The document discusses the National Management Programme (NMP) at MDI. It is a 15-month postgraduate program that provides practicing managers with skills across business domains. It has evolved into a consortium executive MBA program with ESCP-Europe. The program aims to develop leaders who can excel in a changing business environment. Participants take courses on business fundamentals and develop skills like communication, leadership, and teamwork. After 12 months, participants spend 5-6 weeks at a European business school. Participants are continuously evaluated through assignments, tests, and a final exam. The program must be completed within 2 years. The document also discusses issues around culturally deprived children and compensatory education programs under India's National Education Policy.

1. ASSIGNMENT
ON
THEORETICAL BASE OF
MATHEMATICS EDUCATION
Submitted by,
ASHA PHILIP
REG NO: 13303005

2.  NATIONAL MANAGEMENT PROGRAMME
NMP was the first PG Programme launched at MDI and it attracts
executives with diverse experiences and provides them with holistic business
perspective and international exposure.
The National Management Programme is a 15 month post graduate
programme that was launched in 1987 as a ground breaking endeavor to enable
practicing managers to acquire skills from a wide range of traditionally segregated
domains. Over time, the programme has evolved into the Consortium Executive
Management Programme (Consortium Executive MBA) in partnership with ESCP-EUROPE.
The programme is recognized by AICTE and is accredited by AMBA,
the Association of MBAs (UK). It focuses on developing leaders who will excel in
the rapidly changing business environment, become agents of change and be
charged with a customer centric orientation.
Objectives
The key objectives of the programme are to develop:
 A recognition of current business realities
 A holistic business perspective
 An ability to recognize and seize opportunities in a competitive environment
 A global sensitivity and mindset
 Skills of communication, leadership and teamwork
 An ardent commitment towards the betterment of society
Pedagogy
The pedagogy employed in the programme is highly interactive and demands
substantial participation. Teaching is based on recent research studies and

3. experience gathered from around the world. Teaching methods include lectures,
case studies, seminars, group discussions, business games, role playing,
simulations, exercises, structured and unstructured group work and field visits. The
emphasis is on stimulating the participants to integrate the concepts, learned across
the core curriculum and apply them to their own work experience and
contemporary business situations.
Group Activities
Group activities provide excellent opportunities to examine a business problem
collectively and to learn from the varied cross functional experiences of the
participants. The group learning activities can be broadly classified as group
assignment/submissions of case analysis and presentations and group tasks in
learning by doing.
International Component
After completion of 12 months of the course at MDI, participants are given
international exposure for a period of 5/6 weeks in European Business Schools.
Evaluation
Participants are evaluated on a continuous basis with quizzes, assignments, tests
and examinations. There is a final examination at the end of each term. Course
evaluation is in terms of letter grades. Participants are required to achieve a
minimum cumulative grade point average in each term, as well as a minimum
letter grade in each course. The overall performance in the programme would also
include the evaluation of the project work/ dissertation. The dissertation/project
report is required to be submitted within 3 months of completion of the course; else
the candidate shall stand debarred from the programme.
All components of the NMP (Executive PGDM) are to be completed within a
period of two years from the date of start of the batch programme.

4.  CULTURALLY DEPRIVED CHILDREAN
People of the lower strata of society are the
culturally deprived. Children of these sections of the community are often faced
with serious but unnecessary frustration at home, in the community as well as in
the school. There was a time when these children were not allowed to attend the
school. They had no control to hunger and other basic wants at home. Even when
admitted to school they had to experience constant failure and rejection at school,
as well as denied of opportunities to develop. Though times have changed, they
have still suffering from deprival of many provisions. This problem falls under the
broad context of social and cultural disadvantage or deprivation.
Children of the culturally disadvantaged section of the
community get inadequate pre-natal care and nutrition. The home environment will
be not suitable for the development of the child’s potentialities. Chaotic family
structure, restricted verbal interaction, lack of stimulating toys and objectives to
play with etc. deprived the child of proper learning environment. They lack
academic readiness and soon they become drop-outs. The curriculum becomes
irrelevant to them. Further they suffer from linguistic deficiency.
COMPENSATORY EDUCATION
The New Education Policy provides for compensatory
education to culturally deprived children. Provision made for equalization of
educational opportunities, the agencies of non-formal education , facilities given
for social intermingling , scope for communication through mass media,
appointment of teacher for ‘ special coaching’ of the culturally deprived children-all
of these positive programs intended for promoting the status of culturally
deprived children.

5. Reference:
 Dr. Sivarajan : Psychological Foundation OF Education
 http://www.mdi.ac.in/executive-post-graduate-programmes/national-management-
programme.html