About This Course
Understanding education policies, institutions that mediate these policies, and the ground-level practices and experiences of implementing the policies is a complex exercise. But the influence of various domestic and international policy actors, the dynamism of our socio-economic, cultural, and political systems, and a continuous process of decision-making, interpretation, and reform make this an exciting field of study.
Those working in the education sector are often assumed to have an understanding of prevailing policies, are expected to work within the established norms, and contribute to the realization of policy goals. In many cases, in the absence of this knowledge and understanding getting officially and systematically transmitted, there are limitations on the extent to which one can meaningfully shape, influence, and negotiate policies.
Given that education professionals are deeply embedded in policy spaces – as duty bearers under various legal and policy norms, as mediators of policies, as those who are directly impacted by policies, and as those who enjoy collective rights to influence policy discourses – understanding the key concepts and key policy texts becomes essential.
Course Objectives:
The primary objectives of the course will be to:
- Develop a sound understanding of key concepts related to policies and policy processes
- Critically analyse the role of state and non-state actors and institutions in education in the contemporary context
- Examine the policy ecosystems within which policies are formulated, interpreted, and implemented on the ground.
- Develop basic skills for policy review and analysis
Who can join the course?
The course will be available to registered students and students invited to the MA in Education and Technology program.
Note: The best way to access this course is through a laptop/desktop or TISSx mobile app.
Course Staff
Dr. Amina Charania Lead MA in Education & Teaching, Associate Professor, CETE, TISS
Dr. Amina Charania is an Associate Professor at Centre of Excellence in Teacher Education at Tata Institute of Social Sciences (TISS).
In the year 2010, she earned her doctoral degree at Iowa State University, USA, specializing in curriculum and instructional technology. She leads research, field action, and teacher professional development programmes focusing on Constructivist teaching and learning with technology at scale. These interventions have brought national and international accolades.
Over the years, she has published and presented her research and practice in some leading international journals. Her research has provided evidence-based frameworks and policy guidelines for teachers’ agency, pedagogical integration of technologies, and learners as producers concept for adolescents in government schools across multiple geographies. She has also served as a member of the Committee for Mentoring Mission, National Education Policy, anchored by NCTE 2021-22.
Ms. Archana Mehendale
Archana Mehendale has worked as a Professor at the Centre for Education Innovation and Action Research (CEIAR), TISS, between 2015 and 2018. During this period, she also served as Research Lead on the Connected Learning Initiative of the Centre.
In her capacity as an Adjunct Honorary Professor, she is currently engaged in:
1. Research on innovative financing in education. She also represents CEIAR/TISS on SUDAC-COFER-supported international inter-university collaboration on Innovative Financing in Education and Development, anchored by NORRAG.
2. Research on mainstreaming child laborers in the education system, where she is a co-principal Investigator. The National Human Rights Commission supports this research.
3. Research on inclusive education. Her earlier work in this area resulted in a co-authored report published by UNESCO New Delhi as "N for Nose: State of Education Report for India 2019 Children with Disabilities".
