Background:
Education is the heart and sieve of the complexities of social and political life in the larger national firmament. India inherited a colonial Educational system from the outgoing Brits and most of it had continued in the same manner till the contemporary times. Right from the rudimental of primary and pre-school education, we ought to delve inside the fundamental traits of Higher Educational Institutions which leave a lot to be desired. The colonial and hegemonic approach of the British rule is very much part of the Indian Educational system which has changed over the years as being more generic and participative in nature. Teacher training and exposure to new teaching and learning including the utilization of technology are the wants of the educational system in the nation’s educational firmament.
The New Educational policy is an intelligent continuation of the NEP 1986, 1992 and the Educational Amendment act of 2009. The ideals of praxis, namely, the tenets of inclusion, universality, emphasis on Ethics of education and quality are the fundamental tenets upon which the entire edifice of the National Educational Policy rests. There needs to be a balance in the quality and the quantity of Education which is the need of the hour in the present day Atmanirbhar context of the nation under the New Delhi denomination.
The drive to inculcate World Class Institutions along with teacher–student accountability, are, the other pegs upon which the larger context of educational reforms are premised upon. There is a focus on early childhood education within the premise of equity and inclusion which has been a striving of the educationalists, academia and practioners involved in the exposition and promulgation of the New-Educational Policy of the nation. An entire section is devoted to the Socio-economically disadvantaged groups as SEDG’s as the main heart of the New Educational Policy along with the stress on the Outcomes reported. Though gender sensitivity is mentioned in the Document but the facets of systemic change are not included in the Document which can be perfected by Government trainers in the sphere of Educational reforms in the nation.
How IIPA Training is Unique:
IIPA has the needed soft power, intellectual ability and the technological base in order to stimulate interest amongst the participants to know more about the significance and needs of Educational reform in the nation. IIPA has a variegated bevy of Faculty talent pool ranging from Public Administration to International Relations with faculties engaged in multi-disciplinary tasks covering the entire spectrum of knowledge. It’s a hand shake in inter subjectivity which the core ethos of IIPA which makes it equipped to come out with Training deliverables. Also, IIPA has a deft mix of theory and praxis which makes its Trainers unique in the entire firmament of Training in the nation, thus making it as an earmarked Institution.
Proposed dates: Either from 1 August, 2021 to 5 August 2021 or 8 August, 2021 to 12 August, 2021
IIPA imparts Trg: The key mandate of IIPA is research and Training. The findings of papers and research paper reports are the foundational premise which the various IIPA training are based upon. IIPA provides a unique veneer of academic content along with its centralized location in order to work towards the academic and knowledge sensitization of the participants and inculcates awareness and receptivity towards soft skills in them which can enhance their performance and reduce their collective and individual competencies in their respective Organizations leading to more tangible results and consequences. The Feedback mechanism utilized in IIPA Training reduces the chances of Training going awry.
Faculty CV:
Dr. Manan Dwivedi is a scholar of repute in the sphere of International Relations, American Foreign Policy, Critical IR and India’s Foreign Policy, India’s Nuclear Policy, Governance issues. He is an Assistant Professor at IIPA with seven authored Books to his credit in the realm of IR theory, South Asia Security, Internal security, Feminist IR and US Foreign policy. He has several contributions in the form of seminal and pioneering research papers to journals of the order of Indian Journal of Asian Affairs, Indian Journal of Public Administration, and Diaspora Studies, Journal of Third World Studies, Indian Police Journal, Indian Journal of African Affairs, World Focus, Nam Today, South Asian Democratic forum, Indian Bar Review, India Studies Review, India Foundation Journal, Governance Now, Indian Journal of Political Science, Politico, with around twenty research papers in prominent Edited Books. He is part of Track II Diplomacy on the theme of India US Relations along with being on the editorial Boards and a Book Reviewer for Rutledge India. He has conducted Training of Indian Foreign Service, Indian Administrative Service and Indian Police Service through FSI and DOPT. He is a columnist for the national daily Pioneer with over fifty Op-Eds on India’s and American Foreign Policy.
|
Sr. No |
Theme of the Interaction |
Time |
Faculty |
|
1.) |
Inaugural session |
10. 00 – 11.00 |
DG and Faculty Coordinator |
|
2.) |
The Origins of traditional Education in India |
11.00- 12.00 |
Faculty |
|
3.) |
Educational History of India |
12.00- 1.00 |
Faculty |
|
4.) |
Lunch Break |
1.00- 2.30 |
Mess |
|
5.) |
The State of Pre School Education in India |
2.30- 3.30 |
Faculty |
|
6.) |
The State of primary education in the country |
3.30-4.30 |
Faculty |
|
7.) |
Equity in Education |
10.00- 11.30 |
Faculty |
|
8.) |
Universalism of Education praxis |
11.30-1.00 |
Faculty |
|
9.) |
Lunch Break |
|
Mess |
|
10.) |
Inclusion and Higher Education |
2.00- 3.30 |
Faculty |
|
11.) |
Sustaining Standards in Higher Education |
3.30- 4.30 |
Faculty |
|
12.) |
The JNU tradition and Dissent in Higher Education |
10.00- 11.30 |
Faculty |
|
13.) |
The Role of Research and Writing in Education |
11.30- 1.00 |
Faculty |
|
14.) |
Lunch Break |
|
Mess |
|
15.) |
Privatization of Education: The Larger Debate |
2.30-4.00 |
Faculty |
|
16.) |
Field Visit to JNU Faculty and Educational Ministry |
10.00- 4.00 |
Faculty Escort |
|
17.) |
Dissent and Right to Expression in Higher Education |
10.00- 11.30 |
Faculty |
|
18.) |
India’s School System: A SWAT analysis |
11.30- 1.00 |
Faculty |
|
19.) |
India’s University Education: A SWAT analysis |
|
Faculty |
|
20.) |
India’s Vocational and Technical Education : A Dekko |
2.00- 3.00 |
Faculty |
|
21.) |
The Education Industry Interface: Start Ups in India |
3.00- 4.00 |
Faculty |
|
22.) |
Valedictory Function and Feedback Assimilation |
4.00- 5.00 |
DG, IIPA, Faculty Coordinator |
