WORKING PAPER

on

EVALUATING STREAMLINING CHALLENGES IN EDUCATIONAL PLANNING AND

MANAGEMENT
*Prof.Dr.C.Karthikeyan, Principal, T.John Institute of Management & Science, Affiliated to Bangalore
University, Bengaluru, Karnataka

ddprofkarthik@gmail.com karthikeyanc@tjohngroup.com

Introduction and Abstract: Streamlining educational planning and management though looks very
simple and attainable, the efficacy of the strategy largely remains skeptical, since arguably, the most
important benefits from ICT are in the area of governance and management, wherein the
implementation of the ICT tools not only disseminates knowledge and skill, but can help with data-
gathering and analysis, alongside automated record-keeping. ICT is believed to also help in
streamlining genuineness of the entire programmed, the conduction of the events planned, including
the required examination to help the system in the mainstreaming, so that the entire education system
is getting the support of clear, transparent, authentic, and yet simple and inexpensive solutions to the
routine problems that have plagued the sector for a long time, especially in the university system.
The ICT has the potential to thwart those impediments, and also bring to light the problem of fake
degrees among others. The recent introduction of the NAD, National Repository of Educational
Data, shall be considered one of the most effective breakthroughs, given by the ICTs that has the
potential to avail the fully leveraged for efficient and safe maintenance of educational information.
The system is in fullest form of implementation in the universities that has the eco-system for web
technologies to support from the backend. Hence couple of Indian Universities, have made all round
performance in the experimentation of the NAD, and the process is fully function with separate
training for the students and staffs. The administrative non-teaching staffs and now able to function
with e-support of all the records related to institutions, teachers, and students that are maintained by
a single agency in digital form in the NRED, which is now a part of the Digital India programme
The functional advantages of the NRED are tasked with the following challenges:
a. Supportive Characteristics of the NRED starts with the development of appropriate
systems for authorized institutional users to enter and update data. The best of the advantages
are that the teachers shall get the advantage of giving the inputs required for the creation or enter the
data frequently and almost four times per year, that shall be every quarterly, so that the pressure to
enter large number of data at one go will not be there, and the convenience of self-paced data entry
shall ease the significant burden on teachers in collecting, managing and transmitting data on an
ongoing basis. This will be the only mechanism for institutions to disclose data to government
agencies (both State and Central) for purposes of monitoring, accreditation, ranking, rating, and
eligibility for government schemes.
 b. Validation of the records of the teacher and the taught: the toughest task of Validating
employment records of teachers and credits earned by learners (who will be, e.g. identified by their
Aadhar numbers). This will simplify the process for learners and teachers seeking scholarships,
employment, transfers between institutions, and re-entry into the education system. It will also
minimise the manual effort in tracking details of students and teachers.
c. Complementing efforts to assess learning outcomes (e.g. NAS) by analyzing the performance
of individual learners and institutions, and attempting to predict failures to meet outcomes so that
proactive assistance measures can be undertaken.
d. Maintaining records while adhering to national norms, best-practices, and laws related to
privacy of data. Practices based on “security by obscurity” will be explicitly rejected. This Policy
further states that laws be strengthened to preserve the privacy of all individuals at the earliest. e.
Developing appropriate mechanisms to ensure the timeliness and reliability of data, so that policies
can be based on high quality data. Current best practices employed by State and Central agencies can
be studied and used as a baseline.
f. Alerting concerned governmental agencies about important trends (both positive and
negative) as they are developing, for immediate action where necessary, and making these analyses
public on an annual basis. These analyses will also include assessments of the quality of school
education at the district level.
g. Monitoring migrant learners, and tracking their health and educational progress in order to
mitigate the negative impact of disruptions to their well-being due to frequent displacement.
The National Repository of Educational Data will maintain all records related to
institutions, teachers and students in digital form.
Technology for improving governance and administration: Educational information management
systems for community monitoring will be created and integrated with NRED. These systems will be
used to streamline manual processes related to educational planning, admissions, attendance,
assessments, etc. Local communities, panchayats, and SMCs will be able to look at the data and
make sense of it themselves. ICT-based tools will be used immediately for all administrative tasks
where they can improve efficiency and accuracy, including systems related to admissions,
scholarships, assessments, counselling, placements, accreditation, etc. ICT will also be used for more
efficient information dissemination and data gathering towards decision making. To facilitate
information exchange between stakeholders, all educational institutions will provide all relevant
stakeholders (students, parents, teachers, staff, etc.) with access to official institutional
communication channels (e.g. institutional email).
Specific technology related policy actions: Well over 30 years after the advent of email, many of
our educational institutions do not offer institutional email to their faculty and students. The
efficiency of communications that can be brought in through institutional email and list servers must
be provided to all educational institutions without any further delay. The problem of fake degrees
can now be solved very elegantly by the new Blockchain technology. Each State government must
commission its own depository of certificates, like the ‘National Academic Depository’, for all
educational institutions within the States. A considerable degree of computerisation of the
administration and management of education has already taken place, with many aspects such as
admissions, student records and even online assesment of examinations taking place in many
universities in the State. These need to be scaled out to all educational institutions.
Key words: Transformation, Curriculam, Pedagogy, Middle, Secondary, Early, Stages, Cognitive, Childhood,
Children, Axiology, Examination, Education, National, Education, Foundation, Multilevel, Structure, Elementary,
Middle, Secondary, Policy, Pillars, Learning, Access, Equity, Landscape, Quality, Framework, Affordability,
Accountability

Objectives of the Study:

(i) To explore and analyse the challenges in transforming the Curriculum and Pedagogy in Schools as per
the NEP 2019, with possibilities that are pre-existing, and the challenges that will be faced for
implementing the same.
(ii) To evaluate with the available systems existing in various boards and the methods, and to explore how
the classification of the stages to grades (for all 1-12), with the grades 1-5 as primary stage, Grades 6-
8 as Upper Primary stage, Grades 9-10 as the Secondary Stage, and 11-12 as the higher secondary
stage, and its possible impact with support of earlier studies.
(iii) To evaluate from different sources and compare from the experiences whether the new design of
5+3+3+4 design be successfully implemented and can it yield results for all the stakeholder and the
social psychological issues revolving around it.
(iv) To also provide a thorough literature review on the socio psychological issues that may develop due
to support the factors relating to effective implementation strategies as per NEP 19, on the various
stages from the foundational stages to the higher secondary stages.
(v) To evaluate the challenges in implementation of the NEP 19 on the curriculum and pedagogical
structure and the design on the basis of socio-economic, and socio-psychological areas.
 (vi) To examine the advantages and disadvantages of the policy frame work presented to the state
governments for the implementation pedagogy and curriculum implementation with new design.

Methodology:

A mixed mode of Exploratory for theoretical conditions, and Meta analytical study, with supportive role of
Axiological models to gather value inputs of quantitative and qualitative in nature.

Data:

Secondary Data: Review of related literature, Statistical evidences of quantitative data from evaluative studies of
Axiological studies on the value frameworks of education, and secondary literatures from Indian Educational
Sources.

Expected Outcome; Though the time and other socio situational factors will decide the fate of the policy in a
country like India, this study may come out with positives for the new initiatives taken by the government, to
equalize the standard of teaching learning in the schools with a new design, and other factors related that will
positively impact will be studied, deconstructed and reconstructed to make a feasible solution to the
suggestion.While standard and rigid outcome is not feasible, since policies are subject to get intervening
adaptations as and when required even before application, this paper can formally bring out the following outcome,
that can be used as a research addendum to the policy draft. The real scenarios from the pre-existing theoretical
framework to assess the suitability of present conditions for implementation of NEP shall be the outcome
indirectly. Newer implementation ideas related to the policy frameworks according to varying states/union
territories owing to variety of landscapes within the country, and the challenges, disruptions and directions required
for successful implementation can be arrived at. Finally with the pillars, can it be strengthened, or is it required to
be more pragmatic for Indian situation needs to be assessed, may turn out to be the general outcome with
suggestive mode of research evidences, with supportive prima facie evidences from the previous research done,
can add to the existing knowledge of the draft policy.

ddprofkarthik@gmail.com

karthikeyanc@tjohngroup.com