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Educational Policy, Economics and Planning, M. Ed.

Need and Importance of Educational policy at Secondary Level

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Education policy at the secondary level refers to the set of guidelines, principles, and regulations that govern the organization and delivery of education for students in grades 9-12.

The policy framework at the secondary level is often influenced by national or state-level policies and goals, as well as local priorities and needs.

Need and Importance of Educational Policy at secondary Level

Educational policy at the secondary level plays a crucial role in shaping the direction and quality of education. Here are some reasons why:

  1. Setting standards: Educational policies at the secondary level help establish clear standards and expectations for what students should be learning in each subject area.
  2. Ensuring equity: Policies can ensure that all students have access to quality education regardless of their social, economic, or geographic background.
  3. Improving quality: Policies can promote best practices, innovative approaches, and new technologies that enhance the quality of education.
  4. Addressing challenges: Policies can identify and address challenges that are unique to secondary education such as dropout rates, student engagement, and post-secondary transitions.
  5. Preparing students for the future: Policies can help ensure that students are prepared for the demands of higher education, the workforce, and global citizenship.
  6. Enhancing teacher effectiveness: Policies can support teacher training, professional development, and incentives that enhance the effectiveness of secondary education.
Also Read: Types of Educational Policy

Some of the key areas addressed by education policy at the secondary level may include:

  1. Curriculum and assessment: The policy may outline the required subjects, learning outcomes, and assessment standards for secondary education.
  2. Teacher qualifications and professional development: The policy may define the minimum qualifications for secondary school teachers, and provide guidelines for ongoing professional development and evaluation.
  3. Student support services: The policy may outline the range of support services, such as counseling, special education, or career guidance, that are available to students.
  4. School management and governance: Policy may provide guidelines for the management and governance of secondary schools, including funding, accountability, and decision-making processes.
  5. Educational technology: Policy may address the use of technology in teaching and learning, including standards for digital literacy, online safety, and access to technology resources.
  6. Inclusive education: The policy may promote the principles of equity and inclusivity, and provide guidelines for meeting the needs of diverse learners, such as students from different cultural or linguistic backgrounds, students with disabilities, or students from low-income families.

Need and Importance of education at Secondary Level
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Educational Policy, Economics and Planning, M. Ed.

Types of Educational Policy

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Educational policy refers to a set of principles, guidelines, rules, and regulations that are developed and implemented to guide the functioning of the education system.

Educational policy is concerned with various aspects of education, such as access to education, curriculum development, teacher training, funding, assessment, and evaluation.

Policies are developed at different levels, including national, state, and institutional levels and they are aimed at achieving specific educational goals and objectives.

The development of educational policies involves the participation of various stakeholders, including policymakers, educators, parents, students, and community members.

Types of Educational Policy:

National Level Policy

  1. National-level policies: The Ministry of Education is responsible for formulating and implementing educational policies at the national level. Some of the key national-level policies in India include:
  • National Education Policy (NEP) 2020: This policy aims to transform the education system in India and make it more inclusive, holistic, and multidisciplinary.
  • Right to Education Act (RTE) 2009: This policy mandates free and compulsory education for all children between the ages of 6 and 14.
  • Sarva Shiksha Abhiyan (SSA): This policy aims to provide universal elementary education to all children in the age group of 6-14 years.

State Level Policy

  1. State-level policies: Each state in India has its own education department responsible for formulating and implementing education policies. Some of the key state-level policies include:
  • State Education Policy: This policy outlines the state’s vision for education and the strategies to achieve it.
  • Mid-Day Meal Scheme: This policy provides free meals to children in government and government-aided schools.
  • State Scholarship Scheme: This policy provides financial assistance to students from economically weaker sections to pursue their education.

Institutional Policy

  1. Institutional level policies: Educational institutions such as universities, colleges, and schools also have their own policies that govern their functioning. Some of the key institutional-level policies include:
  • Admission Policy: This policy outlines the criteria and procedures for admission to the institution.
  • Examination Policy: This policy outlines the rules and regulations for conducting examinations and evaluating students.
  • Disciplinary Policy: This policy outlines the code of conduct and disciplinary procedures for students and staff.

Short Term Policy

  • Short-term educational policies in India are designed to address immediate needs and challenges in the education system.
  • These policies usually have a timeframe of a few years and focus on specific issues, such as increasing access to education, improving the quality of education, or enhancing learning outcomes.
  • Short-term policies are typically aimed at achieving short-term goals and objectives.
  • Short-term policies are usually focused on specific issues, such as providing free textbooks or improving classroom infrastructure.

Some examples of short-term educational policies in India are:

  1. Mid-day Meal Scheme: This policy provides free meals to children in government and government-aided schools to ensure that they receive adequate nutrition.
  2. National Means-cum-Merit Scholarship Scheme: This policy provides financial assistance to economically disadvantaged students to encourage them to complete secondary education.
  3. Digital India: This policy aims to promote the use of technology in education to enhance learning outcomes and access to education.
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Long Term Policy

  • Long-term educational policies in India are focused on achieving broader goals and objectives over a sustained period of time.
  • These policies usually have a timeframe of several years or even decades, and they are aimed at transforming the education system in India to meet the changing needs of society.
  • Long-term policies are typically aimed at achieving long-term goals and objectives.
  • Long-term policies are more comprehensive and are aimed at addressing multiple issues in the education system, such as curriculum development, teacher training, and assessment and evaluation.

Some examples of long-term educational policies in India are:

  1. National Education Policy (NEP) 2020: This policy aims to transform the education system in India and make it more inclusive, holistic, and multidisciplinary. The NEP 2020 has a long-term vision of making India a global knowledge superpower.
  2. Rashtriya Madhyamik Shiksha Abhiyan (RMSA): This policy aims to improve the quality of secondary education in India and increase the enrolment rate of students in the age group of 14-18 years.
  3. Skill India: This policy aims to provide vocational education and training to young people in India to enhance their employability and entrepreneurship skills.
Types of Educational Policy
Also read: Manpower Forecasting
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Assessment for Learning, B. Ed., Issues, Curriculum and Assessment (secondary Level), M. Ed.

Socio-metric Technique

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The sociometric technique is a research method used to measure social relationships and the structure of social networks. It was developed by psychologist Jacob Moreno in the early 20th century and is often used in sociology, psychology, and organizational behavior studies.

The technique involves collecting data on social interactions and relationships within a group or organization. Participants are asked to identify their social ties, such as friends, acquaintances, and colleagues, and to rate the strength and quality of those relationships. This information is then analyzed to create a map or diagram of the social network, showing the connections and relationships between individuals.

Sociometric techniques can be used to explore a variety of research questions, including the dynamics of group communication, the formation and maintenance of social norms, and the impact of social influence on individual behavior. It is often used in organizational settings to assess employee morale, team dynamics, and communication patterns.

Also Read: Attitude Scale

Overall, the sociometric technique provides a valuable tool for understanding social relationships and networks and can help researchers and practitioners identify opportunities to improve group dynamics and communication.

Sociometric techniques have a wide range of uses in different fields, including:

  1. Identifying social structures: Sociometric techniques can be used to identify social structures within a group or organization, such as cliques, subgroups, or informal networks.
  2. Measuring group cohesion: Sociometric techniques can be used to measure the level of group cohesion, including the strength and quality of social ties between individuals in the group.
  3. Understanding communication patterns: Sociometric techniques can help researchers understand the communication patterns within a group, including who communicates with whom and how information flows within the group.
  4. Assessing individual influence: Sociometric techniques can be used to assess the level of individual influence within a group, including who has the most connections and who is most central to the group’s social structure.
  5. Improving group dynamics: Sociometric techniques can be used to identify potential problems within a group, such as communication breakdowns or low morale, and to develop interventions to improve group dynamics.
  6. Evaluating organizational effectiveness: Sociometric techniques can be used to evaluate the effectiveness of an organization or team by measuring the quality of social relationships and communication patterns.
Socio- Metric Technique
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Advance Curriculum theory ( Secondary level), M. Ed.

Foundation of Curriculum

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The foundation of curriculum development lies in the educational philosophy and goals of the institution or educational system.

The development of a curriculum is based on a systematic approach that takes into account the needs of the learners, the subject matter, and the objectives of education.

Key foundations of curriculum development:

  1. Educational Philosophy: The educational philosophy provides the framework for developing the curriculum. It guides the selection of subject matter, the methods of instruction, and the assessment techniques.
  2. Educational Goals and Objectives: Educational goals and objectives are essential in designing a curriculum. Goals provide the overarching vision of the curriculum, while objectives help to specify what students should know and be able to do.
  3. Needs Analysis: A needs analysis is conducted to determine the learning needs of the students. This analysis takes into account the current state of knowledge and skills, the expectations of stakeholders, and the future demands of the workforce.
  4. Subject Matter: The selection of subject matter is a critical step in curriculum development. It should be based on the needs and interests of the learners, as well as the objectives of the curriculum.
  5. Instructional Strategies: Instructional strategies should be selected based on the subject matter and the needs of the learners. They should include a variety of approaches, such as lectures, discussions, projects, and experiential learning.
  6. Assessment: Assessment is an essential component of the curriculum. It helps to determine the effectiveness of the curriculum and the progress of the learners. Assessment methods are according to the educational objectives and they include a variety of approaches, such as quizzes, exams, and performance assessments.
  7. Continuous Improvement: Curriculum development is an ongoing process. Continuous improvement is necessary to ensure that the curriculum is relevant, effective, and responsive to the changing needs of learners and society.
Also Read: Issues and Trends in Curriculum Development

In conclusion, the foundation of curriculum development lies in the educational philosophy, goals, and objectives, needs analysis, subject matter, instructional strategies, assessment, and continuous improvement. These foundations provide the structure and guidance for designing and implementing an effective and relevant curriculum.

Foundation of Curriculum
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Advance Curriculum theory ( Secondary level), M. Ed.

Wiles and Bondi- 1989 Model

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Wiles and Bondi’s Curriculum Assessment Model was developed by Dr. Jon Wiles and Dr. Joseph Bondi, who are both renowned educational researchers and professors.

The model was first introduced in their book “Curriculum Development: A Guide to Practice,” which has been widely used by educators and curriculum developers as a resource for curriculum design, implementation, and evaluation.

Wiles and Bondi’s curriculum assessment model is a comprehensive framework designed to evaluate the effectiveness of curriculum development and implementation. The model consists of four stages: planning, implementation, monitoring, and evaluation.

  1. Planning: In this stage, educators determine the purpose and goals of the curriculum, identify the learning objectives, and develop instructional strategies to meet these objectives.
  2. Implementation: Once the curriculum has been planned, it is time to implement it. During this stage, educators prepare the necessary resources and materials and implement the curriculum in the classroom.
  3. Monitoring: In this stage, educators monitor the progress of students as they engage with the curriculum. They collect data to determine whether the curriculum is meeting its goals and objectives.
  4. Evaluation: In the final stage, educators use the data collected during the monitoring stage to evaluate the effectiveness of the curriculum. They identify areas of strength and weakness, make necessary adjustments, and implement changes to improve the curriculum.

Overall, Wiles and Bondi’s curriculum assessment model provides a structured approach for evaluating the effectiveness of curriculum development and implementation. It helps educators identify areas of improvement and make data-driven decisions to enhance student learning outcomes.

Also read : Hilda Taba model

Some of the key features of the model include:

  1. A focus on planning: The model focuses on the importance of planning in curriculum development, encouraging educators to define clear goals and objectives for teaching and learning.
  2. A cyclical process: The model is designed as a cyclical process that includes planning, implementation, monitoring, and evaluation stages. This cycle allows educators to continually assess the effectiveness of their curriculum and make necessary adjustments to improve student outcomes.
  3. A data-driven approach: The model emphasizes the importance of data in evaluating the effectiveness of the curriculum. Educators are encouraged to collect data on student performance and use this information to make informed decisions about curriculum design and implementation.
  4. A collaborative approach: The model promotes collaboration among educators, administrators, and other stakeholders in the curriculum development process. This collaboration helps to ensure that the curriculum is aligned with the needs of students and the broader community.
  5. A flexible framework: The model can be used in different educational contexts and curricula, making it an effective tool for curriculum developers and educators. It can be used in a variety of settings, from K-12 schools to higher education institutions.

Overall, the features of Wiles and Bondi’s Curriculum Assessment Model make it a valuable resource for educators and curriculum developers.

Wiles and Bondi -1989 Model
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