This Book Focuses On The Seven Facets Of Management Of School Education In India. Put Together These Make A Valuable Resource For Those Concerned With Planning And Management Of School Education.

This volume examines how the public and private domains in school education in India are informed and mediated by current market realities. It moves beyond the simplistic dichotomy of pro-state versus promarket factors that define most current debates in the formulations of educational reform agendas to underline how they need to be interpreted in the larger context. The chapters in the volume present a series of conceptual and empirical investigations to understand the growth of private schools in India; investigate the largely uncontested claims made by the private sector regarding provision of superior quality of education; and their ability to address the educational needs of the poor. Further, the book looks at how the private–public dichotomy has been extended to professional identity of teachers and teaching practices as well. Rich in primary data and supported by detailed case studies, this volume will be of interest to teachers, scholars and researchers dealing with education, educational policy, school education and public policy. It will also interest policy makers, think tanks and civil society organisations.

This volume problematizes different facets of management education in India---pedagogy, curricula, and disciplinary and institutional practices---from the perspective of the Global South. The essays in this volume bring out the institutional challenges of crafting a relevant academic programme that converses with both national specificities and global realities. Coming from diverse academic specializations, the contributors traverse the interface of their respective disciplines with management education. In doing so, they engage with the ongoing global debate on management education. This volume fills a noticeable gap of serious, scholarly reflection on the state of management education. While there have been sporadic reflections and occasional critiques, a critical stocktaking of the institutional and disciplinary aspects of management education has been long wanting. This volume is of interest to scholars and practitioners of management education across the globe, and is likely to generate debate on its contemporary relevance and future trajectory.

​This book introduces the application of knowledge management (KM) theories, practices, and tools in school organization for sustainable development. Schools in Asia Pacific have long faced a variety of challenges in terms of sustainable development under the education reforms and curriculum reforms to meet the demands of a knowledge society. Schools are inevitably expected to develop human capital for the knowledge society within the competitive global economy, and to interact with its policy environment and know how to leverage pedagogical knowledge. The high speed of expansion change and expansion of knowledge have dramatically influence the development of flexibility of teacher and school works. The nature of teacher work becomes increasingly less routine, more analytical, and disruptive yet often come with a sense of urgency and need to be more collaborative. Teachers not only require data and information, but also knowledge and experience of individual, they also need to collaborative task execution, decision making and problem solving. Helping school leaders and teachers to manage their knowledge and become “know how” to cope with the change is important.

Inclusivity is a crucial factor in assessment design as fair assessment must reflect the needs of a diverse student body. Assessment practices should also be culturally inclusive and supportive to all students while considering the needs of learners with disabilities and specific learning difficulties. Educational institutions worldwide are adopting a range of principles, using a variety of assessment methods, and developing assessment literacy. All these issues must be considered when researching inclusive assessment practices and policies. The Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning discusses the needs of learners of any context, background, and culture. This book strives to promote the importance of global inclusive assessment and teaching, giving an understanding to educators and faculty of the negative effect uniform assessment and teaching strategies have on a diverse body of students. Covering topics such as equitable design, ethnic preferential policies, and multilingual perspectives, this book provides an indispensable resource for researchers, practitioners, educators, teacher educators, policymakers, administrators, program planners, educational managers, educational leaders, professors, and academicians.

In all parts of Asia, households devote considerable expenditures to private supplementary tutoring. This tutoring may contribute to students' achievement, but it also maintains and exacerbates social inequalities, diverts resources from other uses, and can contribute to inefficiencies in education systems. Such tutoring is widely called shadow education, because it mimics school systems. As the curriculum in the school system changes, so does the shadow. This study documents the scale and nature of shadow education in different parts of the region. Shadow education has been a major phenomenon in East Asia and it has far-reaching economic and social implications.

Management Is The Primary Force Within Any Organization Which Coordinates The Activities Of Various Systems In Relation To Its Objectives. A School Being A Social Organization With Specified Objectives, The School Management Means The Use Of People And Other Resources To Accomplish The Objectives Of The School.School Management Has Two Major Aspects Internal Management Which Covers Issues Like Admission, Management Of Library, Laboratory, Building, Physical, Material And Financial Resources, Etc. And External Management Which Covers Relations With The Community And Outside Agencies Connected With The Establishment And Functioning Of The School. School Management Is A Cooperative Human Endeavour And Requires The Cooperation Of Teachers, Parents, Students, Community Members And Local Administration For Smooth Functioning. Though Computers Are Now Increasingly Used In The Management Process, It Is Human Element Which Is The Key To All Effective Management.The Present Book Is Designed As Per The New Syllabus On School Management, And Is Intended For Use By The B.Ed. Students Of Indian Universities. It Contains Conceptual Discussion On School Management, Participatory And Non Participatory Management And Management Of Various Resources. It Studies Management Approaches And Decision-Making. The Book Includes Discussions On The Physical Infrastructure Of The School In Terms Of Adequacy, Availability And Utilization Along With Scores Of Other Issues Like Space Management, Delegation Of Authority, Accountability, Teacher Coordination, Liaison With Outside Agencies Including The Respective State Education Board, Etc.Besides The Students And Teachers Of School Management, The Book Will Prove Extremely Useful To The Managements Of Various Schools Across India And Different Functionaries In Education Boards, Departments And Agencies Related Directly Or Indirectly With Education And School Management.