A Comparative Analysis of Education Policy and Practice: The Case of Institutions in Mumbai and Delhi

Autor/inn/en	Iyengar, Radhika; Surianarain, Sharmi
Titel	A Comparative Analysis of Education Policy and Practice: The Case of Institutions in Mumbai and Delhi
Quelle	In: Penn GSE Perspectives on Urban Education, 8 (2010) 1, S.19-28 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Feedback (Response); Schools; Educational Change; Foreign Countries; Comparative Analysis; Resource Allocation; Educational Policy; Urban Areas; Urban Education; Urban Schools; Elementary Secondary Education; Accountability; Theory Practice Relationship; Educational Administration; Educational Planning; Educational Finance; Financial Support; India + Suchen Sie Ihr Suchwort? School; Schule; Bildungsreform; Ausland; Ressourcenallokation; Politics of education; Bildungspolitik; Urban area; Stadtregion; Stadtteilbezogenes Lernen; Urban areas; Schools; Stadt; Verantwortung; Theorie-Praxis-Beziehung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsplanung; Bildungsfonds; Finanzielle Förderung; Indien
Abstract	There exist many actors within the realm of education policy planning and implementation, namely: the policy makers; the national, local and regional institutions engaged in the dissemination and interpretation of these policies; and the educational institutions that implement these policies at the ground level (schools). While schools are largely perceived to be at the receiving end of these policies, they are also held most accountable for any failures in effective implementation. The systemic factors, including: differences in local and regional institutions; the organizations that make decisions around functions, accountability and resource allocation; and the immediate environments surrounding the schools, are often ignored. This paper highlights institutional differences that affect policy implementation in two mega cities of India, namely, Mumbai and Delhi. The paper suggests that policy reshaping rarely considers the feedback from the bottom up; rather, policies are revised largely based on global and national agenda shifts rather than in response to on-the-ground impact of their implementation. The paper argues for a more reciprocal relationship between policy and practice, identifying the need for practice to influence policy in a mutually reinforcing process. Further, the paper argues that innovation at the local level of policy implementation is a critical mechanism by which such a reciprocal relationship can be established. (Contains 2 figures, 1 table and 4 endnotes.) (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10