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Analysing Problems with the Implementation of Inclusive Education Policies in India Using Multiple Governance Framework

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Analysing Problems with the Implementation of Inclusive Education Policies in India Using Multiple Governance Framework
1
Analysing problems with the implementation of inclusive education policies in India using Multiple Governance Framework
DRAFT
Monika Nangia
EGPA Conference, 7-10 September, 2010, Toulouse
France
EGPA Permanent Study group XIII on Public Policy
Analyzing implementation in the age of governance
2
Analysing problems with the implementation of inclusive education policies in India using Multiple Governance Framework
Monika Nangia
Abstract
Reflecting its deep commitment to universalizing access to and completion of elementary education of satisfactory quality by 2010, the Government of India (GOI) launched the Sarva Shiksha Abhiyan (SSA), the National Program for Universal Elementary Education (UEE) The program provided a comprehensive policy and budgetary framework for achieving the goal enshrined in the 86th Constitutional Amendment (2002) of making elementary education a fundamental right of every child. Using the Multiple Governance Framework approach, this paper provides an in-depth analysis of a complex policy environment in inclusive education. In so doing, it deals with the inherent policy contradictions in policy initiatives and challenges the conventional approach to policy analysis by exploring organisational arrangements that impede rather than facilitate implementation.
Introduction
This paper examines the problems related with the implementation of inclusive education policies in India. The focus is on the government scheme Sarva Shiksha Abhiyan (SSA) programme launched in 2002 based on the principles of ‘education for all’.1 This study not just explores the complexities of the policy issues but unravels the complex organisational arrangements that make it a unique study of implementation analysis. At the outset, the decision-making process has to reconcile the differences between two policy streams - the educational ‘entitlement’ of children in mainstream schools and the educational ‘needs’ of children with disabilities – before a coherent policy can be


References: DeLeon, P. (1999) ‘The stages approach to the policy process: What has it done? Where is it going?’ in P.A. Sabatier (ed) Theories of the policy process, Boulder, CO: Westview Press, pp 19-32. Hill, M. J. And Hupe, P. L. (2002) Implementing Public Policy: Governance in theory and practice. London: Sage Publications. Hill, M. and Hupe, P. (2006) ‘Analysing policy process as multiple governance: accountability in social policy’ in Policy and Politics, vol. 34, no. 3, pp 557-73. IMRB/SRI (2005) Survey Report on Out of School Children in India. GOI: New Delhi. Koshy, T. A. (1982) Study of the Centrally Sponsored Scheme of Integrated Education for Handicapped Children in Normal Schools in Delhi, New Delhi: Council for Social Development. Ministry of Education and Culture (1981) Annual Report 1980-81. New Delhi: Ministry of Education and Culture, Government of India, p-3. MHRD (1986) National Policy on Education 1986. GOI: New Delhi. MHRD (1986a) NPE Programme of Action. GOI: New Delhi. MHRD (1997) DPEP Guidelines. Department of Education, Ministry of Human Resource Development GOI: New Delhi. MHRD (2000) DPEP: Progress towards achieving goals. GOI: New Delhi. MHRD (2010) Minutes of the Meeting of State Education Secretaries held on 28th – 30th January 2010 at Vigyan Bhavan, New Delhi. GOI. MoSJE (1999) Annual Report 2008-2009. GOI: New Delhi http://socialjustice.nic.in/ar09eng.php?format=print Accessed on 16/08/10. MoSJE (2006) Annual Report 2005-2006. GOI: New Delhi. http://socialjustice.nic.in/pdf/ar06eng.pdf Accessed on 16/08/10. MoSJE (2008) Annual Report 2007-2008. New Delhi. GOI. Mehta, A. C. (2007) Elementary Education in India: Progress towards UEE, Analytical Report 2005-06, DISE, NUEPA. GOI: New Delhi. Ostrom, E. (2007) ‘Institutional rational choice: an assessment of the institutional analysis and development framework’ in Sabatier (ed.) Theories of Policy Process. Boulder CO: Westview Press. pp.3-17. Rane, A. J. (1983) IEDC- An Evaluation of the Scheme of Integrated Education for Handicapped Children Based on a Study of Working of the Scheme in Maharashtra, unpublished Thesis, TISS: Bombay. Sankar, D. (2007) What is the progress in elementary education participation in India during the last two decades? An analysis using NSS Education rounds. South Asia Human Development, World Bank. Sankar, D. (2007) Financing Elementary Education in India through Sarva Shiksha Abhiyan: Challenges in recent times. South Asia Human Development Report produced for World Bank. Varghese, N. V. and Mehta, A. C. (1998) Upper Primary Education in India: Present status and future requirement. National Institute of Educational Planning and Administration, GOI: New Delhi. World Bank (2007) People with Disabilities in India: From Commitments to Outcomes, World Bank: Washington. Section 4.17, pp. 64. World Bank (2007) People with Disabilities in India: From Commitments to Outcomes. World Bank: Washington. World Bank (2007) People with Disabilities in India: From Commitments to Outcomes. Chapter 7 pp 123-43. World Bank: Washington. World Bank (2008) Elementary Education Project (India) - Implementation Completion and Results Report (ICR) Vol. 1. World Bank: Washington. World Bank (2010) Global Monitoring Report: The MDGs after crisis. World Bank: Washington. UNESCO (2000) World Education Forum, Dakar Framework for Action, Senegal.
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