Educational Leadership at a time of Demographic Change in India

1. Educational Leadership at a time of Demographic Change in India Prof. HemlataTalesra Director, Professor & Head Smt. K. B. Dave College of Education, Pilvai, India & FCCEAM and CCEAM Indian Representative

2. India’s Demographic Composition • 1.2 billion people, • world’s second most populous country • has largest democracy • Decline in the rate of growth of population 21.54 per cent in the 1991-2001 to 17.64 per cent in the 2001-11 census decades. • Fertility rate is coming to the replacement level of two children per woman.

3. About the Paper • The paper is based on a research project recently completed by RCEAM in Udaipur city of Rajasthan State, India • high lighted on the recent demographic changes and the changes in educational leadership.

4. Objectives • To study the demographic changes in India • To find out the status and role of educational leadership at the time of demographic change • To analyze the changing aspects of educational leadership in relation to demographic change • To analyze the suggestions given by educational leaders for the betterment

5. Theoretical framework • Over the last three decades India’s demography have a significant impact on the development , educational progress and leadership. • Studies shows that with the effect of demographic change, the attitude of educational leaders have been totally changed • They behave equally with the male and female students. • With the effect of changing demography, globalization, information communication and technologies, the educational leaders are changing in their administrative and managerial style, teaching methodology, students participation and evaluation.

6. Methods, Technique and Mode of Inquiry • 100 educational leaders ( principals of secondary, higher secondary schools, ) and colleges, university department head’s and administrators) were randomly selected as sample from Udaipur district of Rajasthan. • Interview schedule for Educational Leaders • Observation schedule were the main tools for collecting data • For analysis and interpretation of data simple percentage has been used

7. Key Questions • 1.Which demographic changes have been taken place in recent years? • 2.What arethe main changes in educational leadership at the time of demographic change? • 3..How leadership role is changing according to demographic change of educational leaders? • 4.What are the main areas in which the educational leaders are changing with the effect of demographic change

8. Data Sources or Evidence • School • College • Principals • University departmental heads and administrators

9. Results and Conclusion • Get Leadership development Opportunity through Refresher and Orientation Courses and Orientation Programs: 61% • Education department provide them an opportunity to lead a formal qualification :(52%) • Refresher courses and orientation courses have been organized time to time at National, State and regional level : 76% 

10. With this Demographic Change Educational Leadership is also Changing Taking interest to provide better academic climate Arrange good infrastructure Using technology Students, parents and teachers are more aware Providing transparent, honest, quick, responsive and participative education • An awareness among the educational leaders about the all round development of students : 81 % - ongoing demographic developments in societies and their provision of education are reflected in the roles, recruitment and development of school leaders

11. Developing Interest in self study and excellence • 84 % educational leaders are developing learning capability , ensure gender equality, promote peaceful co-existence and a striving for exellence. • They are motivated to evaluate educational out put with ensuring assimilation of relevant content. • developing positive attitude towards life and living, developing quality of self monitoring and self-management and also developing values such as curiosity, hard work, tenacity .

12. What Type of Educational Leadership Needed? • 74 % educational leaders like the leaders who can promote competence, commitment and pursuit of excellence. • According to them: - A leader ought to be visionary - leads with his thought, words and actions. - His life should be his message. - He must have all virtues. -The qualities of educational leadership need to be initiated, nurtured and promoted to meet the information technologies - Have obliterated geographical distances and made the world a ‘A Global Village’

13. Profile look like for the next two to theree Decades? • we already have a reasonably reliable idea of what India’s population profile will look like twenty years from now • In sharp contradistinction to economic or political prognostications about what lies in store twenty years hence. • This is because the overwhelming majority of the people inhabiting India in 2030 are already alive and living there today.

14. U.S. Population Division (UNPD) Census Bureau and the UN offer • Projections envision India 2030 as a country with roughly 1.5 billion people, implying an intervening rate of population growth averaging about 1.1% per year. • Twenty years from now, India will still be a rather youthful country, with 8%–9% of its population 65 years of age or older and a median age of 31–32 years (compared to roughly 13% and 37 years, respectively, for the United States today).

15. India population will comprise men and women • About 68% of India 2030’s population will comprise men and women of working age (conventionally defined as the 15–64 group), compared with 65% today. This means that the working-age manpower is set to grow more rapidly than overall population in the decades immediately ahead, by about 1.3% per annum on average. • By 2030, UNPD anticipates India’s life expectancy to reach 70 years, and by its projections, the India of 2030 will be about 40% urban, up from an estimated 30% today.

16. Which Type of Educational Leaders we needed for better Demographic Change in India? • In demographic change and globalized world, majority of educational leaders need leaders who think about good infrastructure, good education for all and good governance. • Governance, which is transparent, honest, quick, responsive and participative. • Majority( 84 %) educational leaders need leaders that promote values among the students and those who can inspire students for good of the society.

17. Achieve Excellence at National and Regional Level • 60% Educational leaders considering excellence in educational leaders at three levels: 1.Excellent infrastructure facilities i.e. to develop connective links, internet broad width, mobiles, airport, rails, roads, etc. 2.Area of education where it becomes lifelong process for learners of all age groups, where education became more relevant in contents; including peace, providing education to leaders, workers, parents and educational planners. 3.Thirdly excellence in leadership includes quality governance, governance of fiscal policies, rule of law; quick, fair and at a low cost.

18. Widened platform of activities • According to 50% educational leaderswhatever activities are taken there are played on a phenomenally large platform – may it be education, entertainment, research or even wall-making. Greater and greater number of players are using the bigger and bigger platform. • In the area of processes; innovations occupy the central place; they need creative minds and access to contemporary research. • But they also needs synthesizers and explainers who can present to the larger public complex idea in simple language and can synthesis various parts of bits of a broken picture in a unified whole.

19. Excellence and Fundamental Duties • According to majority(48%) of educational leaders ‘Excellence demands us to develop our core competencies and to focus on value addition. • They consider value addition is one way for wealth generation. • They feels this will offers greater employment opportunities.

20. Conclusion • The educational leaders views have been changing according to the demographic and other changes. • Technology effects the total climate of the institutions and demography effects the total social system and society. • The educational leaders are living in the changing climate and learning by the day to day changes. • Therefore, they changes their views different from traditional thinking.