Administrative Reforms in Management of Elementary Education in India—Impact of Globalisation
| Author | R. S. Tyagi |
| Published date | 01 October 2014 |
| Date | 01 October 2014 |
| DOI | http://doi.org/10.1177/0019556120140402 |
| Subject Matter | Article |
ADMINISTRATIVE
REFORMS
IN
MANAGEMENT
OF
ELEMENTARY EDUCATION IN
INDIA-
IMPACT
OF
GLOBALISATION
R. S. TYAGI
Administration
of
school education
in
the
recent years has
witnessed a major transformation
in
its
approaches, structures
and junctions.
The
emphasis has been on structural changes
so
as to make administration more responsive to the
educational
needs-
of
the people at the grassroots. New
dimensions are continuously being added
to
the learning
strategies
and
the educational management practices.
Globalisation too has added new dimensions to the whole
educational domain by underlining the need for reforms
in
educational
system
with
particular
emphasis
on
decentralisation
and
localisation
of
administration
of
education and emphasis
on
research and development.
The
article
based
on the inferences drawn
from
several
contemporary research studies
on
administration
of
school
education critically analyses how globalisation has impacted
the reforms in
educational
administration
and
how
administration is responding to the renewed thrust
and
priorities, as envisaged
in
the
National Policies
on
Education.
INTRODUCTION
THE ORGANISATION and administration
of
school education
in
India
has undergone a phenomenal shift over the years due
to
expansion and
enhancement ofresponsibilities
of
education departments as well as several
educational policy reforms undertaken
in
the education system. Since
schools are the ultimate delivery points
in
the overall education management
structure, development programmes like DPEP, SSA and the Right to
Education Act have given impetus to make the delivery
of
educational
programmes more effective. It is necessary that various administrative
structures
of
school education at state, district and block levels provide
support and ensure that delivery
of
educational services
is
more effective
ADMINISTRATIVE
REFORMS
IN
MANAGEMENT
OF
ELEMENTARY
EDUCATION
/
777
R.
S.
TYAGI
to the target clientele. The direction
of
institutional reforms
in
management
of
elementary education indicated enormous efforts how changes have taken
place from centralised command and control
of
education to decentralised
participatory management
of
the people. Decentralised planning and
management
is
advocated to achieve the twin objectives
of
efficiency
in
production and justice
in
distribution. Few reasons could be advanced why
decentralised administration has been advocated. First may be the vastness
of
the country and the variations
in
natural resources endowment make
it
really difficult
to
evolve a unique model and a common strategy
of
development to be decided at the central level. Secondly, time
in
infonnation
flow and
in
decision-making is consumed too much at the central level.
In
case
of
decentralised management the flow becomes quicker and decision-
making easier and more realistic when planning decisions could be taken
at
lower spatial level. Since decentralisation
of
administration encourages
people to participate
in
planning and decision-making process, enormous
efforts have been made
in
the past to empower people and to decentralise
educational administration to district, block and village levels.
The country has not yet succeeded to provide education for al I children
of
six
to
14
age group in spite
of
the concerted efforts made
in
the
management strategies and the large-scale expansion
of
the
element~ry
education system. The strategies
of
educational management followed over
the years may fail to attract the now non-enrolled children to schools.
Therefore, decentralisation is advocated to make the delivery
of
educational
programmes more effective. Decentralisation mobilises and involves people
to take the responsibility for identifying their own educational needs and
participate
in
planning and management
of
education
at
different levels.
This makes the planning process people-friendly and participatory, plans
more local specific and the educational institutions more efficient and
effective. ·
The
article is based on the several research studies conducted by
NUEPA
in
educational administration. Inferences have also been drawn
from the relevant research papers and documents. It indicated how the
development programmes
in
elementary education
in
spite
of
their being
conducted
in
decentralised mode have not achieved the elusive goal
of
universal isation
of
elementary education. The impact
of
Right to Education
Act
on
management
of
development
programmes
and
mainstream
administration has also been discussed. It also delineates how the global
developments encourage decentralisation and localisation to make the
traditional mainstream educational administration
of
elementary education
participatory and responsive to the peoples needs. It elaborates the kinds
of
development programmes conducted
in
the country
in
the decentralised
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