Specialization III:- Educational Policy, Economics of Education and Educational Planning in Secondary Education

1. Specialization III:-
Educational Policy,
Economics of Education and
Educational Planning in
Secondary Education
S.M. Kahful Wara
Assistant Professor
MANUU, College of Teacher Education
Bhopal

2. U nit 1-Theoretical Bases of Educational
Policy
• Concept of Educational Policy
• Features of Educational Policy
• Need of Educational Policy
• Importance of Educational Policy
• Goals of Educational Policy
1.1 Concept, features, need, importance
and goals of Educational Policy

3. Concept and meaning of Educational Policy
‫ر‬‫تصو‬‫ر‬‫او‬ٰ‫معنی‬ ‫کے‬ ‫ی‬ ‫پالیس‬ ‫تعلیمی‬
• Education policy consists of the principles and government
policies in the educational sphere as well as the collection of
laws and rules that govern the operation education systems.
• Education occurs in many forms for many purposes through
many institutions. Examples include early childhood
education, kindergarten through to 12th grade, two and
four year colleges or universities, graduate and professional
education, adult education and job training. Therefore,
education policy can directly affect the education people
engage in at all ages.

4. Concept and meaning of Educational Policy
‫ر‬‫تصو‬‫ر‬‫او‬ ٰ‫معنی‬ ‫کے‬ ‫ی‬ ‫پالیس‬ ‫تعلیمی‬
• Education policy refers to the collection of laws and rules
that govern the operation of education systems.
• The principles and government policy-making in the
educational sphere, as well as the collection of laws and rules
that govern the operation of education systems
• The policies debated, discussed, proposed and strategized by
a unity government, political leader, political party, member
of a unity government or independent politician who are
elected to a unity government and use the right to education
and human rights to create policy for the education system
within their official form of unity government geographical
area that then gets enacted.

5. Bases of Educational Policy
‫ی‬ ‫پالیس‬ ‫تعلیمی‬
‫بنیادیں‬ ‫کی‬
• Built on evidence ‫ہو‬ ‫مبنی‬ ‫پر‬ ‫ں‬‫ثبوتو‬
• Politically feasible ‫ہو‬ ‫ممکن‬ ‫پر‬‫ر‬‫طو‬ ‫ی‬ ‫سیاس‬
• Financially realistic ‫ہو‬ ‫پسندانہ‬‫حقیقت‬ ‫پر‬ ‫ر‬‫طو‬ ‫مالیاتی‬
• Utility ‫ہو‬ ‫پسند‬ ‫افادیت‬
• Agreed to by the government and relevant stakeholders.
‫ہو‬ ‫گیا‬ ‫کیا‬‫اتفاق‬ ‫سے‬‫حکومت‬‫ر‬‫او‬ ‫ہولڈر‬ ‫اسٹیک‬ ‫متعلقہ‬
‫۔‬

6. Features of Educational Policy
‫خصوصیات‬ ‫کے‬ ‫ی‬ ‫پالیس‬ ‫تعلیمی‬
• Be broad and visionary. ‫کرے۔‬‫اختیار‬‫بصیرت‬‫ر‬‫او‬‫وسیع‬
• Set direction. ‫کرے‬ ‫طے‬ ‫سمت‬
• Express standards, behaviours , and expectations to guide actions.
‫کریں‬ ‫اظہار‬ ‫کا‬‫توقعات‬‫ر‬‫او‬ ‫عمل‬‫ز‬‫طر‬ ،‫ات‬‫ر‬‫معیا‬ ‫لئے‬ ‫کے‬ ‫ہنمائی‬‫ر‬ ‫کی‬ ‫اعمال‬
• Be a concept or stated position of intended outcomes.
‫بنیں‬‫مقام‬ ‫کردہ‬ ‫بیان‬ ‫یا‬ ‫ر‬‫تصو‬ ‫کا‬ ‫نتائج‬ ‫مطلوبہ‬
• Be a statement of principle‫۔‬ ‫بنیں‬ ‫بیان‬ ‫کا‬ ‫ل‬‫اصو‬

7. Needs and Importance of Educational
Policy ‫اہمیت‬ ‫ر‬‫او‬ ‫ت‬‫ر‬‫و‬‫ضر‬ ‫کی‬ ‫ی‬ ‫پالیس‬ ‫تعلیمی‬
• To recognizing, identifying, and fostering the unique
capabilities of each student, by sensitizing teachers as well as
parents to promote each student’s holistic development in
both academic and non-academic spheres.
• To achieving Foundational Literacy and Numeracy by all
students.
• To make the Education system more flexible.
• For emphasizing on conceptual understanding

8. Needs and Importance of Educational
Policy ‫اہمیت‬ ‫ر‬‫او‬ ‫ت‬‫ر‬‫و‬‫ضر‬ ‫کی‬ ‫ی‬ ‫پالیس‬ ‫تعلیمی‬
• To develop creativity and critical thinking among the learner
• To develop ethics and human & Constitutional values like
empathy, respect for others, cleanliness, courtesy,
democratic spirit, spirit of service, respect for public
property, scientific temper, liberty, responsibility, pluralism,
equality, and justice.
• For full equity and inclusion among the learners.
• To providing high-quality education to all, and thereby
making India a global knowledge superpower.

9. Needs and Importance of Educational
Policy ‫اہمیت‬ ‫ر‬‫او‬ ‫ت‬‫ر‬‫و‬‫ضر‬ ‫کی‬ ‫ی‬ ‫پالیس‬ ‫تعلیمی‬
• To instill a deep-rooted pride in being citizen (Indian), not
only in thought, but also in spirit, intellect, and deeds, as
well as to develop knowledge, skills, values, and dispositions
that support responsible commitment to human rights,
sustainable development and living, and global well-being,
thereby reflecting a truly global citizen

10. Education policy cycle
‫دائرہ‬‫کا‬‫ی‬ ‫پالیس‬‫تعلیمی‬

11. Education policy cycle
‫دائرہ‬‫کا‬‫ی‬ ‫پالیس‬‫تعلیمی‬
Step 0 (Vision): ‫مقصد‬ ‫اولین‬
/
‫ت‬‫ر‬‫بصا‬
• Before the start of a policy cycle, a strategic intent, often
called a “vision” is formed. ‫۔‬
• For instance, once a political party wins a majority of seats
in parliament and forms a government, they define their
strategic intent for education which, for instance, may be:
“Increase participation of youth from lower socio-economic
backgrounds in tertiary education.”

12. Education policy cycle
‫دائرہ‬‫کا‬‫ی‬ ‫پالیس‬‫تعلیمی‬
Step 1 (Analysis): ‫تجزیہ‬
• Once the vision is defined, a policy cycle begins with analysis
of the current situation and agreement on the policy
directions to attain the vision. Policy options are then
formulated, costed and appraised, resulting in priority
setting and phasing.

13. Education policy cycle
‫دائرہ‬‫کا‬‫ی‬ ‫پالیس‬‫تعلیمی‬
Step 2 (Planning): ‫بندی‬ ‫منصوبہ‬
• Based on the policy directions and priorities identified, an
implementation strategy is designed and activities are specified
and budgeted.
• During this step, a series of concrete outputs, targets, actions and
timelines are defined, as well as the roles and responsibilities of
each concerned party, plus the resources required.
• A monitoring and evaluation framework should also be clearly
defined during this step.

14. Education policy cycle
‫دائرہ‬‫کا‬‫ی‬ ‫پالیس‬‫تعلیمی‬
Step 3 (Implementation): ‫آمد‬‫ر‬‫د‬‫عمل‬
• Planned and budgeted activities are
implemented according to the agreed
timeline and responsibilities to achieve the
targets.

15. Education policy cycle
‫دائرہ‬‫کا‬‫ی‬ ‫پالیس‬‫تعلیمی‬
Step 4 (Evaluation): ‫قدر‬ ‫تعین‬
• The activities are regularly monitored and reviewed, and
adjustments are made when necessary. Various aspects such
as relevance, efficiency, effectiveness, impact and
sustainability, are evaluated.
• The results of the evaluation then provide inputs for
informing and improving future policies.

16. Goals of Educational Policy
‫مقاصد‬ ‫کے‬ ‫ی‬ ‫پالیس‬ ‫تعلیمی‬
• Preparation of man to face the 21st century
• Access to education irrespective of caste, creed, color etc.
• National system of education to be based on national
curricular framework
• Motivating the younger generation for international
• Cooperation and peaceful co-existence
• Encouraging the young to rediscover India, its image and
perception

17. Goals of Educational Policy
‫مقاصد‬ ‫کے‬ ‫ی‬ ‫پالیس‬ ‫تعلیمی‬
• Establishing network arrangement between institutions in
the country to pool their resources
• Provide opportunities for continuing education of their
choice
• Integrating physically and mentally handicapped with
general community to prepare them to face life with
courage

18. Thank You
S.M. Kahful Wara
+919122544955
kahf894@gmail.com