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National University of Educational Planning and Administration (NUEPA), New Delhi, Delhi


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National University of Educational Planning and Administration (NUEPA), New Delhi, Delhi
Address: Plot / Street / Area
17-B, Sri Aurbindo Marg
New Delhi (District New Delhi)
Delhi, India
Pin Code : 110016


National University of Educational Planning and Administration (NUEPA), New Delhi Delhi is a University recognised by UGC. Status: Deemed University. National University of Educational Planning and Administration (NUEPA), New Delhi Delhi is also known as NUEPA New Delhi. National University of Educational Planning and Administration (NUEPA), New Delhi Delhi was established on / in 11.08.2006.


National University of Educational Planning and Administration (NUEPA) is situated in New Delhi of Delhi state (Province) in India. This data has been provided by www.punjabcolleges.com. New Delhi comes under New Delhi Tehsil, New Delhi District.

Fax # of National University of Educational Planning and Administration (NUEPA), New Delhi Delhi is 011-26853041, 26865180.

email ID(s) is National University of Educational Planning and Administration (NUEPA) New Delhi Delhi

Website of National University of Educational Planning and Administration (NUEPA), New Delhi Delhi is www.nuepa.org/.


Contact Details of National University of Educational Planning and Administration (NUEPA), New Delhi Delhi are : Telephone: +91-11-26863562, 26962335, 26967780, 26962126, 26965305, 26962120, 26960428, 26967784, 26962479, 26965996




Courses

* Departments at National University of Educational Planning and Administration (NUEPA)

1. Department of Educational Planning
2. Department of Educational Administration
3. Department of Educational Policy
4. Department of Educational Finance
5. Department of School and Non-formal Education
6. Department of Higher Education
7. Department of International Cooperation
8. Department of Sub-national Systems
9. Department of Operations Research and Systems Management

* Eligibility Parameters at National University of Educational Planning and Administration(NUEPA)

For regular M.phil/Ph.d:

Post gradates in Education,Social Sciences,Commerce,Sciences,Management/Allied subjects with minimum 55% marks JRF scholars qualifying NET

Postgraduates awaiting results can apply with provisional certificates

* Admission to regular courses generally take place during the end of July

* Some milestones in Research at National University of Educational Planning and Administration (NUEPA)

1. District Information System for Education
2. Shadow Teaching in Delhi
3. Decentralization of Secondary Education - Case Studies
4. Education Reforms: Management of Change through Support Organizations
5. A Study of Self-Financing Courses in Colleges
6. A Study of Foreign Students in Indian Universities
7. Growth and Performance of Private Secondary Schools

* Other unique facilities in National University of Educational Planning and Administration(NUEPA)

1. A seven storied hostel comprising of fully furnished 52 double rooms
2. Library and Documentation center
3. National and International scholarships

Courses
* Courses offered at National University of Educational Planning and Administration(NUEPA)
1. M.Phil
2. Ph.D
3. National and International diploma programs of 6 months

It is to borne in mind that the Ph.D programs can be both regular as well as distance.

The National University of Educational Planning and Administration (NUEPA) has been a major contributor in the field of educational planning having reached great heights in India as well as in the whole of South Asia.

Profile of National University of Educational Planning and Administration (NUEPA)

Introduction
The National University of Educational Planning and Administration (NUEPA), established by the Ministry of Human Resource Development, Government of India, is a premier organization dealing with capacity building and research in planning and management of education not only in India but also in South Asia.

In recognition of the pioneering work done by the organization in the field of educational planning and administration, the Government of India have empowered NUEPA to award its own degrees by way of conferring it the status of Deemed to be University in August, 2006.

Like any Central University, NUEPA is fully maintained by the Government of India.

Eligibility and Admission Process to Integrated M. Phil. and Ph. D. Programmes:

Full-time Programme
(a)
(i) Candidates seeking admission to the Full-time Integrated M.Phil.-Ph.D. Programme shall have minimum of 55% marks (50% for SC/ST candidates) or its equivalent grade in Master's Degree in Social Sciences and allied disciplines from a recognized university.

(ii) Candidates who are yet to clear their final examination at the Master's level are also eligible to apply provided they pass the examination as per eligibility conditions already laid down at (i) above and submit its proof at the time of interview.

(b) A candidate seeking admission to Full-time Direct Ph. D. Programme shall have an M. Phil degree in an area closely related to educational planning and administration and/or exceptionally brilliant academic record coupled with publications of high quality.

Part- time Programme
A candidate seeking admission to Part-time Ph. D. Programme is required to meet the following criteria:

* Should possess the educational qualifications as mentioned in Para (a) (i) above;
* Currently, should be in full-time employment;

* Should be a senior level educational functionary with a minimum of five years work experience in teaching, educational planning and administration.

Selection and Admission Procedures:
Candidates may apply in the prescribed form (separately for each programme) for admission to M. Phil and Ph. D. programmes of the University along with three copies of the brief write-up on the proposed research topic of a contemporary issue within the broad framework of educational policy, planning and administration.

The Application Form and the Prospectus can be obtained from NUEPA by remitting a non-refundable sum of Rs. 200/- (Rs. 100/- for SC/ST candidates) by demand draft in favour of Registrar, NUEPA, payable at New Delhi, and if required by post or purchased in person.:


Profile
The National University of Educational Planning and Administration (NUEPA),New Delhi emerged into the country's educational scene in 1960-61. It was mainly due to an effort by UNESCO to set up a regional center for educational planning and administration not only in India but in the whole of South Asia. It was in 1970 that the authority of NUEPA changed hands and came under the Ministry of Human Resources and Development, Government of India with its new name as the National Staff College. The University acquired its present name in 1979 and became an autonomous body. As a mark of recognition to its outstanding contribution in the field of planning, management and capacity building, the Human Resource Ministry of India conferred the Deemed University status on NUEPA in August 2006.

While the University building is situated in the foothills of the Aravalli range, the campus is conveniently located in Sri Aurobindo Marg lying in close proximity to NCERT and IIT Delhi. The campus also houses the Vice Chancellor's bungalow and apartments of the faculties. The present Vice- Chancellor of this prestigious institution is Prof Ved Prakash. NUEPA is one of the forerunners in educational planning,administration, educational research, training and consultancy.

Campus
The University is located in NEW DELHI, the capital city of India situated on the foothills of the Aravalli range and has varied climatic conditions. December and January are chilly, with night-time lows of 4 degree Celsius. The spring season gets in February and the maximum temperature during this month ranges between 15 degrees to 25 degrees celsius. The summer season starts from April when the day time temperature goes upto 40 degree Celsius.

The Campus is spread over 3.75 acres. It is located on Sri Aurobindo Marg, in South of New Delhi opposite Qutub Hotel, adjoining to NCERT and Indian Institute of Technology Campuses. The distance from Indira Gandhi International Airport and the domestic Airport is 15 and 10 kms respectively. It is about 20 kms from Old Delhi Railway Station,14 kms from New Delhi Railway Station, and 22 kms from Inter-State Bus Terminal.

The University has a seven-storied hostel building with fully furnished 52 double occupancy rooms -AC and non-AC. Besides the participants and guests to NUEPA, the hostel facilities are also extended to educationists visiting Delhi, depending upon availability of space. In addition the campus also has Vice-Chancellor's Bungalow and the residential apartment for the faculty and Staff.

Training - Introduction
The National University of Educational Planning and Administration (NUEPA) is the apex national institution of educational planning and administration and is actively engaged in educational research, training and consultancy. Its core activities include: Full-time M.Phil. Programme, Full-time & Part-time Ph.D. Programmes, National level and International level Diploma Programmes, training of educational planners and administrators; research; consultancy services at national and international levels; clearing house for dissemination of knowledge and information; and providing a forum for exchange of views and experiences between practicing educational administrators, planners and academics. NUEPA also sponsors research in educational planning, policy and management.

NUEPA offers, every year, about four dozen professional programmes. It includes long-term and short-term training programmes, seminars, conferences, meetings with senior national and international education policy-makers, planners and administrators. It offers two (six-month) diploma programmes in educational planning and administration - one each for the national and international participants. On an average, each year , about thousand five hundred senior planners and administrators participate in these programmes. NUEPA uses a combination of modern methodologies in training delivery including structured presentations, practical work, syndicate work, case studies, group discussions and modern audio-visual methods. All training programmes are supported by professionally developed training material.

Library and Documentation Centre
NUEPA Library and Documentation Centre are situated in a building of the University covering 750 sq. meter of carpet area of three floors. It has a wide collection of more than 53500 volumes on educational planning and management including books, documents, government publications, annual reports, project reports, UNESCO, International Institute of Educational Planning (IIEP), World Bank and International Monetary Fund (IMF) publications. It has about 4141 bound volumes of journals. In addition, the library has audio-visual facilities containing about 380 items of non-book material such as Audio cassettes, Video cassettes, Films, Micro films, Microfiches and CD-ROMs on education and its allied disciplines. Users can view video films from the library collection in audio-visual room. The library subscribes to more than 250 journals and magazines both national and international in the core area of education, planning and management.

NUEPA's Documentation Centre comprises of a unique collection of the Central and State Governments' publications such as Census of India, State Census Reports, State Gazetteers, Statistical Handbooks of States, All India Educational Surveys, Economic Survey, State Economic Surveys, State Educational Plans, Five Year Plans, NUEPA Research Studies, NUEPA Occasional Paper Series, NUEPA Training Programme Reports, Annual Reports of various Ministries, International Institute of Educational Planning (IIEP), Paris. Moreover, it holds a rich collection of theses and dissertations on International Diploma in Educational Planning and Administration (IDEPA) and Diploma in Educational Planning and Administration (DEPA). Documentation Centre subscribes to 25 national and regional newspapers and maintains the press clippings for the use of faculty and other users.

It has computerized all its operations by using an integrated software LibSys 4.0. Moreover, the Library and Documentation Centre are equipped with electronic databases like Educational Resources and Information Centre (ERIC), Census of India and Internet facilities. The Library and Documentation Centre have a membership of DELNET (Developing Library Network) to promote the sharing of resources at national and international level.

Moreover, the Library and Documentation Centre have developed an online library that provides access to more than 200 full-text Indian and foreign journals, national and international indexing databases, current contents of periodicals, newspapers and full-text reports both national and international.

It has air-conditioned facility, which provides conducive environment for the readers of the library and documentation centre. The Library and Documentation Centre have the reading cum reference room that having the capacity of more than 75 readers on three floors. It meets the information needs of faculty, researchers and participants of workshops, seminars and training programmes conducted by NUEPA time to time.

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Elementary education findings show Maharashtra lagging (National University of Educational Planning and Administration (NUEPA))
News: 3rd October, 2015
Elementary education findings show Maharashtra lagging


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Elementary education findings show Maharashtra lagging (News)

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Media coverage of National University of Educational Planning and Administration (NUEPA), New Delhi Delhi, Delhi

Maharashtra gets a five-star status in elementary education

Mumbai: Maharashtra has jumped two places and is now ranked fifth among states in the educational development index (EDI) at the elementary level (standards I to VIII) for the academic year 2009-10.

Kerala tops the list followed by Tamil Nadu, Punjab and Haryana. If one also takes the Union territories into consideration, Puducherry is ranked one while Maharashtra is 13th on the list. Better access to education and a dip in the drop-out rate has helped Maharashtra go past Gujarat, its western competitor. Gujarat ranks 7th among the states and 15th on the overall list.

The EDI is prepared by the National University for Educational Planning and Administration and is calculated by taking into account four components and 22 variables, including infrastructure, access to education and teachers. In case of access to education, availability of schools per 1,000 children and ratio of primary to upper primary schools are the two important factors that are considered.We have close to 1.03 lakh schools in the state and very few states can boast of such a high number. This has improved access to schools in rural and urban areas. We are also working on projects to ensure there are schools within every kilometre in the state, said an official from the education department.The drop-out rate for standard VII dropped to 1.5% in 2011 from 24% in 2002. The state also boasts of teachers with professional qualifications — around 45% of them are women. We are the only state that can claim to have a surplus of teachers, the official said.

Despite the positives, academicians believe there is still ample scope for improvement. Basanti Roy, educationist and former divisional secretary of SSC, says the state should not get complacent with these rankings. There are a lot of efforts being undertaken, especially by the Sarva Shiksha Abhiyaan, to tackle the problems in elementary education. The report is a reflection of these efforts. But many gaps still exist, she said.

There are many funds at disposal for teacher training programmes and infrastructure. They must be utilised properly. Poor toilet facilities is a major reason for girls dropping out of schools. Water facilities such as storage tanks are available, but schools do not have running water, said Roy. She said student enrolment has improved because of village education committees and bridge courses for children who did not attend schools. They encouraged such children to enrol for formal education.

The education department official agrees. The state lags in infrastructure and quality of education. There are other challenges such as providing clean toilets for girls, making drinking water and electricity available to students, he said. Quality of education and infrastructure are huge challenges. Tamil Nadu and Kerala have an upper hand in these areas. We are working on plugging the loopholes through the Right to Education Act.

The annual status of education report (rural 2010) had revealed that the state was doing well in terms of quality compared to other states, but was lagging behind in maths and reading. Maharashtra is performing well in quality and infrastructure too, but we are lacking in learning outcomes, especially in maths. It was seen that 24% of standard V students were unable to read standard II books and do basic maths like division. We need serious improvement and intervention in these areas. said Usha Rane, director training at NGO Pratham.

The state still has a long way to go, but if the EDI is any indication, it is headed in the right direction.

The pledge to bring about a paradigm shift in provisioning education to ALL would MAKE OUR celebration of 60 years of independence, worthwhile!

The Elementary Education in India 2005-06, a report presented by the National University of Educational Planning and Administration (NUEPA) was not surprising but has been a befitting embarrassment for the Ministry of Human Resource Development, for the report has been a blatant blueprint of the failures of this critical social indicator, sustained over years. In one of my earlier editorials, I had mentioned that creation of impediments in provisioning education to masses had been a calculative conspiracy of successive governments, for it always served their purpose. In the same lines the report reveals that there are more than 32,000 schools (i.e. 3% of all schools) in this country which do not have a single student and no wonder that half of such schools are in rural India (with Karnataka being one of the worst performers with around 8,000 schools without a single student). In addition to this a little more than 6% schools have less than 25 students! The report goes on to state that around 23,000 are still waiting for the allocation of a teacher while as many as one lakh schools run with a single teacher only. What is even more amazing than this is that with that background, the Ministry of HRD had been audaciously doing some hard bargaining for larger allocations for provisioning education in the country! In fact, it is not just the Ministry of HRD; for long, policy-makers have been parroting that the crux of the problem in education is the lack of allocations. But the presence of 32,000 vacant schools indicates that it is not just funds but the predicament lies somewhere else and given the state of affairs, just more of outlays cannot deliver better outcomes. Consider this: the allocation for the Sarva Shiksha Abhiyan has increased substantially to around Rs. 15,000 crore annually. In fact, the Planning Commision had been planning to hike the budgetary support to education to more than double, to around 18.2%! I wonder, for what, if the results are such absymal?

Well, today it just cannot be denied that there is a concurrent feeling of being cheated, among masses with respect to education delivery by the state. Such is the sense of deceit that most parents send their wards to private schools (albeit with a fee) than to send them to government schools. For that matter even the meal (which is sub-standard in most cases on account of corruption that riddles the Midday meal scheme) that is given to the kids in government primary schools is no more an incentive. And add to this that 23,000 schools dont have a single teacher and that one lakh schools run on a single teacher, then the reasons for the absence of the students in 32,000 schools is not unfounded for. What has been intriguing is the very fact that wherever government has failed to deliver many autonomous and semi-autonomous organisations like the Christian missionaries, the Ramakrishna Mission, Al Amim Mission or for that matter the Rashtriya Swayam Sevak Sangh run schools in the very same rural and neglected India has shown results. Not just them, there have been hundreds of individual and community initiatives which dots the length and breadth of the country, with commendable success. The haunting question is, if these autonomous institutions can do it why not the government schools? For it is not only lack of teachers but more than that what has been predominantly missing is any sense of accountability and commitment. A recent survey by the World Bank has stated that at any point of time around 25% of the teachers are absent in the schools. Not only this, it has also been observed that in rural hinterlands teachers jobs are being frequently sublet at a lesser wage. Plus the sense of a secured government job has been most detrimental as then they are found engaging in all other activities (like forming hostile Trade Unions) other than teaching!

It is imperative to take away this deadly security from the teaching staffs conscience and bring about a major decentralization in the functioning of the primary schools and make them absolutely accountable to the local Panchayat and thus to the people whose children they are teaching. In that case the results are bound to improve. While it is futile to expect such innovations from the HRD Ministry especially when a minister with a license raj mentality is at the helm of affairs! It is time that the Ministry realizes that instead of unnecessarily interfering and forcefully trying to bring about social parity through caste based reservations, the real ground has to start with making the schools function properly. And by school we do not mean mere concrete structures but institutions where the next generation is truly empowered. It is this pledge to bring about a paradigm shift in provisioning education to all would make our celebrations of 60 years of independence, worthwhile!

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