 Good morning to all of you, I welcome you all again to my channel Explore Education and the topic which I am going to discuss today is micro planning in education. We are talking about educational planning, we have talked about educational planning, institutional planning and now it is time to discuss about micro planning in education. And I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls to be College, University of Allahabad. The lecture will be in bilingual mode and do subscribe my channel. Micro planning, micro means Sukshm, planning means Neogen. So, Sukshm-Neogen is talking about, Shakshit-Neogen is talking about, Santhagat-Neogen is talking about. Sukshm-Neogen what is it? Micro planning, it is suggested for the all-round socio-economic development of a graphically diverse country like India against the single national level sectoral planning. That means, it is very difficult to plan a country like India, which is very different from the global one. And all the diverse socio-economic development issues, socio-economic disbalances will be fulfilled. It is very difficult. That is why it is suggested that in a country like India, we should do micro planning. That means, Sukshm level, micro means level, we will do Sukshm level. It requires the participation of local community. What does it ask? What does it ask? It is the demand that it should be a part of. Whose part should be a part of? Those who have not been there. In the planning process, what will happen to Neogen? And this involvement can be a key to success of the plan reforms at local level. When we are planning at local level, the community members, the stakeholders of our educational institutions, if we take them with us, then it can be a success. That means success is more than success. The central argument of micro planning is that resources for development are space bound. That planning must be within these spatial frameworks so that human, natural, and all other resources may be utilized fully and benefits of development may be distributed evenly. The main reason behind this is that the resources are space bound. That means, it is on this space. That is why the planning is also according to the space, according to the space so that the natural resources of the place, the localities of the place, the natural resources, the localities are different. So, we have to involve them so that we can use them fully and the benefits of them are evenly distributed. That is, we can get benefits from everything. Then, strategically, micro planning helps in fixing priorities for different regions depending upon their specific needs. So, according to the specific needs, we can set priorities in micro planning strategically, while in macro planning, we cannot see these small things. If we go into its background, the first two-five years that we had been in the Yojna Biharat, micro planning, regional planning, development, regional planning and development, there was no discussion, no effort. In the third, we started and in the fourth, the fourth five-year plan noted that certain regions in the country are advancing at the cost of others. In order to correct some of these regional imbalances, the need for micro planning on the assumption that plans made at the national level and state levels can be brought to the people of more lower levels in a much more efficient manner. So, it was thought that the regions that we believe in, in order to get rid of them, we need to move towards the dry areas so that we can get benefits from the lower level of the dry areas. The fourth plan initiated, it started in the fourth plan from 1979-1974, that planning from the grass root, means we will go from the grass root level, we will go from the low level, under the name of area development, regional development, taking due note of regional resources, potentialities and limitations. Meaning, the regions that are rural, that are rural, that are not, that are rural, that are weak, we have to keep in mind that the region is talking about regional development, that is, the area planning or micro planning. Then, what is the objective of this? What is the purpose of this? What will happen if we do sub-community, to mobilize the local community? We can mobilize the local community, that you come, help us, give us a community, give us our manpower, give us our natural resources and utilize it, then to provide a support system to the schools and teachers so that schools become more functional. Everything cannot be done by the government, the local community should also be supported by the school, teachers and functional. Then, to ensure that all eligible children from the localities attend the schools. When the local level is involved, then they will see that RTI has been applied, sorry, right to education RTE. We have to give education to everyone, we have to give education to the children of the age of 6-14. So, only a big type of planning is needed, on the block level, on the district level, on the village level, no child is going to school yet, no child is still studying with them, we have to involve localities in this. The major objective of the micro-planing exercise is, not on issues pertaining to allocation of resources but on issues pertaining to bettered and efficient use of resources, which are already allocated to a particular locality area or school. They are saying that their main objective is not about what resources we have to provide, in fact, Then the aim in micro planning is on planning from the lowest level, from the functional community upward, to a clearly defined reason to fulfill the needs of the local areas and ensuring the process of integration of the different areas with an objective to attain balanced regional development. Then micro planning in education. It seeks to reach the objective set at national level. It is very difficult. Greater equality in the distribution of educational services. The more efficient use of available resources. This is not the case in education. Enrollment, attendance, retention and achievement of students. This is a very difficult issue. Because we have not been able to complete our education yet. We have not completed our education yet. That means every child is not going to school. So enrollment, then you. If you have a school mission, then attendance. If you start getting attendance, then retention. That means you complete your education, stay there, leave school, kids drop out and achievement. If there are so many opportunities, then there is a lot of variation in this. From locality to locality. These are greatly affected by local socio-economic conditions. And this enrollment, attendance, retention and achievement of students. It is governed by a lot of socio-economic conditions. Values, attitudes and other local factors. That is why when locality is involved, then we can overcome these things. Depending on the barriers and constraints. What are the difficulties in achieving these things? Microplans should be prepared by the community using participatory techniques. So when we involve the community, then we will be able to provide better benefits. Then participatory learning and action, which is called PLA. Seeks to enable the local people to appraise, analyze and enhance their knowledge of life and condition. Identify barriers, plans, solutions and act to achieve their goals. Meaning that when this community comes to our youth, it will contribute to the youth. So it is better to tell them that there is socio-economic condition. There are a lot of people who are not taking admission. If they drop out, they drop out. If they study, they don't study well. So we will be able to make our youth better and achieve our goals. And the lessons for non-enrollment, non-attendance, non-achievement of minimum levels of learning by students etc. Could be different for different localities, which should be identified by the local people. It is not necessary that the reasons for non-enrollment in this area are in other areas. They will be there, they will be there, they will be there. Because there are so many obstacles. So the use of this area will be different. After identifying the barriers, the local people should be enabled to plan local strategies for removal of those barriers. So to remove that barrier, we will make a local strategy. And the solutions, again, are localities specific. And the solution will be specific to that area. We can't generalize. Then to achieve the goal of UEE. UEE is universalization of elementary education. We all have to work on elementary education. The National Policy on Education 1986 and its policy of action 1992 envisaged the formulation of village education committees for management of elementary education. Now you all know that 2020 NPE has come forward, our National Policy of Education. But since it is not being developed as of now. So we are still working on it as of now. When it came in 1986 and its plan of action was made in 1992. Then VEC was made. Village Education Committees. It was made to keep in mind that micro-planning in education. And advancement of primary education. See how the teaching of primary education has been described by micro-planning. It emphasized on micro-planning as a process of designing a family-wise and child-wise plan effectively. So now we are making it family-wise. We are making it child-wise. So that every child regularly attends schools, continues his or her education at the place, suitable to him or her and complete at least 8 years of schooling. We are saying that we have to give at least 6-14 years to the child. So at least 8 years of education. This Government of India had said in 2005 that this level of social union can't be achieved without this. Then the 73rd and 74th Constitutional Amendment provide for decentralization of the activities and facilitate and facilitate transfer of power and participation of the local self-government institutions all the Panchayati Raj institutions for the implementation of the UEE program and the grassroots. That means that the Constitutional Amendment has been decentralized. It means that there is no power in the hands of a single person. Instead, we will make it a secondary power. We will also transfer the power of activities, decentralize participation and make it a Panchayati Raj system. Panchayati Raj institutions will work at the grassroots level, block level, village level, family level to achieve the UEE. Then Panchayati Raj institutions have emerged as effective tools for decentralizing school management at the village level. So at the grassroots level, Panchayati Raj institutions have worked a lot to improve school management. Then since the 8th plan period, when the 8th was not implemented, we have come to the DPEP. DPEP is the district primary education program. It has shifted the planning mechanism from the state to the district level. So from the state, this mechanism has come to the district level. In which the people, community and education projects have worked a lot on the block level. At the village level, the village education committee has the main responsibility. At the village level, we have told you that the village education committee has become VEC. A brief account of these community-based programs has been followed. I am so sorry, this should have been double L. So what has happened? Community mobilization and participation. We have to mobilize the community and seek its participation. At the grassroots, educational innovations are based on the strong foundation of community support and participation. When educational progress is discussed and analyzed at different levels with the project, people's acceptance and participation is used as an indicator. Meaning, when we take the community together, people will participate in it, people will give their own acceptance, so that is the indicator of success. So what are the two main projects? The education project and the people's participation. The education project is the SKP constituted VECs in 2000 villages. In 2009, village education committees were formed. They have involved the community, they are mobilizing the resources, maintaining them, repairing them, constructing them. The building of the school, the infrastructure, the school's calendar, there is a lot, right? With the local community and with the education community. They are called educational workers. Then, the Lok Jumbish project. The Lok Jumbish project works to empower the locally elected people who are elected by the local community. Especially the female representatives. The women are elected by the village representatives. They work like active members for the Lok Jumbish, for the women group, for the self-help group. The village education committees are carefully formed and are trained to handle the Lok Jumbish program. They are trained to handle the Lok Jumbish program. That means, we have achieved the primary education goal of micro-planning in education. We have worked a lot to achieve the goal of the UEEK. We have worked a lot to achieve the goal of the UEEK. We have worked a lot to achieve the goal of the UEEK. How can we conclude that micro-planning as a developmental strategy got some importance out of the realization that general planning done at the national level does not automatically ensure that the UEEK has its own potential needs and needs. That means, if we are not thinking about the national level, then we cannot believe that the national level of UEEK is so much more important than the international level. And it will all work in the same way. We will have to go from a fundamental level. We will be able to achieve the main goal of the UEEK by focusing on the fundamental values. So, micro-planning is very important in education. I have covered educational planning, educational planning, institutional planning and micro-planning. So, thank you all. Don't forget to like and subscribe my channel too. Done.