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International Journal for Research Trends and Innovation
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ISSN Approved Journal No: 2456-3315 | Impact factor: 8.14 | ESTD Year: 2016
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Volume 11 | Issue 3
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Impact Factor : 8.14
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| Paper Title: | Execution Gap: From State Policy to Classroom in Bihar |
| Authors Name: | Bushra Shamim |
| Download E-Certificate: | Download |
| Author Reg. ID: |
IJRTI_207694
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| Published Paper Id: | IJRTI2511093 |
| Published In: | Volume 10 Issue 11, November-2025 |
| DOI: | |
| Abstract: | This study examines the execution gap between state-level education policy and classroom-level practice in Bihar, India. Using a mixed-methods design that combines policy document analysis, district-level administrative data, teacher surveys, classroom observations, and semi-structured interviews with policymakers, school leaders, and community stakeholders, the paper identifies key structural, operational, and behavioral barriers that prevent effective translation of policy into practice. Major findings indicate that policy clarity, resource allocation, capacity of middle-level administrators, teacher professional development, monitoring mechanisms, and community engagement are critical determinants of implementation success. The paper proposes an actionable framework to reduce the execution gap with targeted interventions at the state, district, and school levels. This research also investigates the persistent execution gap between state-level education policies and their classroom-level implementation in Bihar, India. Despite ambitious reforms aimed at improving learning outcomes through initiatives such as teacher training, curriculum renewal, and decentralized planning, classroom realities often remain unchanged. Using a mixed-methods approach combining policy document analysis, district-level administrative data, teacher surveys, classroom observations, and interviews with education officials and community members, the study explores systemic, administrative, and pedagogical barriers that hinder effective policy enactment. Findings reveal that unclear operational guidelines, delayed resource delivery, limited capacity of middle-level functionaries, inadequate follow-up in teacher training, and a compliance-oriented monitoring culture contribute significantly to the gap. The paper argues for a shift toward capacity-based implementation, emphasizing school-embedded coaching, timely resource allocation, and outcome-oriented monitoring mechanisms. The study concludes by proposing a multi-tiered framework for strengthening the link between state policy intent and classroom practice to enhance teaching quality and learning outcomes in Bihar’s public education system. |
| Keywords: | execution gap, education policy implementation, Bihar, classroom practice, teacher professional development, decentralization |
| Cite Article: | "Execution Gap: From State Policy to Classroom in Bihar ", International Journal for Research Trends and Innovation (www.ijrti.org), ISSN:2455-2631, Vol.10, Issue 11, page no.a797-a804, November-2025, Available :http://www.ijrti.org/papers/IJRTI2511093.pdf |
| Downloads: | 000196 |
| ISSN: |
2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016 An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator |
| Publication Details: |
Published Paper ID: IJRTI2511093
Registration ID:207694
Published In: Volume 10 Issue 11, November-2025
DOI (Digital Object Identifier):
Page No: a797-a804 Country: -, -, India Research Area: Engineering Publisher : IJ Publication Published Paper URL : https://www.ijrti.org/viewpaperforall?paper=IJRTI2511093 Published Paper PDF: https://www.ijrti.org/papers/IJRTI2511093 |
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ISSN: 2456-3315
Impact Factor: 8.14 and ISSN APPROVED,
Journal Starting Year (ESTD) : 2016
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