholarships and incentives for economically challenged students, promoting girls' education, and adapting school facilities to meet the needs of special children.

The concept of a Common School System aligns with the philosophy of inclusion. It advocates for a uniform education system accessible to all, fostering a sense of equality among future citizens. In the context of India, a progressive nation, the need for providing an equal level of education to all children, especially at the elementary stage, is critical.

However, the reality falls short, with disparities between the education provided to the affluent and underprivileged. The Kothari Commission and the National Policy on Education (1986) recognized the significance of a common school system.

The importance of government-managed common school systems, the Allahabad High Court directed the Uttar Pradesh government officials in 2015 to enrol their wards in government schools. This underscores the commitment to providing equitable education opportunities for all.

Neighbourhood schooling complements the common school system philosophy by emphasizing that education should be accessible within walking distance from a child's residence. This approach ensures that all students in a locality attend a single school, fostering a sense of community and accessibility.

Q6) Discuss Role of National Assessment and Accreditation Council (NAAC) to ensure quality in Higher Education?

Ans) The National Assessment and Accreditation Council (NAAC) is an autonomous institution established in 1994 under the UGC Act, functioning as part of the University Grants Commission (UGC).

The primary objective of NAAC is to assess Higher Education Institutions (HEIs) in India and determine their accreditation status. NAAC has multifaceted objectives, including providing financial assistance to institutions, organizing seminars and workshops, and facilitating discussions among stakeholders to strategize and enhance the qualitative development of higher education.

Based on assessment ,institutions receive grades of A, B, C, or D based on their Cumulative Grade Point Average (CGPA). The assessment covers various dimensions such as educational processes, curriculum coverage, teaching-learning methodologies, faculty, research, infrastructure, governance, and student services.

The establishment of NAAC was in response to the National Policy on Education and the Programme of Action which emphasized the need for an independent national accreditation agency. NAAC operates through its General Council (GC) and Executive Committee (EC), comprising educational administrators, policymakers, and senior academicians. The President of the UGC serves as the President of the NAAC's General Council.

NAAC's value framework is built around objectives such as contributing to national development, making students globally competent, instilling a value system among students, promoting ease with technology, and striving for excellence. Its mission includes arranging periodic assessments and accreditations, stimulating the academic environment, encouraging self-evaluation and accountability, undertaking quality-related research studies, and collaborating with stakeholders for quality evaluation and promotion.

The benefits of NAAC accreditation include providing institutions with insights into their strengths, weaknesses, and opportunities, offering objectives and a database to funding agencies, promoting innovative pedagogical methods, giving institutions a new direction and identity, informing society about the quality of education, and fostering intra-institutional and inter-institutional interactions. NAAC plays a pivotal role in shaping and enhancing the quality of higher education in India through its accreditation processes and multifaceted objectives.

Assignment-C

Answer the following questions in about 125 words each.

Q7) Discuss the functions of State Council of Educational Research and Training (SCERT).

Ans) The State Council of Educational Research and Training (SCERT) plays a multifaceted function in shaping the educational landscape. Collaborating with national and international bodies such as NCERT, UNICEF, MHRD, UNESCO, and the World Bank, SCERT implements various projects in school education. It develops annual work plans, coordinates with relevant agencies, and takes a leading role in controlling and supervising educational initiatives.

SCERT focuses on curriculum development and textbook creation aligned with National Curriculum Frameworks, striving for pedagogical excellence through innovations and teacher training programs. It serves as a coordinating agency for in-service teacher training, conducts educational surveys, and engages in action research.

SCERT also provides financial assistance, oversees the functioning of teacher-training institutions, and develops teaching-learning materials. It acts as a nodal agency for diploma courses, monitors District Institutes of Education and Training, and implements and evaluates adult and non-formal education programs.

Q8) What is role of ICT in Resource Planning in School Education? Discuss.

Ans) Information and Communication Technology (ICT) plays a pivotal role in resource planning for school education. ICT facilitates efficient data management, allowing educational institutions to streamline resource allocation, monitor progress, and make informed decisions.

With digital tools, schools can manage teacher-student ratios, allocate budgets effectively, and optimize infrastructure planning. ICT enhances communication, enabling schools to coordinate with government bodies, donors, and stakeholders for resource mobilization.

Online platforms and educational technology aid in curriculum planning, resource development, and teacher training. Additionally, ICT contributes to real-time monitoring, allowing schools to adapt resource plans dynamically, ensuring effective utilization and promoting overall efficiency in educational resource management.