Former Professor at National University of Educational Planning and Administration (NUEPA) Under MHRD, New Delhi. Currently working as a Key Expert in Education at an International consultancy firm in Europe.Qualified M.Phil and PhD from Jawaharlal Nehru University -1999, New Delhi. Professionally trained in Educational Planning and Administration from IIEP (UNESCO), Paris. Post Graduate diploma in Developmental Administration and Management from International University for Cooperation, Rome, Italy. The First Indian to receive Director General s Programme scholarship from UNESCO.Invited as a Visiting Faculty to Stellamboush University in South Africa.Widely travelled (19 countries of Africa, Asia, USA and Europe) in connection with Education Programmes, Conferences and workshops. Conducted studies in the areas of school education focusing onMonitoring and evaluation of programmes Resource Planning and Management, Girls' education, Decentralized Planning of education. Developed several modules for school education. Presented several research papers in the National and International Organizations. published several research articles and Books related to various policy dimensions and programmes of School education in different national and international journals. Conducted 150 training programmes, international and national conferences Address: Social Development Expert DFID-MOTA&DTA IPE Global-New Delhi-24 previous Add NUEPA(MHRD),New Delhi-16 India
New Delhi, India: NIEPA (National Institute of …, 1999
... BP Khandelwal for his good wishes. I am indebted to Prof. Kuldeep Mathur, Fromer Director, NI... more ... BP Khandelwal for his good wishes. I am indebted to Prof. Kuldeep Mathur, Fromer Director, NIEPA for his encouragement ... Field Investigator for his sincere work, I am grateful to him. My sincere thanks are due to Shri Alekha Chandra Mohanty, (Project Assistant) who ...
This paper provides an overview of ‘para’ teachers in India. It traces the origins of para-teache... more This paper provides an overview of ‘para’ teachers in India. It traces the origins of para-teacher schemes in the country and analysis the changing policy context where-in poorly paid and trained para-teachers on contract are increasingly being recruited in place of regular teachers in government schools. Drawing upon available research studies, the authors draw attention to the detrimental implications that para-teacher programmes have for professionalisation of teachers, the quality of schooling and equity concerns in education.
Enrolment and Retention of Girls in Primary Schools is one of the major concern of the planners a... more Enrolment and Retention of Girls in Primary Schools is one of the major concern of the planners and policy makers in India. Schemes like midday meals has been launched to achieve this objective. An evaluation of such scheme is utmost important for ihe monitoring and decision making. The present study pertaining to this aspect has concentrated specifically on West Garo Hills District of Meghalaya State. This study is in the completed form due to the cooperation and encouragement of Prof. Kuldecp Mathur, Director NIEPA 1 am sincerely thankful to him I would like to express my gratitude to Prof. N.V. Varghese. Head and Senior Fellow Sub-National Systems NIEPA for his comprehensive guidence and keen interest. My heart felt thanks are due to Shri Torist Mark; Additional Director, Public Instruction; Meghalaya for his guidance; keen interest h suggestions at every level and encouragement I one my greater indebtedness in the form of gratitude for his cooperation. 1 also express my grantute...
The strategy for pre-primary school (ECCE) under DPEP has attempted to address the needs of two k... more The strategy for pre-primary school (ECCE) under DPEP has attempted to address the needs of two kinds of DPEP beneficiary groups: 1. Children in ICDS and non-ICDS blocks. The strategy of DPEP in ICDS blocks is to give more emphasis on improvement of management and quality through better coordination between ICDS and Schools. The strategy in non-ICDS Blocks is to provide need-based ECCE facility, and plan for improvement by phased planning, evaluation and review. The study of this convergence in this study has been fond as successful in enhancement of girls' retention. DPEP policy of avoiding duplication of facilities and providing for only additional ties, the guiding principle has evidently been to opt for the former approach in situation where there are gaps in ICDS coverage and for the latter in states/areas in which ICDS has been universalized on ground. In accordance with this policy, these two states i.e. Madhya Pradesh and Maharastra evidently adopted which is one of the Experimental Approach the five approaches of Cost Effective model. Both Madhya Pradesh and Maharastra opted for the experimentation approach as on alternative model. In both the states, ECCE centers are for 3 to 6 years age group and they are attached to primary schools. Maharastra invested in setting up of some ECCE centres in some districts but they are on the pattern of the existing Balwadis or Pre-Primary centers already being run by the State Government. Our study tried to examine the impact of Ecce centers in convergence with ICDS programme on Girls retention and enrolment in rural area. In the case of rural, tribal and backward areas, there is practically very little of home–atmosphere that a child gets when all the adult persons are out for
This paper makes an attempt to analyze the issue o f teachers at
elementary level education in In... more This paper makes an attempt to analyze the issue o f teachers at elementary level education in India. It tries to look at the issues related to teachers and quality. The purpose is to highlight the major issues and problems o f quality at elementary education in relation to teachers and efforts from the government to improve the quality and facilitate teachers. Analysis has been done on the basis o f data gathered from secondary sources like Selected DISE, Educational Statistics, Education in India, Department o f Education, and Ministry o f Human Resource Development. Published materials like the National Policy on Education, Sarva Shiksha Abhiyan Guidelines, research reports, articles and books dealing with upper primary education were also consulted. In addition to these independent field investigations were done and issues raised are based on the primary and secondary data.
An important feature of the Indian education is the practice of system of grant-in-aid
for educat... more An important feature of the Indian education is the practice of system of grant-in-aid for educational institutions at all levels of education. Various State'Governments have formulated their own rules and regulations to administer the scheme of grant-in-aid. The main function of the ^heme is to encourage private participation in promoting the spread of education, '
The financial administration of education in India is a limited process because
it connotes imple... more The financial administration of education in India is a limited process because it connotes implementation of policy or carrying out specific functions resulting from acts committed to by the decision makers in education. Administration can also be interpreted to imply a static process which means that administrators are concerned with repetitive process such as implementing the objectives, employing the staff, etc., by an authority, the management.
The historical background of education in the West Bank can be
traced back to the nineteenth cent... more The historical background of education in the West Bank can be traced back to the nineteenth century and divided into four periods which has influenced the growth and development of Arab education. The four periods are—^Turkish rule from 1517 to 1917; British rule 1918 •Associate Fellow, National Institute of Educational Planning and Administration, New Delhi. 60 to 1948; the Jordanian Administration period from 1948 to 1967; and the period after the Six Days War
New Delhi, India: NIEPA (National Institute of …, 1999
... BP Khandelwal for his good wishes. I am indebted to Prof. Kuldeep Mathur, Fromer Director, NI... more ... BP Khandelwal for his good wishes. I am indebted to Prof. Kuldeep Mathur, Fromer Director, NIEPA for his encouragement ... Field Investigator for his sincere work, I am grateful to him. My sincere thanks are due to Shri Alekha Chandra Mohanty, (Project Assistant) who ...
This paper provides an overview of ‘para’ teachers in India. It traces the origins of para-teache... more This paper provides an overview of ‘para’ teachers in India. It traces the origins of para-teacher schemes in the country and analysis the changing policy context where-in poorly paid and trained para-teachers on contract are increasingly being recruited in place of regular teachers in government schools. Drawing upon available research studies, the authors draw attention to the detrimental implications that para-teacher programmes have for professionalisation of teachers, the quality of schooling and equity concerns in education.
Enrolment and Retention of Girls in Primary Schools is one of the major concern of the planners a... more Enrolment and Retention of Girls in Primary Schools is one of the major concern of the planners and policy makers in India. Schemes like midday meals has been launched to achieve this objective. An evaluation of such scheme is utmost important for ihe monitoring and decision making. The present study pertaining to this aspect has concentrated specifically on West Garo Hills District of Meghalaya State. This study is in the completed form due to the cooperation and encouragement of Prof. Kuldecp Mathur, Director NIEPA 1 am sincerely thankful to him I would like to express my gratitude to Prof. N.V. Varghese. Head and Senior Fellow Sub-National Systems NIEPA for his comprehensive guidence and keen interest. My heart felt thanks are due to Shri Torist Mark; Additional Director, Public Instruction; Meghalaya for his guidance; keen interest h suggestions at every level and encouragement I one my greater indebtedness in the form of gratitude for his cooperation. 1 also express my grantute...
The strategy for pre-primary school (ECCE) under DPEP has attempted to address the needs of two k... more The strategy for pre-primary school (ECCE) under DPEP has attempted to address the needs of two kinds of DPEP beneficiary groups: 1. Children in ICDS and non-ICDS blocks. The strategy of DPEP in ICDS blocks is to give more emphasis on improvement of management and quality through better coordination between ICDS and Schools. The strategy in non-ICDS Blocks is to provide need-based ECCE facility, and plan for improvement by phased planning, evaluation and review. The study of this convergence in this study has been fond as successful in enhancement of girls' retention. DPEP policy of avoiding duplication of facilities and providing for only additional ties, the guiding principle has evidently been to opt for the former approach in situation where there are gaps in ICDS coverage and for the latter in states/areas in which ICDS has been universalized on ground. In accordance with this policy, these two states i.e. Madhya Pradesh and Maharastra evidently adopted which is one of the Experimental Approach the five approaches of Cost Effective model. Both Madhya Pradesh and Maharastra opted for the experimentation approach as on alternative model. In both the states, ECCE centers are for 3 to 6 years age group and they are attached to primary schools. Maharastra invested in setting up of some ECCE centres in some districts but they are on the pattern of the existing Balwadis or Pre-Primary centers already being run by the State Government. Our study tried to examine the impact of Ecce centers in convergence with ICDS programme on Girls retention and enrolment in rural area. In the case of rural, tribal and backward areas, there is practically very little of home–atmosphere that a child gets when all the adult persons are out for
This paper makes an attempt to analyze the issue o f teachers at
elementary level education in In... more This paper makes an attempt to analyze the issue o f teachers at elementary level education in India. It tries to look at the issues related to teachers and quality. The purpose is to highlight the major issues and problems o f quality at elementary education in relation to teachers and efforts from the government to improve the quality and facilitate teachers. Analysis has been done on the basis o f data gathered from secondary sources like Selected DISE, Educational Statistics, Education in India, Department o f Education, and Ministry o f Human Resource Development. Published materials like the National Policy on Education, Sarva Shiksha Abhiyan Guidelines, research reports, articles and books dealing with upper primary education were also consulted. In addition to these independent field investigations were done and issues raised are based on the primary and secondary data.
An important feature of the Indian education is the practice of system of grant-in-aid
for educat... more An important feature of the Indian education is the practice of system of grant-in-aid for educational institutions at all levels of education. Various State'Governments have formulated their own rules and regulations to administer the scheme of grant-in-aid. The main function of the ^heme is to encourage private participation in promoting the spread of education, '
The financial administration of education in India is a limited process because
it connotes imple... more The financial administration of education in India is a limited process because it connotes implementation of policy or carrying out specific functions resulting from acts committed to by the decision makers in education. Administration can also be interpreted to imply a static process which means that administrators are concerned with repetitive process such as implementing the objectives, employing the staff, etc., by an authority, the management.
The historical background of education in the West Bank can be
traced back to the nineteenth cent... more The historical background of education in the West Bank can be traced back to the nineteenth century and divided into four periods which has influenced the growth and development of Arab education. The four periods are—^Turkish rule from 1517 to 1917; British rule 1918 •Associate Fellow, National Institute of Educational Planning and Administration, New Delhi. 60 to 1948; the Jordanian Administration period from 1948 to 1967; and the period after the Six Days War
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Papers by Yazali Josephine
elementary level education in India. It tries to look at the issues related
to teachers and quality. The purpose is to highlight the major issues
and problems o f quality at elementary education in relation to teachers
and efforts from the government to improve the quality and facilitate
teachers.
Analysis has been done on the basis o f data gathered from
secondary sources like Selected DISE, Educational Statistics,
Education in India, Department o f Education, and Ministry o f Human
Resource Development. Published materials like the National Policy
on Education, Sarva Shiksha Abhiyan Guidelines, research reports,
articles and books dealing with upper primary education were also
consulted. In addition to these independent field investigations were
done and issues raised are based on the primary and secondary data.
for educational institutions at all levels of education. Various State'Governments have
formulated their own rules and regulations to administer the scheme of grant-in-aid. The
main function of the ^heme is to encourage private participation in promoting the spread
of education, '
it connotes implementation of policy or carrying out specific functions resulting
from acts committed to by the decision makers in education. Administration
can also be interpreted to imply a static process which means that administrators
are concerned with repetitive process such as implementing the objectives,
employing the staff, etc., by an authority, the management.
traced back to the nineteenth century and divided into four periods
which has influenced the growth and development of Arab education.
The four periods are—^Turkish rule from 1517 to 1917; British rule 1918
•Associate Fellow, National Institute of Educational Planning and Administration, New Delhi.
60
to 1948; the Jordanian Administration period from 1948 to 1967; and the
period after the Six Days War
elementary level education in India. It tries to look at the issues related
to teachers and quality. The purpose is to highlight the major issues
and problems o f quality at elementary education in relation to teachers
and efforts from the government to improve the quality and facilitate
teachers.
Analysis has been done on the basis o f data gathered from
secondary sources like Selected DISE, Educational Statistics,
Education in India, Department o f Education, and Ministry o f Human
Resource Development. Published materials like the National Policy
on Education, Sarva Shiksha Abhiyan Guidelines, research reports,
articles and books dealing with upper primary education were also
consulted. In addition to these independent field investigations were
done and issues raised are based on the primary and secondary data.
for educational institutions at all levels of education. Various State'Governments have
formulated their own rules and regulations to administer the scheme of grant-in-aid. The
main function of the ^heme is to encourage private participation in promoting the spread
of education, '
it connotes implementation of policy or carrying out specific functions resulting
from acts committed to by the decision makers in education. Administration
can also be interpreted to imply a static process which means that administrators
are concerned with repetitive process such as implementing the objectives,
employing the staff, etc., by an authority, the management.
traced back to the nineteenth century and divided into four periods
which has influenced the growth and development of Arab education.
The four periods are—^Turkish rule from 1517 to 1917; British rule 1918
•Associate Fellow, National Institute of Educational Planning and Administration, New Delhi.
60
to 1948; the Jordanian Administration period from 1948 to 1967; and the
period after the Six Days War