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Professor Marmar Mukhopadhyay, Ph. D.

Prof. Marmar Mukhopadhyay, toppers (First class First, Gold medalist) in M.Sc. (Calcutta University) and Diploma in Rabindra Sahitya from Rabindra Bharati University, Kolkata, had his PhD from Centre of Advanced Study in Education, MS University of Baroda; and Post Doctoral Research from the University of Illinois, Urbana Champaign.

As a teacher, researcher, academic leader and institution builder, he has more than 60 years of active engagement with school and higher education, including universities (MS University), regional and national institutions (TTTI, NCERT, NOS & NIEPA, and international organisations (British Council and UNESCO). Former Professor, Joint Director, and Director (i/c) of NIEPA, Chairman of National Open School, and Vice President (Asia) of ICDE (Oslo); Member of the Steering Committee of IMAGE (Washington DC) is currently the Chairman of the Educational Technology and Management Academy Council, Gurgaon.

He was involved in Indian educational policy-making and planning at the highest level in India. Mukhopadhyay was Chairman of the CABE sub-committee (2005) for Indian policy on the Universalisation of Secondary Education, and author of India’s ambitious educational satellite document on EDUSAT for ISRO. He was an ex-officio member of the Central Advisory Board of Education, JCVE, SSA Governing Council chaired by the Prime Minister of India, and the Working Committees on Education of the Planning Commission.

His professional work took him to meet and interact with President APJ Abdul Kalam, Prime Ministers Sri PV Narasimha Rao, Sri Atal Behari Vajpayee, Dr Man Mohan Singh, several union ministers, scholar statesman Dr Karan Singh, and Chief Ministers and cabinet ministers of several states. He had the opportunity to interact with the tallest educationists of the twentieth century, including Dr DS Kothari, Sri JP Naik, Dr Chitra Naik, Dr Murli Manohar Joshi, Prof Rupert Evans, Prof HS Bhola, Dr MB Buch, and many others.

He represented India in many important international forums, including UNESCO, Paris, Geneva, Bangkok, Beijing, Manila, etc. He travelled worldwide on professional assignments and addressed learned gatherings in many countries, including the Ministers of Education of the Middle-Eastern Countries and the Young Parliamentarians Forum (India).

Marmar has made rich contributions to educational literature, primarily on educational technology and management. A few of his recent publications are The World of Learning: Lessons from 52 Countries (edited, 2025: ETMA), Academic Framework for 21st Century Schooling (with Arnab Kundu, IGI Global: 2023) and Beautiful Moments: Journey of a Village Teacher (KDP: 2023). Total Quality Management in Education (2020: Sage), Educational Technology for Teachers (2022: Shipra), and Academic Leadership: Enhancing School Effectiveness (2023: Routledge, London). Besides more than 30 edited and authored books, He has contributed over 50 book chapters, thematic reports. and 150 research papers, articles, addresses, case studies, etc. He has directed and produced over forty documentaries, training and educational videos as an amateur. To his credit, he has 17 research studies funded by Indian and international agencies. Marmar is currently directing a project on the Academic Framework for Global Peace and Harmony involving 55 scholars studying trends of educational reforms in 50 countries.

Marmar also has a robust, more than 30-year-long, consulting portfolio with UNESCO, UNICEF, World Bank, British Council, USAID, Commonwealth of Learning, KPMG, ISRO, Microsoft, IBM, Intel, Xerox, Gujarat Informatics Ltd., NIIT and others.

During the last five decades, several thousand principals and teachers of schools, colleges, and universities from India and over seventy countries attended capacity-building programmes mentored and facilitated by Marmar. He successfully experimented with the Self-Regulated Learning and Researcher-Practitioner Model (Harvard Univ) of academic leadership development.

Mukhopadhyay, a dedicated NRV (Non-resident Villager), successfully experimented with quality improvement in rural primary schools in West Bengal that the Government of India flagged at the HLG meeting in Brazil (EFA 2005). One of his pioneering initiatives is supporting brilliant at-risk students with scholarships under the Personal Social Responsibility (PSR) Programme under the aegis of ETMA.

Contact: marmar.mukhopadhyay@gmail.com

Books by Prof Marmar Mukhopadhyay

Authored

  • Academic Framework for 21st-Century Schooling: Promoting Global Peace and Harmony. IGI Global: Pennsylvania: 2023 (with Dr Arnab Kundu as coauthor).
  • Beautiful Moments: Journey of a Village Teacher. KDP, 2023
  • Academic Leadership: Enhancing School Effectiveness, 2023. Routledge: London.
  • Educational Technology for Teachers: Technology Integrated Education. 2022. Shipra
  • Scientific Parenting of Pre-schoolers. 2021. ETMA
  • Total Quality Management in Education, Sage Publications, 2020 (Revised 3rd Edition).
  • Quality Management in Higher Education, Sage Publications, 2016.
  • Leadership for Institution Building in Education, Delhi: Shipra (revised 3rd Edition), 2012.
  • Story of EDUSAT, New Delhi: Shipra, 2006.
  • Barriers to Change in Secondary Education: Some Case Studies, Howrah: Udang Books, 1980.

Edited

  • The World of Learning: Lessons from 52 Countries (2025: ETMA)
  • Indian Education: A Developmental Discourse, ETMA-Shipra, 2015
  • Quality School Education for All, New Delhi: ETMA, 2009.
  • Education in India: Dynamics of Development, New Delhi: Shipra, 2007.
  • Educational Technology: Knowledge Assessment, New Delhi: Shipra, 2004 (reprinted 2005).
  • Value Development in Higher Education, New Delhi: Viva, 2004.
  • Dynamics of Human Management: HR Cases, New Delhi: HRDI-BHEL, 2004.
  • Ancient Indian Education: A Plea for Reintroduction for Arresting the Social Decadence of Our Time by N.P. Mukhopadhyay, New Delhi: Shipra, 2004.
  • Education for a Global Society: Interfaith Dimensions, New Delhi: Shipra, 2003.
  • Secondary Education: The Challenges Ahead, New Delhi: NIEPA, 2002.
  • Governance of School Education in India, New Delhi: NIEPA, 2001.
  • Indian Education: Development Since Independence, New Delhi: Vikas, 1999 (Commemorative Volume on 50 Years of Indian Independence).
  • Education India: The Next Millennium, Delhi: IERSD, 1998.
  • Open and Distance Education, New Delhi: Jawahar Publishers and Distributors, 1997.
  • Open Schooling: Selected Experiences, Vancouver: Commonwealth of Learning, 1994.
  • Optimising Human Learning (Trends in Educational and Training Technology), New Delhi: Amar Prakashan, 1993.
  • Educational Technology: Third Yearbook, New Delhi: ALAET, 1991.
  • Educational Technology: Challenging Issues, New Delhi: Sterling, 1990.
  • Educational Technology: Yearbook 1988, New Delhi: AIAET, 1989.
  • Survey of Research in Technical Education, Bhopal: TTTI, 1980.

In addition to the books, his portfolio contains several research reports, more than 50 book chapters, 150 research and thematic articles, case studies, and 42 educational videos.

Research Portfolio

  • M.M. Evaluation of Technology Enabled Learning in Commonwealth Countries, Commissioned by Commonwealth of Learning, Vancouver, 2019
  • M.M. Mid-term Evaluation of Technology Enabled Learning in Commonwealth Countries, Commissioned by Commonwealth of Learning, Vancouver, 2017
  • M.M. and Others, Comprehensive Study of OER in NSOU and OSOU, Commissioned by Commonwealth Educational Media Centre for Asia, New Delhi. 2018
  • Mukhopadhyay. M., Dutta Pal, P., Parhar, M. & Agarwal, T. (2015). A Study of Employability Skills of School Teachers. ETMA: Gurugram, (Funded by ICSSR).
  • M.M. & M.P. A Baseline Survey of Technology Enabled Learning in Asian Commonwealth Countries, Vancouver, Commonwealth of Learning, 2015.
  • M.M., Zero Dropouts Study of Rural Primary School Effectiveness Report of a Longitudinal Micro (Field) Experiment, Stockholm University, Sweden, 2014.
  • M.M., Eklavya Model Residential School, New Delhi: NIEPA, 2006 (Commissioned by National Advisory Council, GoI.).
  • M.M. Review of Quality Improvement Initiative in Primary Education, 2006 (Commissioned by UNICEF, New Delhi)
  • M.M. & Parhar, M., Evaluation of Classroom 2000+: An Indo-US Sub-commission Project on Distance Education (Commissioned by Central Institute of Educational Technology), New Delhi: AIAET, 1993.
  • M.M. & Sinha, N. Utilization of Media in Education (a Commissioned Study by Ministry of Human Resource Development), New Delhi: NIEPA, 1993.
  • M.M. Management of Change in Education: In Search of Indian Model, New Delhi: NIEPA, 1989 (NIEPA Funded Study).
  • M.M. & Murthy, C.R.K., Inventory Management in Technical Education, New Delhi: NIEPA, 1986 (NIEPA Funded study).
  • M.M. & Murthy, C.R.K., Personnel Structure in Engineering Colleges, New Delhi: NIEPA, 1986 (NIEPA Funded Study)
  • M.M., Training of Technical Teachers. State of the Art in India, Bhopal: TTTI, 1982.
  • M.M. & others, Alternative Models of Teacher Training, Bhopal: Technical Teachers Training Institute, 1981, (UNDP sponsored study).
  • M.M. & Others, Educational Impact of Technical Teachers Training Institutes, Bhopal: Technical Teachers Training Institute, 1981, (UNDP sponsored study).
  • M.M. & Others, Gujarat Polytechnic Curriculum Evaluation Project, Bhopal: Technical Teachers Training Institute, 1981 (UNDP sponsored study)
  • Chandrashekhara, D.V. & M.M., Teaching Innovations: Naturalistic Inquiry, Bhopal: Technical Teachers Training Institute, 1981, (UNDP sponsored study)

Consultancy Portfolio

  • CEMCA: National Policy on Blended Learning in Higher Education, India (2023)
  • CEMCA: Development of Blended Learning Policy Template for Higher Education Institutions in Commonwealth Asia (2021, CEMCA)
  • Global School Foundation (GSF, Singapore): GIIS School Academic Audit in Malaysia, Singapore, Japan, UAE, India (2021)
  • COL: New Model of Schooling in Seychelles (2021)
  • COL: Evaluation of Technology-Enabled Learning Initiative
  • CEMCA: Comprehensive Study of OER in NSOU and OSOU (2018)
  • COL: Mid-term Outcome Evaluation of Technology-Enabled Learning Initiative (2017)
  • COL: Baseline Survey of TEL in Asian Commonwealth Countries (2015)
  • Xerox Research Centre: Technology Enabled Learning (Xerox Research Centre)
  • CEMCA: Monitoring and Evaluation Framework for ODE Projects (2013)
  • INTEL: Evaluation of ARBAS Project (2013)
  • Microsoft: ICT Skills Certification (2013)
  • USAID: ICT in Teacher Education Practices and Prospects Study for Bihar (2012)
  • KPMG: Punjab Education 2030 (2011)
  • Gujarat Informatics Ltd: Quality Assurance of Digital Contents (GIL)
  • UNICEF: Evaluation of Implementation of Quality Package for Primary Education
  • British Council: Mobility Programme: Educational Leadership (UKEIRI) (2006-7)
  • UNESCO: Peace Education: A Framework for Teacher Education (2005)
  • UNESCO: ICT in Education Policy Toolkit (2005, UNESCO-Intel)
  • IBM: Technology Outreach in Education (2004)
  • UNICEF: Evaluation of ABL in Tamil Nadu
  • EdCil: Education 2020: Meghalaya (1998)
  • UNESCO: Distance Science Education (UNESCO, Delhi)
  • ODA: Elementary Education (SSA) in West Bengal
  • ISRO: Educating the Nation: Need for a Dedicated Satellite (EDUSAT) (1997)
  • IHSUD Rotterdam (Delhi Office): Capacity Building of Municipal Corporation Officials (1997)
  • UNESCO: Distance Education Projects for In-service Teacher Training (1996-97)
  • UNESCO: Evaluating K-12 Software (1997)
  • NIIT: Designing Virtual University (1995)
  • COL: Open Schooling: Selected Experiences (1994)
  • World Bank: Girls' Education (Distance Mode) in Yemen Arab Republic (1990)

Notes:CEMCA: Commonwealth Educational Media Centre for Asia, New Delhi COL: Commonwealth of Learning (COL), Vancouver

Besides, UNESCO funded consultation by China on Linking Community for School Education and Development, Multi-channel learning for mass education in Egypt. Marmar was a member of the ICDE team that drafted the UNESCO Policy on Distance Education (1996-97).

Two Indian projects are worth mentioning due to their relevance - The Evaluation of the Educational Technology Scheme in 34 Indian states and union territories and the Evaluation of Eklavya Residential Model School – a pan-India institutional evaluation project.