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EDUC 9136 Education Policy, Politics and Practice Assignment Sample

Task- Choose an education policy at work in your education community and design a SIDES inspired concept map to represent the policy, accompanied by a SIDES description of the policy, how you see the policy enacted, policy impact, possible unintended consequences and how you think students are experiencing/impacted by the policy OR Design your own education policy for your education community based on your sense of need using SIDES considerations presented as a concept map with a SIDES informed discussion of your proposed policy. Product- Policy Analysis Concept map with accompanying explanatory notes (Approximately 1000 to 1500 words)

Assessment 1 Title: Choose or Design an Education Policy using the SIDES Approach

Aim: Analyse a policy in your education community using the SIDES framework or design a needed policy using SIDES.

Authenticity of assessment: Policy design and analysis of policy impacting your professional life.

Instructions of assessment:

1. Produce a concept map that illustrates the SIDES dimensions of the policy under examination or being designed.

2. Explain and critique the dimensions of the policy using the SIDES approach.

Assessment Criteria:

1. Awareness of self and others as it relates to the relational, sociological and cultural dimensions of policy initiatives

2. Development of understandings of critique/design and their import in practice

3. Insight into dimensions of policy initiatives in relation to presenting needs and possible effects.

4. Ability to express and describe the components of the policy analysis with policy understanding, clarity and argumentative rigour.

5. Include a minimum of 5 citations/references from the topic literature and /or your own searches.


Policy Introduction

Policy name: Saakshar Bharat

Country: India

Specifically targeting adult women, it was created in 2020 with the goal of raising the country's reading rate to 80%. It aspires to raise consciousness about socioeconomic inequalities and how people are deprived of resources that could improve their lives. The Indian government's Department of School Education and Literacy (DSEL) has launched a program called Saakshar Bharat to improve literacy rates among Indian women. On September 8, 2020, International Literacy Day, the prime minister unveiled it. The program aims to encourage lifelong learning within communities and drastically reduce the proportion of illiterate individuals in India.

While the literacy rate in India as a whole reached 74.04% in the 2011 census, a 9.2% rise from the 2001 census, the literacy rate for women remained much lower at 65.46%, compared to the rate for men at 82.14%. The primary goal of the program is to close the gender gap in education and help the country reach the 80 percent literacy rate set by the government. Seventy million people, including sixty million women, will have access to basic reading programs as a result. The mission's stated purpose is to encourage and bolster adult learning so that those who were denied the chance to enter or finish formal school can catch up. It encompasses not just the fundamentals of reading and writing but also the more specific areas of applied science and athletics. Saakshar Bharat has been called a "people's programme" because of its focus on empowering local communities to determine the program's direction and implementation. The latest promotional film with national superstars performing a song about the Mission with a Bollywood background is only one example of a widespread effort to publicize and highlight the importance of this initiative for assignment help.

Concept Map

Figure 2 Concept Map

Policy Objectives

- First, teach adults who are illiterate or mathematically illiterate the fundamentals of reading, writing, and arithmetic. This demonstrates proficiency in reading, writing, and arithmetic. Its overarching goal is to educate its readers about the causes of poverty and provide them with tools to combat those issues on both a personal and societal level.

- To establish learning for neo-literates beyond basic literacy and provide qualification equivalent to formal educational system. Neo literate adults can gain a credential that will open doors to further education through this program. Considered from the vantage point of lifelong education, this is a major consideration.

- And third, offer technical training. Providing students with useful skill-building courses is essential if we want to raise their standard of living and employment prospects. This is accomplished in the Vocational Education stage by tailoring training for skill development to the specific needs of each learning group and the geographical context in which the target population of illiterate or low-literate adults is located (Ruben, 2021).

- Encourage a culture of lifelong learning by making postsecondary options available to neo literate adults. The programme's Continuing Education component provides neo-literates with a long-term setting in which they can use and improve their newly acquired literacy abilities. The libraries and reading rooms found in the Adult Learning Centers serve this purpose. Short-term thematic courses on topics like health, nutrition, and the environment are also offered in such settings. It makes use of a variety of printed materials collected from inside the community and selected for their relevance.

The SIDE framework


The Stakeholders, in their role as Adult Education Centres, are Saakshar Bharat's operational arm, in charge of planning and executing the actual instruction. Gram Panchayats (Village Self-Government) are required to set up Adult Education Centres at the rate of one per 5,000 residents. Every community has one AEC run by a team of two paid Preraks (coordinators), of which at least one must be a woman. This exemplifies the program's commitment to promoting and reinforcing gender equality across its central implementation, planning, and management levels. The facility features a registration desk, classroom space, library, and study rooms. It's also a hub for a variety of sports, outdoor pursuits, and cultural events.


A variety of Continuing Education Programmes are also organized in Adult Education Centres, giving people the chance to maintain literacy through the continued use of books, media, and ICTs, so contributing to the fulfilment of the overarching purpose to build a learning society. The plan's ultimate goal is to establish a supplementary system of adult education that operates in tandem with the conventional schooling structure. The AEC play a crucial role in achieving this goal of adult education within the context of a lifelong learning approach and the development of a literate society (Hillage, 2021).


ICTs such as radio and television have been utilized in order to assist in the dissemination of information on the program among the target groups. The curriculum consists of Core Content (CC), which is derived from the comprehensive National Curricular Framework for Adult Education, as well as Locally Relevant Content (LRC), which is generated in the language that is considered to be the prevalent one in the area (Clarida, 2020).

In order to generate learning material that is relevant to the needs and interests of learners, the development process begins with recognizing their needs and interests. Materials for these topics are prepared by adult educators and subject matter experts based on these topics. The Quality Assurance Committee holds review sessions on a nationwide scale to analyze these at regular intervals. After the content has been finalized, it is then field-tested and amended for the purpose of making improvements before it is eventually standardized as educational material. In addition to promoting literacy, the central subject aims to raise students' levels of awareness on principles such as democracy and gender equality. In addition, the locally relevant content is connected to the learner's way of life as well as the sociocultural realities that they face. These connections include topics such as health and hygiene, agriculture, animal husbandry, and local self-government. In order to achieve basic literacy, students normally need to complete three hundred hours of instruction. Volunteers working out of local adult literacy centres carry out the day-to-day operations of the program (Mayer, 2020).

Figure 4 Literacy


Saakshar Bharat needs to recruit a sizable army of volunteer literacy educators if it is to succeed in its goal of bringing 70 million people up to reading proficiency. Teachers, literacy facilitators, and program supervisors all participate in ongoing professional development as part of the program's commitment to strengthening its human resources. Management training is offered to key district resource workers, and in-service training is provided to volunteer instructors in the areas of local languages, teaching methods, and the practice of instructing adults. If there aren't enough qualified volunteers living in a given village, it's possible to bring in teachers from outside the area to educate while residing among the locals (Vinovskis, 2015).

An annual average of 30 students will need to be taught by one resident teacher. Using this method, the centre is open for seven to eight hours daily, and different groups of students come in for two hours or more of instruction each day. Important to the success of the Saakshar Bharat Mission is the process of evaluating and certifying the neo-literacy of its participants. The National Literacy Mission Authority (NLMA) has certified 14,438,004 adults in the United States for their literacy levels over the course of three years. Learners have the option of taking external tests in reading, writing, and arithmetic twice a year, in March and August. Each test lasts for three hours. The National Institute for Open Schooling established the criteria for the examinations. Learners' understanding of social issues and the professional world will also be tested in this way. The issuance of certificates and the public release of all findings on the NIOS website both occur within 60 days. The purpose of the evaluation is to give students credit for their hard work and open doors to higher learning (Howlett, 2020).


Powerful real-time monitoring is crucial to the effective operation of the Mission. Each tier of management is accountable for assessing and inspecting the subordinate parts under its purview. Saakshar Bharat is a massive undertaking, requiring the coordination of almost 200,000 different implementing entities. The National Informatics Centre (NIC) has created WePMIS, Web Based Planning & Monitoring Information System, a tailored web-based system for planning, monitoring, and impact analysis, in order to accommodate such a vast body of knowledge. To further assess the efficacy of their programs, Adult Education Centres may now keep their students, instructors, and administrators up-to-date via an online portal. Since 2011, all of the data has been available online, facilitating public participation and a better grasp of development in a certain area. By revealing data on the enrolled students, such as assessment and certification, it makes it easier for citizens to voice their opinions and concerns. With the help of the online feedback system, program managers at different echelons may assess the situation on the ground and take appropriate action. All tiers of WePMIS users have been given training. The necessary e-infrastructure, including computers and broadband access, has been installed on a regional scale, all the way down to the block level. There is a pressing need to bring these amenities to rural areas (Walt, 2022).



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