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Vol. 05,Special Issue 02, (IC-IRSHEM-2020) February 2020, Available Online: http://www.ajeee.co.in

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A STUDY ON EDUCATIONAL RESEARCH IN WORLD Dr. Neh Srivastava, New Delhi

Abstract: - This study examines the essence of Indian educational research and its consequences for government policy and practice. It begins with an overview of the education system in India. The paper also provides a conceptual structure for performing policy analysis in education. Policy research may contribute to formulating and implementing it. The research can take the form of theoretical analysis, critique, field study, and case studies. The findings of this research include guidance for the policy of education.

An overview of educational research in India reveals that most of the work was empirical and occasional attempts were made to conduct studies with political ramifications. Input to formulating educational policies in India has come mainly from the Commissions and Committees' reports, Five Year Plans, All India Educational Surveys, etc. The paper suggests that work on socially essential topics with consequences for policy and practice should be conducted.

1. INTRODUCTION

Educational measures are established by the legislative authority in the Indian context and form the basis of policy intervention at different levels. Education policies play an essential role in shaping the country's future education in the country. Training as a growth mechanism creates specific valuable plans based on such models and structures, which are supposed to enhance the education system. A study, as an operation that solves problems, helps build these models and architectures. This paper briefly presents policy formulation circumstances in the context of school education in India and also the nature of research in education and its contribution to educational policies and practice.

2. THE SYSTEM OF EDUCATION IN INDIA

A critical feature of educational growth in the country over the time of self- determination has been the continuing initiative to establish an education program that is meaningful to people's lives, desires, and ambitions. Since its independence in 1947, comprehensive attempts were made to devise educational policies in India, including the Commission on University Economics (1948–49), the Commission on Secondary Education (1952–53), and the Education Commission (1964–66). Historically, 1968, 1986, and 1992 have been the highlights of India's education reform.

The 1968 educational policy guided the receiving of a standard formation of education during the nation and the introduction of the 10+2+3 pattern of learning, which was executed

by the preponderance of the states in the country. The National Policy on Education (NPE, 1986) was based on an in-depth evaluation of the complete range of the education sector and was originated on the foundation of national agreement.

While the general structure enunciated by the NPE (1986) maintains to be applicable, the developments throughout the years since then, furthermore the experiences gained in its execution, have necessitated certain modifications.

These changes were introduced in the NPE (1992), and a revised Programme of Action (1992) was approved. In addition to these policy initiations, a significant development occurred in 1976 in the form of the 42nd modification of the Indian Constitution. Before this, education was a state subject, and the union government had a limited role. The 42nd resolution placed the school on the opposing list, thus offering Parliament the right to legislate on education.

It allowed the union government and the States to share their obligations.

Several regional specialist institutions have been set up to support and advise the Government of India to formulate and execute policies and programs in the field of school education. One such organization is the National Council for Education Research and Training ( NCERT), established in 1961 to assist and provide guidance to the Ministry for Human Resources Development (MHRD) and State governments to design and execute school education policies and programs as well as other initiatives.

The National Institute of Educational Planning and Administration

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2 (NIEPA) assists the MHRD in improving educational planning and administration in the country. The Central Board of Secondary Education (CBSE) was set up to conduct Secondary and Senior Secondary level examinations of the schools affiliated to it. However, state boards do tests at the secondary and senior secondary levels at the state level.

3. EDUCATIONAL STRUCTURE

Following the guidelines of the National Policy on Education (1968) many other States in India now follow the 10 + 2 + 3 education sequence, that is, ten years of primary and secondary education (1-10 degrees), two years of Higher Secondary Education and three years of First Grade (see Figure 1). A child is generally admitted to grade 1 at five years of age, and she is predictable to inclusive class 5 at the age of 10+ years, grade 8 at the age of 13+ years, grade 10 at the age of 15+

years and grade 12 at the age of 17+

years. Figure 1 also indicates that the facility of non-formal centers/open schools is also available for children who, for different reasons, find it challenging to pursue their education in the formal system.

4. POLICY RESEARCH IN EDUCATION:

A CONCEPTUAL FRAMEWORK

Policy refers to the system or measures adopted by a country's Government in the management of public affairs. In this context, the educational policy applies to the Government's systemic and well- designed intervention to enhance the nation's education situation.

McClellan (1971) points out that a policy statement is:-

(i) Planned to be a legal lead for acts by those mentioned in the declaration;

(ii) Enforceable and compulsory by the society (large or small) which formulates it; and

(iii) Formulated and adopted during a legislative procedure – that is, a procedure which recognized the actuality and authority of contradictory interests and needs between its contributors. However large or small, all societies may adopt specific courses of action or policies that guide the smooth functioning of its different sub- systems.

Figure 1. Schematic representation of the steps involved in policy research

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3 Studies and other relevant data offer a valuable guide to policy formulation and appraisal. Political work means searching for answers to pressing school or societal issues. In the context of national development, it is necessary to consider the relative importance and priorities of development, needs, and problems that deserve more considerable attention and efforts on the part of researchers.

Policymakers and educational administrators expect educational research to help them plan and execute reforms to improve the system of school education to respond to the changing social context. As classroom practitioners, the teachers look for the results, which help them enhance teaching, learning, and evaluation techniques and strategies.

Public analysis has essential relevance of school reform or implementation of existing problems. This consists of deliberate and concerted efforts to identify and improve the education process (Nisbet, 1985).

Political research includes both theoretical and practical policy studies explicitly. Theoretical analysis should be conducted based on a philosophical context, critique, and common question.

Empirical data may be obtained by way of surveys, field experiments, and case studies. Administrative work is generally focused on the mechanisms and procedures in which policy goals are executed (Fitz et al., 1994). These are typically conducted to determine the reasons for the successes or failures of specific programs and policies.

5. TRENDS IN EDUCATIONAL RESEARCH IN INDIA

5.1 International Context

A look at the international scenario indicates that since the beginning of the 1970s, more emphasis is being placed on policy-related research. It does not mean that early work in education had no policy implications. The notable work of Alfred Binet (1911), who sought to distinguish truly mentally 'defective' children from those who were not succeeding in schools for other reasons in the early 1900s, laid the foundation of psychometric.

Thorndike's dissertation (1924) and others in the 1920s on elementary school psychology have impacted educational policies and practice.

However, as Nisbet (1985, p. 3957) noted, the difference between sensible or hypothetical study was not stressed. The two types of inquiry were seen as complementary. During the 1950s, awareness was generated that educational research could formulate a significant involvement in the procedure and perform. The following decade saw the beginning of public funds being made available for research in education. By the beginning of the 1970s, there was a massive increase in publically funded research in education.

It was around this time that the issue of accountability gained prominence. It was pointed out that publicly funded research ought to be practical. Research that is not associated with politics is likely to be perceived as a lack of opportunity. Scholars must be willing to address critical policy problems as valid subjects for analysis and even as the only worth researching problems.

Nisbet (1985, p. 3957) noted that education work is now an aspect of current institutional practices.

Increasing developments in research have contributed to criticism that study actions, organization, and financing will be directed at optimizing its effect on policies and practices. The key questions which are yet to be asked are:

what kinds of work will be prioritized?

And who's the decision-maker? The systematic collection and analysis of relevant information using social science research methods to help formulation and elaboration of policy, to develop action plans/strategy, to assess the performance, and to evaluate outcomes constitute the domain of policy research.

The difference between the policy research and the body of research in social science areas lies in the purpose, scope, and adequacy.

6. RESEARCH IN ELEMENTARY EDUCATION

To deepen our considerate of the essence of education research in India, 185 studies in primary education were reviewed from 1987 to 1999. This area was mainly selected for in-depth analysis as this occupies a critical situation in the learning situation of developing nations and India. One of the limitations of this analysis is that the results are based on the abstracts of studies/theses, which are

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4 included in the research surveys. Full papers/theses/reports were not available for analysis.

Efforts were made to analyze the sample size, sample composition, tools, and techniques used in research, type of

statistics used, and

qualitative/quantitative approaches in studies at the elementary level. Results indicate that 26% of researchers utilized a sample size of below 100, furthermore, in concerning 30% types of research, the sample size ranged among 100 and 300.

Regarding 23% of the studies, the sample size was not particular. Regarding 42% of studies in essential learning were connected to children and 28% to teachers. The number of education associated with teacher educators has been relatively low.

The questionnaires/ tests/ scales /inventories were employed in about half of the studies. The interview methods and observations were used in about 18 and 7% of the reviews, respectively. The application of the case study process and other methodological techniques was marginal. Below, 1% of the experiments used a descriptive methodology. It is evident from the above analysis that most studies reported using questionnaires as a tool of measurement covering a sample size of up to 300 students. A considerable number of researches have been quantitative.

Little effort has been made to examine the school or classroom procedures. Further analysis of these researches may indicate their imitative nature of Western investigations. The perceptions and tools developed in the West have been employed in the Indian context without considering the local/regional variations. This type of research has little value for policymaking.

7. INPUTS FOR EDUCATIONAL POLICY The critical input for education policies in the Indian context was a debate created by various committees formed by the center governments and the States. To what extent these commissions used information generated through policy researches is a moot question and very difficult to answer. The data from the census, periodic surveys carried out by statutorily constituted bodies like NSSO, NCERT, etc., and annual reports of the

government departments find mention in these reports.

Except for specific procedures, most strategic procedures, and education programmers in India have a 5 -year strategy. The Five Year Plans deal with both resource requirements and how they need to be spent with definite targets.

Data required for these planning exercises are drawn from traditional sources.

Central Census Organization is one such organization responsible for conducting the mammoth task of the decennial census. It is one of the essential sets of evidence used to devise strategies and to adjust measurements over time.

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