The document provides a comprehensive overview of the National University of Educational Planning and Administration (NUEPA), detailing its history, objectives, functions, and structure. Established initially as a UNESCO regional center in 1962, NUEPA evolved into a national university in 2006, focusing on educational planning, policy, and administration. The university engages in teaching, research, and capacity building, while also organizing training programs and evaluations for educational institutions across India.

1. Submitted To
Prof. Anita Rastogi
Submitted BY;
Anubha Panchal
Ghulam Ghaus, Luqman Ali, Mumtaz Ahmad,
Satyam Chandan, Suman Maan & Tauhid Alam
(M.Ed. iii Semester)
Department of
Educational Studies
National University of Educational
Planning and Administration
Jamia Millia Islamia
Paper: Continuous Professional Development

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Outline
1. Introduction
1.1. NUEPA at A Glance
1.2. Vision
1.3. Mission
2. Objectives
2.1. Objective 1
2.2. Objective 2
3. Function
4. Structure
4.1. Academic Structure
4.1.1. Department
4.1.2. National Centres
4.1.3. National Chairs
4.2. Registrar
4.2.1. Support System
4.2.2. Administration
5. Review of NUEPA
5.1. Evaluation of DIETs
5.2. Training
5.3. Capacity Building
5.3.1. Programme Thrust
5.3.2. Training Material
5.3.3. Training Methodology
6. Conclusion
7. References

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NUEPA
From a UNESCO Regional Centre to a
National University
1. Introduction
The beginnings of the National University of Educational Planning and Administration
(NUEPA) can be traced back to the year 1962 when the Asian Institute of Educational Planning
and Administration was set up by the Government of India under a 10-year agreement with
the UNESCO for the purpose of training senior educational planners and administrators in the
Asian Region. The Asian Institute was taken over by the Government of India on the expiry of
the agreement with UNESCO and re-designated as the National Staff College for educational
planners and administrators. In 1979, it was again re-named as the National Institute of
Educational Planning and Administration. In recognition of the pioneering work done by the
organization in the field of educational planning and administration, the Ministry of Human
Resource Development, Government of India empowered NUEPA to award degrees by
conferring on it the status of University in August 2006 under Section 3 of the UGC Act, 1956.
1.1.NUEPA at A Glance
 2006 National University of Educational Planning and Administration (NUEPA)
 1979 National Institute of Educational Planning and Administration (NIEPA)
 1973 National Staff College (NSC)
 1965 Asian Institute of Educational Planning and Administration (AIEPA)
 1962 UNESCO Regional Centre (URC)
Before the understanding the objective, role and function it would be better to its vision and
mission.
1.2.Vision
Evolving a humane learning society through advancement of knowledge
1.3.Mission
To become a centre of excellence in educational policy, planning and management
by promoting advanced level teaching, research and capacity building in national and
global contexts

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2. Objective
There are various objectives. These objectives are classified into two broader categories-
Objective1, which are related to the function innovation evaluation etc. and Objective 2
which are related to introducing new courses
2.1.Objectives 1
General related to programme, training, conference etc.
 To organize pre-service and in-service training programmes in the area of EPA;
 To organize orientation and training programmes and refresher courses for teacher-
educators and for University and College Administrators, engaged in EPA;
 To organize training, conferences, workshops, meetings, seminars and briefing sessions
for educational personnel of the Central and State Governments and Union Territories;
 To provide, on request, consultancy services to Governments, including State
Governments, educational institutions and institutions/organizations in India & abroad.
 To prepare, print and publish papers, periodicals and books in furtherance of these
objectives and especially to bring out a Journal on EPA;
 To collaborate with other agencies, institutions and organizations, in India and abroad;
 To offer fellowships, scholarships and academic awards in furtherance of the objects of
the National University;
 To undertake extra mural studies, extension programmes and field outreach activities to
contribute to the development of society;
2.2.Objective
These objectives are related to introducing new courses.
To offer M. Phil, Ph. D. and Post-Doctoral Programmes and award degrees in
o educational planning
o educational administration
o educational finance
o comparative education
o school education
o higher education
o professional education

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o policy research
o gender in education
o discrimination in education
o education and globalization
o educational management
o and information system, etc
3. Function
The National University of Educational Planning and Administration (NUEPA) is actively
engaged in teaching, research and advisory services in the areas of educational policy,
planning and administration. The core activities of the University include:
 Providing technical support to Central and State Governments in educational policy and
planning;
 Organizing professional development programmes in educational planning and
administration for educational professionals of the country;
 Developing expertise among young scholars through programmes of M. Phil. and Ph. D.,
as well as other capacity building activities;
 Conducting research in all aspects of school and higher education;
 Extending advisory services to national and international organizations;
 Functioning as a clearing house for dissemination of knowledge and information; and
 Providing a forum for exchange of ideas and experiences among policy makers,
planners, administrators and academics
4. Structure
NUEPA is organized in Eight Academic Departments and One Centre with Vice-Chancellor as
the chief executive. NUEPA Governing Council is headed by the Hon'ble Minister of Human
Resource Development. It has a Board of Management, Academic Council and Board of
Studies comprising eminent educationists to guide its programmes and activities.
4.1.Academic Structure
The academic structure of the University comprises Departments, Centres, special Chairs
and technical support units, which are responsible for the development and execution of
activities relating to their respective programmatic thrust areas.
4.1.1.Departments

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The Academic Departments of the National University are;
1. Department of Educational Planning;
2. Department of Educational Administration;
3. Department of Educational Finance;
4. Department of Educational Policy;
5. Department of School and Non-Formal Education;
6. Department of Higher and Professional Education;
7. Department of Educational Management Information System; and
8. Department of Training and Capacity Building in Education.
4.1.2.National Centres
The Academic Structure also includes the National Centre for
1. School Leadership,
2. Centre for Policy Research in Higher Education,
4.1.3.National Chairs
1. Maulana Abul Kalam Azad Chair,
2. Rajiv Gandhi Foundation Chair on Teacher Management and Development and the
Technical Support Unit for IAIEPA (India-Africa Institute of Educational Planning and
Administration) and
3. NUEPA National Fellows
4.2.Registrar
Besides academic structure, there is another structure too which administrate the university
and support the academic system which is headed by the registrar.
4.2.1.Support System
1. Library
2. Documentation centre
3. Computer Centre
4. Publication Unit
5. Cartography Cell
6. Training Cell
7. Hindi cell
8. Hostel

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4.2.2.Administration
1. Academic Administration section [Grant in Aid cell]
2. Personal Administration Section
3. General Administration Section
4. Finance and Account Section
The whole structure could be understood easily through this image.
5.Review of NUEPA
5.1.Evaluation of DIETs
DIETS had been a constant subject of study by NUEPA. A national evaluation was conducted to
critically evaluate their performance in terms of their original job description and the changing
scenario in elementary education. A directory of DIETs was prepared and recommendations

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were made for the immediate and long-term actions to strengthen their capacity. Information
was collected in two parts.
1. The first part collected comprehensive information from all DIETs concerning their
physical infrastructure and details of programmes and activities available through
records and reports.
2. The second part dealt with the qualitative aspects and included their functioning.
It was found that DIETs had not been established across States in a uniform time frame. Some
States, such as West Bengal, had begun very late. In many States new districts had been
carved out and this also posed problems. Further, the already existing elementary teacher
training institutions had to be carefully reconciled with the DIETs so as not to duplicate the
work or cause friction.
There were also other challenges such as;
1. There were no hostel facilities for trainees in three States Delhi, Pondicherry and
Meghalaya.
2. The equipment available in the DIETs was either not in working condition or was not
used as in U.P., Tripura, Orissa, Manipur and Nagaland.
3. Standard programmes were implemented with very little innovation.
4. The linkages with sub-district level structures were very limited.
5. The recruitment policy of the DIETs was not uniform.
6. Appointments were made either directly or through transfer and promotion.
7. In some cases there was over specialization, which restricted the functioning of the
DIETs.
8. In-service programmes were not coordinated with the Block Resource Centre and
Cluster Resource Centre activities in many DPEP districts.
Some States like Gujarat had tried to tackle this issue but on the whole, most of the in-service
programmes were conducted without any long-term plan. Even when it was done, it was
generally centralized and done in collaboration with the SCERTs leaving no room for district
specific programmes.
Hence it was felt that it was necessary to take a holistic view of the place and role of the
DIETs. Staff had to be appointed and restructuring of staff positions done according to the

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requirements of the district or State. Alternative Funds Flow Mechanism to DIETs had to be
explored together with the feasibility of setting up State level professional resource groups
which could give technical support and implement a changed package in a time bound
manner.
5.2.Training
Since capacity building of educational institutions and personnel was a major function of
NUEPA, training and orientation remained a pre-occupation for it. The 1989 Review
Committee (of NUEPA) had specifically noted that NUEPA had been under great pressure to
expand its training activities. This had made inroads into the time available for research and
consultancy. The Committee had then recommended the reduction of faculty time devoted to
training from 75 to 25 per cent. However, training had continued to remain a high priority for
NUEPA.
Training proposals generally emanated from the faculty and were examined and approved by
the Faculty Council. Training by NUEPA took many forms. There were two six-month diploma
courses in educational planning and administration- one each for Indian and foreign nationals,
one to three weeks of training was imparted to principals of schools and colleges; and short
orientation courses were conducted for heads of field level resource institutions such as
SCERTs, DIETs and others.
Between 1991 and 2001 573 training programmes were held entailing 9587 programme days
and involving 16,641 participants. On an average NUEPA had been organizing 50 training and
orientation programmes each year with 30 participants in each programme.
In purely quantitative terms, its training effort could be said to be grossly inadequate as about
1.8 million people needed to upgrade their capacities for educational planning and
management. Therefore, it was obvious that NUEPA could not hope to train even a small
percentage of this number even if all its relevant resources were increased manifold. It needed
to design a well thought out strategy to ensure that an appropriate programme was made
available to all those who needed to be trained. Moreover it was not just the quantity of
training programmes that was important, it was also necessary to assess the actual use of the
competencies being promoted. That would be very helpful in designing the contents of the
training to make it relevant.

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NUEPA needed a strategy for its short-duration training programmes, It should concentrate on
training key resource persons from States and other institutions who could thereafter train
others. It could thus build the capacities of State-level institutions so as to enable them to
undertake the training of district level personnel such as District Education Officers, Principals
of DIETs, Principals of secondary schools and others. Further training could be left to
institutions with the requisite capacity and a network of such institutions could be created
from regional and local grids. Also, it should train only those who were expected to stay in the
system for some years and thus contribute tangibly from their newly acquired competence.
Besides this, NUEPA could provide self-instructional packages to personnel employed for
planning and managerial tasks. Extensive use had to be made of information technology
together with distance learning modes. To impart effective training, the faculty itself had to be
first exposed to better models of training by attaching its members to appropriate institutions
in policy planning and managerial positions for sufficiently long duration at the Union, State
and district levels so that they get acquainted with the existing ground situation and its
requirements. More field studies had to be ensured to explore the requirements of training
and its impact so that content and modalities could be improved.
NUEPA’s efforts in training were severely constrained because there were few or no
counterpart institutions that could do the same job. Only a couple of States had established
institutes of educational management and training. The solution, however, did not lie in
expanding the structure and functions of NUEPA in New Delhi but to decentralize and create
State-level institutions of educational planning and management and establish strong units in
the SCERTs and the Boards.
After the formation of NUEPA
5.3.Capacity Building
5.3.1.Programme Thrust
The major thrust has been on promoting research in the area of educational planning and
administration as also networking of training facilities in this field and training of trainers so as
to develop training capabilities at the regional, State, local and institutional levels.
In the training programmes emphasis has been given to priority areas such as

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1. Education for All
2. Planning at the Micro-level and at the District Level
3. Institutional Planning and Evaluation
4. Non-Formal and Adult Education
5. Planning and Management of DIETs,
6. Planning and Management of Tribal Education,
7. Decentralized Administration
8. Gender Issues and
9. Computer Applications.
10.Planning and development of Academic Staff Colleges
11.Autonomous Colleges and;
12.Planning and Management of Quality.
5.3.2.Training Material
As part of capability building at the regional, State and National levels, self learning modules,
papers, statistical data, reports on planning and administration are prepared by the University.
In every training programme, a set of reading materials pertaining to the themes of the
programme prepared by the faculty and culled from various sources, is provided to the
participants.
5.3.3.Training Methodology
NUEPA is an interdisciplinary institution. Therefore, all its training programmes are also
interdisciplinary and programme methodologies are designed accordingly. Without exception,
they are informed by state-of-the-art multi-channel learning systems, including lectures and
lecture discussions, simulations, role-play, case studies, practical and syndicate work and
participant seminars. NUEPA classrooms are well equipped with modern educational
technological facilities such as computers with LCD projectors, video and television, overhead
projectors, white marker boards and other required equipment. The faculty is well conversant
with the use of such aids in classrooms. One of the major interventions in programme
methodologies is field visits that encourage participants to explore for themselves the
innovative organizational and management methods.

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6. Conclusion
The National University of Educational Planning and Administration which started as a regional
centre of UNESCO in 1962 very soon became a national university which has contributed in the
field of educational planning and administration.
In recognition of the pioneering work done by the organization in the field of educational
planning and administration, the Ministry of Human Resource Development, Government of
India has empowered it to award degrees by conferring on it the status of 'Deemed to be
University' in August 2006. Like any Central University, NUEPA is fully maintained by the
Government of India. The National University is a premier organization dealing with capacity
building and research in planning and management of education not only in India but also in
South Asia.
Now NUEPA is actively engaged in teaching, research and advisory services in the areas of
educational policy, planning and administration.
Though NUEPA didn’t launch programme in its initial stage, but later on it launched various
new programme and courses in the field of educational planning and administration, which
earlier were not taught in India.
7. Reference
 NUEPA at a Glance (booklet)
 NUEPA-Folder. 10.02.2014 (Voucher)
 http://www.nuepa.org/New/Objective.aspx
 http://www.nuepa.org/New/vision_mission.aspx
 http://www.nuepa.org/New/structure.aspx