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Educational leaders in schools serving Native American students must understand, communicate, and apply state and federal education policies along with specific federal Indian policies relating to tribal self-determination and the education of these students. Tribal peoples residing in native communities typically view revitalization of indigenous language as a crucial first step in achieving the cross-cultural goal of school success for all tribal children. Inclusion of indigenous languages serves multiple purposes such as transmitting traditional cultural values, supporting overall academic achievement, and fostering self-determination and independence for native communities. Title III and Title VII of the No Child Left Behind Act are the designated policy “homes” for indigenous language inclusion and the Individuals with Disabilities in Education Act addresses indigenous language as an obstacle to overcome, giving the unintended impression that native languages are somehow situated within a deficit framework of poverty and special education. This chapter explores the foundations of the inclusion of native languages into current federal policy and argues that the placement might be better suited as stand-alone legislation in order to more effectively promote community development and self-determination for Native American peoples.

Since the spread of mass education around the world in the mid- to late-twentieth century, teacher quality has been heralded as the key factor to improve education quality nationwide. National education systems worldwide are also engaged in ongoing and often high stakes cross-national comparisons. As a result, policy-makers and educators in most national education systems are looking at and implementing new ways to improve education overall by raising teacher quality levels, and India is no exception. In India, teacher quality is publicly blamed for both perceived low education quality and demonstrated low average student performance, especially following Indian students’ performance on the 2009 Programme for International Student Assessment. Indian education policy-makers are, therefore, looking at teacher quality as a key factor to improve student performance. Little is known about the impact or implementation of Indian policy frameworks on teacher quality and associated student outcomes in India. This introductory chapter identifies and analyzes various measures of teacher quality and how teacher quality varies in India both in response to and in spite of national policies related to teacher quality. It begins by providing evidence regarding the global importance of teacher quality on student outcomes and then addresses the ambiguity of the term “teacher quality.” This chapter then briefly discussed national education policy in India and the role teacher quality has played in these national policies, especially in the early twenty-first century, including NCF 2005, NCFTE 2009, Draft NPE 2016, Draft NPE 2019, and NPE 2020.

Purpose – This chapter discusses an education law recently enacted in India – The Right of Children to Free and Compulsary Education – its implementation plan and potential implications, focusing on the teacher labor force composition and the teacher education system. The Right to Education Act specifies acceptable pupil–teacher ratios, levels of teacher vacancy in the school, qualifications required for teacher appointments, and terms and conditions for teacher hiring, among other things.Methodology – This study draws on government documents and reports to conduct a systematic analysis of existing data and historical trends. It generates an understanding of how this policy shapes the demand for teachers, the quality of the existing system, and its ability to respond to these increased demands.Findings – These policy changes intended to increase equity in teacher distribution may in the near future exacerbate inequities in access to quality teachers and teaching across India. The policy creates important and urgent changes in the Indian teacher labor force, and by extension, it demands changes in the Indian teacher education system. But that system may be unprepared to meet these goals. Therefore, the chapter underscores the need for reform in India's teacher education system, if this policy's mandate to provide equal access to quality education to all Indian children is to be fulfilled.Value – This chapter explains and analyzes a recent, large-scale teacher policy reform in a regionally diverse, developing nation with an urgent need to improve the quality of education received by its children.

With the implementation of Right of Children to Free and Compulsory Education since April 2010, the responsibility and role of the teachers in Indian school has been changed. Once again, the teacher quality in Indian schools has taken a center stage in nation-wide debate. The discussion on teacher quality has reappeared in submitted report as Draft National Education Policy (DNEP) on May 31, 2019, that gets endorsement in cabinet approved NEP 2020. The evaluation, as a process and system, starts with the very moment when a teacher assumes its duties in K-12 schools. This chapter addresses the main research questions as: what is the status of teacher evaluation in Indian schools as mentioned in various Commission reports, policies, and draft regulations? How does teacher evaluation could be reframed for local setting based on global standards laid in international and multinational context? This chapter employs qualitative research through review of policies, draft regulations, research, articles, and government documents as data analysis and frames hypotheses through comparative analysis. The objectives of this chapter are to frame hypotheses regarding policies and recommendations for: teacher quality; teacher appraisal process; teacher appraisal in local, regional, and national settings; and teacher appraisal in multinational context.

In pursuit of achieving Education‐For‐All goals of universal primary education and improving quality of education, the Indian Government has been providing substantial resources to Indian states. The responsibility of providing access and quality remains the states' responsibility. Assessment of educational development will therefore become a focal point of the Center for Education Policy & Guidelines Formulation. While educational development indices help in ranking states, they do not help in capturing best practices and assessing the efficient utilization of resources. Assessment of the Educational Development Efficiency can augment educational development indices in vogue. The purpose of this paper is to develop an Educational Development Efficiency (EDE) model to benchmark the Indian states.

This paper uses an input‐process‐output conceptual framework to identify the dimensions of educational development. This paper employs Data Envelopment Analysis (DEA) to compare relative efficiency of 28 states and seven Union territories in India and benchmark them. In order to strengthen the discriminatory power of DEA, cross‐efficiency model was used. Factor analysis was performed to determine the inter‐relationships between variables. The efficiency impacting variables were identified using multiple regression analysis.

This paper benchmarked Indian states on educational development based on their performance. Gross enrolment ratio, students' academic performance and infrastructural investments were identified as the three key variables impacting states' EDE. This paper has shown that the educational administrators can use the EDE model to identify the best practices from efficient states. Insights into utilization of input resources to enhance educational development and consequent improvement of state efficiencies are presented. Four components have been identified to analyze the states' educational development progress – namely, financial adequacy, school resource strength, educational quality and educational access.

Contributions of this paper pertain to evolving a decision support model for national education policy planners, besides providing analytic support to the administrators of the states to benchmark and emulate the efficient educational programs.

This paper is one of the few published studies concerning the evaluation of educational development programs launched in the Indian schools and providing a cross‐comparison of the Indian states for the purposes of performance benchmarking as well as exploring the influencing factors.

The Kathryn M. Buder Center for American Indian Studies is a premier graduate degree scholarship program in social work committed to the education of American Indian/Alaska Native (AI/AN) MSW students. The Buder Center has made many contributions over the years and continues to grow in exciting and innovative directions. This chapter considers the factors influencing AI/AN students in higher education; discusses the challenges and barriers faced by AI/AN students; and describes the founding of the Buder Center, its programs, and services. The chapter concludes by presenting recommended approaches for recruiting and retaining AI/AN students in higher education.

The purpose of this paper is to provide to First and non-First Nation educators, scholars, and policy makers alternative perspectives that can reshape research on educational leadership in First Nation education with new imaginings that question fundamentally the cultural-political-economic-space defined by Euro-centred notion of modernity.

The paper addresses two questions in dealing with issues of conceptions of educational leadership in a First Nations setting: first, in what socio-cultural paradigm and epistemic framework, should the paper ground the view of relations among persons and between them and their environment, in a way that opens up spaces for prospects for action of those located outside a Euro-centric epistemic and ontological field; second, how could this paradigm assist us in formulating a conception of educational leadership that increases the leverage of First Nations education in constructing alternative sociocultural and educational worlds not grounded in the Eurocentric modernity?

For non-First Nation educators, power brokers, and policy makers who want to create alliances with First Nation people, this paper outlines the necessity to consider cross-cultural dialogue about conceptions of educational leadership as an “opportunity to challenge conventional assumptions about knowledge, power, and a sense of place” (Marker, 2006, p. 21).

The originality of this paper resides in its presentation of alternative conceptual horizons for educational leadership, horizons that acknowledge power inequities between mainstream societies and institutions on the one hand and First Nations peoples and their institutions on the other.

This chapter looks at the experiments of the Aam Aadmi Party led government’s initiatives in building teacher quality for its government schools in the capital city. Outlining the contours of neoliberal influence on Indian education policy and its consequences on teacher quality, the chapter explores the political rationality that governs the case of Delhi. It does this by understanding the changing subjectivities of the school teachers within the educational reforms. The government schools in Delhi have been blamed for worsening school performance especially in student learning outcomes through basic educational tests conducted by various assessment and evaluation surveys. Among other reasons, poor teacher quality has been identified as one of the major causes of this poor performance of government school children. Therefore, gaps were identified in the teacher support system and efforts were made to revamp the system. The chapter brings out in detail how the state’s initiatives in educational reforms have produced paradoxical situations and unintended effects in practice as the state has retained a controlling role even though the reform strategies show a shift toward increasing autonomy and deregulation.

The education sector is increasingly targeted by malicious cyber incidents, resulting in huge financial losses, cancelation of classes and exams and large-scale breaches of students’ and staff’s data. This paper aims to investigate education technology (EdTech) vendors’ responsibility for this cyber (in)security challenge, with a particular focus on EdTech in India as a case study.

Theoretically, building on the security economics literature, the paper establishes a link between the dynamics of the EdTech market and the education sector’s cyber insecurities and investigates the various economic barriers that stand in the way of improving EdTech vendors’ security practices. Empirically, the paper analyses publicly reported cyber incidents targeting the Indian education sector and EdTech companies in the past 10 years as published in newspapers, using the LexisNexis database. It also examines existing EdTech procurement challenges in India and elsewhere and develops a number of policy recommendations to address the misaligned incentives and information asymmetries between EdTech vendors and educational institutions.

Market forces alone cannot create sufficient incentives for EdTech vendors to prioritise security in product design. Considering the infant stage of the EdTech industry, the lack of evidence about the efficacy of EdTech tools, the fragmentation in the EdTech market and the peculiarities of educational institutions as end-users, a regulatorily and policy intervention is needed to secure education through procurement processes.

This paper introduces a novel exploration to the cybersecurity challenge in the education sector, an area of research and policy analysis that remains largely understudied. By adding a cybersecurity angle, the paper also contributes to the literature using a political economy approach in scrutinising EdTech.