agarwal ritesh kumar (8 risultati)

Condizione: New. pp. 194.

Condizione: New. pp. 194.

Condizione: New. pp. 194.

Condizione: New. pp. 194.

Condizione: New. pp. 194.

Condizione: New. pp. 194.

Hardcover. Condizione: New. Language: English. "About The Book: The pursuit of a high-quality education hinges on the presence of an efficient and effective educational administration. The book "Right to Education through the Lens of Public Administration" underscores the crucial role of public administration in successfully implementing government policies and advancing the right to education. This insightful book will prove to be helpful for the enhancement of access to primary education with quality improvements.The book outlines the essential 4A criteria for measuring the accessibility of primary education i.e. availability, affordability, acceptability, and adaptability. The bookemphasizes the significance of accountability in the administration of primary education to enhance the quality of educational outcomes.The book also supports a shift from bureaucratic to participatory approaches in administration, emphasizing the potential of digitalization and decentralization to achieve this transformation.With its focus on primary education and public administration, the book is particularly well-suited for researchers eager to delve into these domains. About The Author: Dr. Ritesh Kr. Agarwal is a highly experienced researcher with over eight years of expertise in his field. Currently, he is serving as a postdoctoral fellow (ICSSR) in public administration at Banaras Hindu University, under the guidance of Prof. Abhinav Sharma. He received his Bachelor's in Economics, Master's in Public Administration, and Doctorate of Philosophy in Public Administration from Banaras Hindu University. He publishedseveral articles on various topics including administration of primary education andthe Digital India Mission.He is passionate about helping people who want to pursue research in social sciences, especially in public administration.He is detail-oriented, with strong research abilities and a keen interest in administration. He excels in independent and team research, possesses exceptional organizational and time-management skills, and can handle multiple tasks simultaneously.He wants to make a career in the field of academics so that he may not only develop himself by remaining constantly engaged in the learning processbut also work as a catalyst in the growth of others desirous to learn. CONTENTS: Contents, List of Tables.. . 11, List of Figures. 13, Foreword ...15, Preface ... 17, Acknowledgement.. 21, Abbreviations ..23, 1. In...25, 1.1..27, 1.1.1 Administration. 27, 1.1.2 Public Administration. .28, 1.1.3 Public Policy Approach. 30, 1.1.4 Education. 30, 1.1.5 Educational Administration . 31, 1.1.6 About Primary Education.31, 1.1.7 86th Constitutional Amendment Act, 2002 31, 1.1.8 Right to Education (RTE) Act, 2009 .32, 1.2. Research Problem. 32, 1.2.1 About Varanasi . 36, 1.3. Objectives. 37, 1.4. Hypothesis/Hypotheses . 37, 1.5. Justification for Study.38, 1.6.Organisation of the Book. 38, 2. Enhancing Educational Administration: The 4A Concept and Accountability.43, 2.1. About Human Development .43, 2.2.About School. 43, 2.3. Educational Administration .44, 2.3.1. Objectives of Educational Administration . 48, 2.4.The Concept of 4A.49, 2.4.1. Availability .49, 2.4.2. Affordability. 49, 2.4.3. Acceptability . 50, 2.4.4. Adaptability . 51, 2.5. Accountability.51, 2.5.1. Accountability in India Before Independence .54, 2.5.2. Accountability in India After Independence.54, 3. Research Methodology in Public Administration .57, 3.1.Introduction .59, 3.2.Research Methodology in Social Sciences. 59, 3.3. Research Methodology in Public Administration .60, 3.4. Research Methodology .62, 3.5.Combination of both Quantitative and Qualitative Approaches. 63, 3.5.1. Quantitative . 64, 3.5.2. Qualitative .64, 3.6.Case Study Approach.64, 3.7. Research Design .65, 3.8.Study Area. 65, 3.9.Sample Design. 66, 3.9.1. Population .67, 3.9.2. Sample Unit .67, 3.9.3. Sample Size.67, 3.9.4. Precision Level.67, 3.9.5. Sampling Methods and Procedure.68, 3.10.Data Collection Methods. 69, 3.10.1. Pilot Survey. 69, 3.10.2. Survey. 69, 3.10.3. Observation. 70, 3.10.4. Interviewing . 70, 3.11. Data Collection Instruments . 71, 3.11.1. Schedule . 71, 3.11.2. Data. 71, 3.12. Data Analysis .72, 3.13. Limitations of the Study.72, 3.14. Conclusion .72, 4. Right to Education: A Global Perspective .75, 4.1.Right to Education in the Global Scenario.77, 4.1.1. Dakar World Education Conference: Education for all. 78, 4.1.2. Education for Sustainable Development (ESD) .79, 4.1.3. United Nations Millennium Declaration, 2000 .79, 4.1.4. Decentralisation of Educational Administration in the World.79, 4.1.5. No Child Left Behind (NCLB) Act of America, 2001. 80, 4.2.Administration of Primary Education in India Before Independence. 80, 4.2.1. Indian Primary Education in Ancient Times (600 B.C.).80, 4.2.2. Primary Education in the Buddhist Period (500 B.C. to 1200 A.D.) . 81, 4.2.3. Primary Education in the Medieval Period (1200 A.D.to 1700 A.D.).81, 4.2.4. Primary Education in the British Period (1700 A.D. to 1947) .81, 4.2.5. Macaulay's Statement (1835) . 82, 4.2.6. Wood's Manifesto (1854).82, 4.2.7. Hunter Commission (Indian Education Commission) (1882) .83, 4.2.8. Lord Curzon: A Qualitative Increase in Education (1899). 83, 4.2.9. The contribution of Gopal Krishna Gokhale (1910-1911). 83, 4.2.10. Hartog Committee (1927-1929) .83, 4.2.11. Wardha Education Conference (1937) . 84, 4.2.12. Basic Education or 'Nai Talim' (1937) .84, 4.2.13. Sargent Education Scheme (1944) . 84, 4.3.Administration of Primary Education in India After Independence, 4.3.1. Kothari Commission (1964-1966) .86, 4.3.2. National Education Policy, 1968 and Primary Education.86, 4.3.3. National Education Policy (1986) and Revised Policy (1992) .86, 4.3.4. District Primary Education Programme.87, 4.3.5. Mid-day Meal Scheme (Nutritional Support for, Primary Education) .87, 4.3.6 Sarva Shiksha Abhiyan (2001) .88, 4.

Paperback. Condizione: New. Language: English. "About The Book: The pursuit of a high-quality education hinges on the presence of an efficient and effective educational administration. The book "Right to Education through the Lens of Public Administration" underscores the crucial role of public administration in successfully implementing government policies and advancing the right to education. This insightful book will prove to be helpful for the enhancement of access to primary education with quality improvements.The book outlines the essential 4A criteria for measuring the accessibility of primary education i.e. availability, affordability, acceptability, and adaptability. The bookemphasizes the significance of accountability in the administration of primary education to enhance the quality of educational outcomes.The book also supports a shift from bureaucratic to participatory approaches in administration, emphasizing the potential of digitalization and decentralization to achieve this transformation.With its focus on primary education and public administration, the book is particularly well-suited for researchers eager to delve into these domains. About The Author: Dr. Ritesh Kr. Agarwal is a highly experienced researcher with over eight years of expertise in his field. Currently, he is serving as a postdoctoral fellow (ICSSR) in public administration at Banaras Hindu University, under the guidance of Prof. Abhinav Sharma. He received his Bachelor's in Economics, Master's in Public Administration, and Doctorate of Philosophy in Public Administration from Banaras Hindu University. He publishedseveral articles on various topics including administration of primary education andthe Digital India Mission.He is passionate about helping people who want to pursue research in social sciences, especially in public administration.He is detail-oriented, with strong research abilities and a keen interest in administration. He excels in independent and team research, possesses exceptional organizational and time-management skills, and can handle multiple tasks simultaneously.He wants to make a career in the field of academics so that he may not only develop himself by remaining constantly engaged in the learning processbut also work as a catalyst in the growth of others desirous to learn. CONTENTS: Contents, List of Tables.. . 11, List of Figures. 13, Foreword ...15, Preface ... 17, Acknowledgement.. 21, Abbreviations ..23, 1. In...25, 1.1..27, 1.1.1 Administration. 27, 1.1.2 Public Administration. .28, 1.1.3 Public Policy Approach. 30, 1.1.4 Education. 30, 1.1.5 Educational Administration . 31, 1.1.6 About Primary Education.31, 1.1.7 86th Constitutional Amendment Act, 2002 31, 1.1.8 Right to Education (RTE) Act, 2009 .32, 1.2. Research Problem. 32, 1.2.1 About Varanasi . 36, 1.3. Objectives. 37, 1.4. Hypothesis/Hypotheses . 37, 1.5. Justification for Study.38, 1.6.Organisation of the Book. 38, 2. Enhancing Educational Administration: The 4A Concept and Accountability.43, 2.1. About Human Development .43, 2.2.About School. 43, 2.3. Educational Administration .44, 2.3.1. Objectives of Educational Administration . 48, 2.4.The Concept of 4A.49, 2.4.1. Availability .49, 2.4.2. Affordability. 49, 2.4.3. Acceptability . 50, 2.4.4. Adaptability . 51, 2.5. Accountability.51, 2.5.1. Accountability in India Before Independence .54, 2.5.2. Accountability in India After Independence.54, 3. Research Methodology in Public Administration .57, 3.1.Introduction .59, 3.2.Research Methodology in Social Sciences. 59, 3.3. Research Methodology in Public Administration .60, 3.4. Research Methodology .62, 3.5.Combination of both Quantitative and Qualitative Approaches. 63, 3.5.1. Quantitative . 64, 3.5.2. Qualitative .64, 3.6.Case Study Approach.64, 3.7. Research Design .65, 3.8.Study Area. 65, 3.9.Sample Design. 66, 3.9.1. Population .67, 3.9.2. Sample Unit .67, 3.9.3. Sample Size.67, 3.9.4. Precision Level.67, 3.9.5. Sampling Methods and Procedure.68, 3.10.Data Collection Methods. 69, 3.10.1. Pilot Survey. 69, 3.10.2. Survey. 69, 3.10.3. Observation. 70, 3.10.4. Interviewing . 70, 3.11. Data Collection Instruments . 71, 3.11.1. Schedule . 71, 3.11.2. Data. 71, 3.12. Data Analysis .72, 3.13. Limitations of the Study.72, 3.14. Conclusion .72, 4. Right to Education: A Global Perspective .75, 4.1.Right to Education in the Global Scenario.77, 4.1.1. Dakar World Education Conference: Education for all. 78, 4.1.2. Education for Sustainable Development (ESD) .79, 4.1.3. United Nations Millennium Declaration, 2000 .79, 4.1.4. Decentralisation of Educational Administration in the World.79, 4.1.5. No Child Left Behind (NCLB) Act of America, 2001. 80, 4.2.Administration of Primary Education in India Before Independence. 80, 4.2.1. Indian Primary Education in Ancient Times (600 B.C.).80, 4.2.2. Primary Education in the Buddhist Period (500 B.C. to 1200 A.D.) . 81, 4.2.3. Primary Education in the Medieval Period (1200 A.D.to 1700 A.D.).81, 4.2.4. Primary Education in the British Period (1700 A.D. to 1947) .81, 4.2.5. Macaulay's Statement (1835) . 82, 4.2.6. Wood's Manifesto (1854).82, 4.2.7. Hunter Commission (Indian Education Commission) (1882) .83, 4.2.8. Lord Curzon: A Qualitative Increase in Education (1899). 83, 4.2.9. The contribution of Gopal Krishna Gokhale (1910-1911). 83, 4.2.10. Hartog Committee (1927-1929) .83, 4.2.11. Wardha Education Conference (1937) . 84, 4.2.12. Basic Education or 'Nai Talim' (1937) .84, 4.2.13. Sargent Education Scheme (1944) . 84, 4.3.Administration of Primary Education in India After Independence, 4.3.1. Kothari Commission (1964-1966) .86, 4.3.2. National Education Policy, 1968 and Primary Education.86, 4.3.3. National Education Policy (1986) and Revised Policy (1992) .86, 4.3.4. District Primary Education Programme.87, 4.3.5. Mid-day Meal Scheme (Nutritional Support for, Primary Education) .87, 4.3.6 Sarva Shiksha Abhiyan (2001) .88, 4.