Indian Journal of Public Administration

Publisher:
Sage Publications, Inc.
Publication date:
2021-08-12
ISBN:
0019-5561

Latest documents

  • Book review: Dhananjay Rai, M.K. Gandhi: Poorna Swaraj, Constructive Programme: Its Meaning and Place
  • Book review: Abhishek Choudhary, Vajpayee: The Ascent of the Hindu Right 1924–1977

    Abhishek Choudhary, Vajpayee: The Ascent of the Hindu Right 1924–1977. Pune: Picador, 2023, 432 pp., ₹899.

  • Book review: Uddipana Goswami, Conflict and Reconciliation: Politics of Ethnicity in Assam

    Uddipana Goswami, Conflict and Reconciliation: Politics of Ethnicity in Assam. India: Routledge, 2014, 223 pp., ₹695, ISBN 978-0-415-71113-5.

  • Covid-19 Vaccination: An Attitude Analysis of Global Users of Social Media Towards Government Communication
  • Indic Education in Pre-Colonial India

    School education in pre-colonial India was universal and inclusive. Children of every caste and class, at an average age of 5 years, attended schools. The elementary school teaching consisted of three universal subjects: akshara (script) gyan, bhasha (language) gyan and arithmetic. The fourth subject varied from regions to regions: it was moral–civic education to skill education. The education was in the mother tongue. The higher education was in medium of Sanskrit. After the arrival of Muslim rulers, Persian became the alternative language of instruction, and there was a change in the course curriculum. The Muslim students were compulsorily taught the Quran, and the medium of instruction was Persian. Students interested in higher academics and research had wide number of subjects to study—grammar, philosophy, medicine and others. These students were called Brahmins, and based on their professional skills, they were designated as acharyas, upadhyaya, mukhopadhyay and so forth. The technical skills and the knowledge required constant upgradation as India was the hub of the pre-colonial economy, the ‘land of desire’. This knowledge and skill had also made her the ‘land of wisdom’. That’s how Hegel used to address about India in his class rooms in 1820s in Germany.

  • Curriculum and NEP 2020: Perspectives and Inter-connections

    There cannot be a more appropriate time for infusing the education system of India with flexibility, innovativeness and quality. National Education Policy (NEP), 2020, is a step in this direction which emphasises on inclusiveness, equity and quality with a clear focus on the attainment of learning outcomes. NEP 2020 promotes the adoption of learner-centric education which develops critical thinking, creativity and problem-solving skills and discourages rote learning methods. An effective education policy relies on strong curricular foundations for optimum results. An enriched curriculum should be rooted in India’s diverse culture, knowledge systems and traditions embracing local knowledge and cultural practices, on the one hand, and at the same time, should incorporate the modern-day learning perspectives developed by the curriculum theorists over the last century. This article analyses the idea of curriculum as conceived by different learning perspectives and how NEP 2020 draws inferences from them.

  • Book review: S. Narayan, The Dravidian Years: Politics and Welfare in Tamil Nadu

    S. Narayan, The Dravidian Years: Politics and Welfare in Tamil Nadu. New Delhi: Oxford University Press, 2018, 262 pp., ₹550 (Hardcopy).

  • Editorial
  • Book review: Nilmadhab Mohanty, Political Economy of Mining in India

    Nilmadhab Mohanty, Political Economy of Mining in India. New Delhi: Har-Anand Publications Pvt Ltd, 2017, 240 pp., ₹695 (Hardcover).

  • Environmental Governance at Crossroads: Civil Society’s Fight Against Industrial Pollution in Kathua Industrial Area, Jammu and Kashmir

    As a key stakeholder within the domain of environmental governance, civil society influences the actions and outcomes of regulatory mechanisms and organisations, in addition to the state, market and communities. The research article attempts to understand the influence civil society exerts in addressing the environmental concerns of three village panchayats in Kathua district, Jammu and Kashmir, by studying the case of industrial pollution caused by Kathua Industrial Area. Issues like severity and impact of pollution on the affected population, awareness, participation and role of the civil society, and the ways in which the affected population negotiates with the problem of industrial pollution are analysed. It is found that civil society is unable to exert bottom-up pressure in influencing policy actions and outcomes in the study area. The reasons behind such an inability and the measures required to make civil society a reckoning force in environmental governance are also discussed in the article.

Featured documents

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