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1 CONTENTS Lesson Topic Writer Page No. No. 1. Educational Administration - Dr. Ashok Pandita 3 - 12 2. Educational Management - Dr. Ashok Pandita 13- 23 3. Different Patterns of Educational Administration - Dr. Ashok Pandita 24 - 31 4. Role and Functions of Head Master and Teachers with respect to Administration, Planning, organizing, Directing & Controlling - Dr. Ashok Pandita 32 - 44 5. Leadership in Educational Administration - Dr. Mamta Garg 45 - 57 6. Types and Assessment of Leadership - Dr. Mamta Garg 58 - 69 7. Educational Planning - Dr. Mamta Garg 70- 82 8. Communication in Educational Administration - Dr. Mamta Garg 83- 96 9. Barriers of Communication in Educational Administration and overcoming these Communication Barriers. - Dr. C. L. Shivgotra 97- 102 10. Structure and Development of Education in J&K State - Dr. Usha Tickoo 103 - 111 11. Control of School Education in the State, a Critical Analysis - Dr. Usha Tickoo 112 - 116 12. Inspecting Agencies & their Problems with Special Reference to the Expanding System of Education in J&K - Dr. Usha Tickoo 117 - 123 13. Defects in the existing educational administration and supervision in the state of J&K - Dr. Usha Tickoo 124 - 129 14. Functions of State Govt. in relation to Secondary and Higher Secondary Schools - Dr. Usha Tickoo 130 - 133 15. The organization of education in India, relation between centre and state in the field of educational administration - Dr. C.L. Shivgotra 134 - 141 16. Role of Central Advisory Board of Education (CABE) Towards National System of Education - Dr. J.N. Baliya 142 - 148
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CONTENTSLesson Topic Writer Page No.No.

1. Educational Administration - Dr. Ashok Pandita 3 - 12

2. Educational Management - Dr. Ashok Pandita 13- 23

3. Different Patterns of Educational Administration - Dr. Ashok Pandita 24 - 31

4. Role and Functions of Head Master and Teacherswith respect to Administration, Planning, organizing,Directing & Controlling - Dr. Ashok Pandita 32 - 44

5. Leadership in Educational Administration - Dr. Mamta Garg 45 - 57

6. Types and Assessment of Leadership - Dr. Mamta Garg 58 - 69

7. Educational Planning - Dr. Mamta Garg 70- 82

8. Communication in Educational Administration - Dr. Mamta Garg 83- 96

9. Barriers of Communication in EducationalAdministration and overcoming theseCommunication Barriers. - Dr. C. L. Shivgotra 97- 102

10. Structure and Development of Educationin J&K State - Dr. Usha Tickoo 103 - 111

11. Control of School Education in the State, aCritical Analysis - Dr. Usha Tickoo 112 - 116

12. Inspecting Agencies & their Problems withSpecial Reference to the Expanding Systemof Education in J&K - Dr. Usha Tickoo 117 - 123

13. Defects in the existing educational administrationand supervision in the state of J&K - Dr. Usha Tickoo 124 - 129

14. Functions of State Govt. in relation to Secondaryand Higher Secondary Schools - Dr. Usha Tickoo 130 - 133

15. The organization of education in India, relationbetween centre and state in the field ofeducational administration - Dr. C.L. Shivgotra 134 - 141

16. Role of Central Advisory Board of Education (CABE)Towards National System of Education - Dr. J.N. Baliya 142 - 148

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17. Composition and Functions: - The National Councilof Educational Research and Training (NCERT) - Dr. J.N. Baliya 149 - 157

18. Composition and Functions :- University Grants Commission (UGC) - Dr. J.N. Baliya 158 - 165

19. Composition and Functions : National Institute /University of Educational Planning andAdministration (NIEPA) / NUEPA - Dr. J.N. Baliya 166 - 177

20. District Institute of Education and Training (DIET) - Dr. Manjit Kaur 178 - 189

21. Composition and functions of Central Board ofSecondary Education (CBSE) and State Board - Dr. C.L.Shivgotra 190 - 196

22. Problem of Secondary School Administrationin Government Schools - Dr. C.L.Shivgotra 197 - 203

23. Educational Supervision : Meaning, Nature,Supervision as Service activity, supervisionas a process, supervisions as Function,supervision as educational leadership - Dr. C.L.Shivgotra 204 - 211

24. Functions of Supervision : planning & organizing,supervisory programmes - Dr. Manjit Kaur 212 - 223

25. Types of Supervision and Drawbacks inPresent Supervision - Dr. Manjit Kaur 224 - 230

26. Problems of Financing Education in India, Resourcesand Expenditure of Education. - Dr. Manjit Kaur 231 - 241

27. Monitoring and Evaluation in terms of ModernManagement Techniques-Case Study - Dr. J.N. Baliya 242 - 245

28. Monitoring and Evaluation in Terms of ModernManagement Techniques-Manpower Surveys - Dr. J.N. Baliya 246- 252

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LESSON NO.1 UNIT-I

EDUCATIONAL ADMINISTRATION

1.0 STRUCTURE

1.1 Introduction

1.2 Objectives

1.3 Educational Administration

1.3.1 Nature of Educational Administration

1.3.2 Objectives of Educational Administration

1.3.3 Scope of Educational Administration

1.4 Let Us Sum Up

1.5 Unit End Exercises

1.6 Suggested Further Readings

1.1 INTRODUCTION

A new era in the field of educational administration emerged in 1970’s. With thechange in whole social scenario, the field of education also adopted new concepts andnew thoughts. Conceptual as well as operational changes are taking place day by day.New terms according to new approaches have changed even the nomenclature of thesubjects. Instead of School Organisation, Educational Administration is the title for thesubject i.e. of more wider scope.

Educational Administration is concerned with Educational management, conduct,operation and management of whole educational operation from conceptual frameworkto line of action.

Administration is execution stage which is concerned with actual conduct andoperation of arrangements made available through organisation.

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1.2 OBJECTIVES :

After going through this lesson learners will be able to:

Describe the nature of Educational Administration.

Discuss need of Educational Administration.

State scope of Educational Administration.

Discuss in detail the objectives of Educational Administration.

1.3 EDUCATIONAL ADMINISTRATION :

Educational Administration is a specialized activity required for the running ofwhole educational programme composed of human resources and material resources inan organized manner towards constructive and fruitful direction. Educational Managementas well as Educational Administration are synonymous terms used interchangeably. Boththese terms mean getting things done in an organized manner to achieve the targets putforth by the planners and designers.

1.3.1 Nature of Educational Administration :

Educational institutions operate in an environment of constant change. At least aquarter of their student population changes every year; faculty as well as staff don’t stay inthe same place forever. For such institutions there must always be a refreshing changeaccording to situation in the institution. Educational institutions must constantly identifyand implement improvements in their setup. Curricula need updating and revision,procedures need to be upgraded in accordance with new needs and technologies.Administrators, employees, faculty, staff and managers need access to constant training,refreshing and developmental opportunities.

The process of continuous improvement requires mind set for constant monitoring,problem identification and research. Educational institutions provide value services to theirstudents and aim to meet customer needs and expectations in general. In the field ofeducation the nature of Educational Administration is to develop and update teaching-learning process in such a way as the objectives of education are realized properly. Tomake educational process more effective and efficient administration in the field is responsiblebody that works for it.

Administration is the organ of organisation that has three fold task to perform for

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efficient working;

Stating the specific purpose and mission of education in general and of institutions in particular.

Making the work productive. Education has a mission to cultivate humanresources and to guide them to be productive in their endeavours.

Designing and maintaining an environment in which individuals work togetherin groups efficiently to accomplish set goals. Enhance student learning viz-a–viz economic upliftment.

Administration deals with the functioning of the institution in a proper mannerInfact the term administration has been derived from the Latin word ‘Minister’- i.e. servicesrendered to others for welfare. The prefix ‘Ad’ enhances its area in addition to management.So School Administration is the process which helps through schools, colleges and allinstitutions of education to develop human personality. Technically it is science of cultivationof human cult into balanced personalities.

French, Hull and Dudds compare administration with a lens that brings fortheverything in focus. So, Educational Administration focuses everything on educationalplatform in its true sense to be run smoothly.

Infact, one can visualize that first of all the school is organized through anorganisation, which is followed by administration. In administration it is mostly anadministrator who as head of the institution is the responsible member that adopts andimplements all the planned programmes of the administration.

The subject matter of Educational Administration is not a thing of intellectual beautybut a hub of educational activities, where all excellent ideas policies and practices fail, inabsence of good administration. Administration, in other words, is attitude of work, efficiencyin implementation.

Check Your Progress :

Q1. What do you mean by Educational Administration?

Ans: ___________________________________________________________

___________________________________________________________

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Q2. “Educational Administration is different from supervision”. Clarify the statement withtwo arguments?

Ans: ______________________________________________________________

__________________________________________________________________

Q3. State three basic principles of Educational Administration?

Ans: ______________________________________________________________

_______________________________________________________________________________________________________________________________

1.3.2 Objectives of Educational Administration

Educational Administration is wholly and solely concerned with the efficiency andcommitment that manpower available puts it together to help in goal realization. It lookstowards practical measure which is adopted to ensure that the system of work assistseducational process, carries out the set goals and objectives for benefit of the learners.

Main objectives of Educational Administration are to:-

Execute :- Plans

Direct :- Line of action

Supervise :- Work done in the field

Advice :- Proper ways of work

Stimulate :- Work efficiency

Explore :- New vistas

Lead :- Learners programmes

Assist :- Ways to adopt results and diagnose, all the practices done in the field of education.(i) Execution

Infact it includes both organisation and administration also. First of all, it is theobjective of administration to discuss thread and bare the new plan of opening an educationalinstitution, why and what for? What are the resources, we need to execute this plan?

Execution lays foundation of an institution. Execution makes it clear what resourcesare needed for the plan and how and where from to get these resources?

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First of all how to get the material resources that are needed. Among the materialresources include building, furniture, establishing libraries, laboratories. The second typeof resources are non-material resources i.e. human resources- Managers, Learners,Parents, Teachers, Clerks, Peons, Technicians, etc. The third type of resources are abstractresources i.e. Ideas, Ideals, philosophy, etc.

It is the task of Administrative Executive Body to systematically collect, arrange,plan and put to use all the above mentioned resources.

(ii) Direction

As the administration fixes the aims which are generally contained in the ‘Motto’of the educational institution serve as direction for the institution. Direction is continuouslyneeded in order to hammer till the ‘Motto’ is achieved.

For example:

In an army institution Students/Learners are continuously directed to follow everyprogramme in order of discipline. These directions are followed in dining halls, play grounds,class-rooms, libraries, laboratories and all programmes of day-to-day life.

Direction while curriculum construction is the prime objective of EducationalAdministration. First direction about the whole content and then to distribute the wholecontent into different units according to the calendar of the institution and to accomplishthe whole task within the term needs to be essentially obeyed.

(iii) Supervision

Supervision is an essential objective of Educational Administration. Quality ofsupervision enhances quality of work. In the field of teaching and learning supervision isdoubly needed i.e. supervision in material resources and human resources. Accomplishmentof learning programmes is another indispensable task of educational administration. Workdone under effective supervision leads to effective learning. In the words of P.W.L. Coxand R.E. Longfist Administration executes, directs and supervises, stimulates and assists.

(iv) Advise & Stimulate

Educational Administration not only executes and supervises educational activitiesbut also has a task to advise and stimulate new ways after having an analytical view.Administration has this task to observe the planned programmes, see the results of all

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those programmes, weigh them wisely. Administration has to stimulate new plans and seetheir feasibility of introduction in the field of Teaching and Learning.

(v) Explore

Educational Administration has to explore if there is some set-back in the setprogrammes and plans of education. Research and re-organize the whole programme ofeducation. Explore new methods, techniques and devices. Research activities should go-on continuously in this field. Since education is a continuous process, continuous researchactivities and continuous exploration of new techniques enhances learning possibilities.

(vi) Lead & Assist

The objectives of Educational Administration can't be realised by simplevisualisation. The programme needs to be initiated properly and directed well. In otherwords we can say that the objectives of Educational Administration became workablewhen they are assisted properly. To run, handle and control whole programme needsproper monitoring.

Check Your Progress

Q1. What are the objectives of Educational-Administration?

Ans : ___________________________________________________________

___________________________________________________________

Q2 Why are direction, supervision and advice necessary in educational programme ?

Ans : ___________________________________________________________

___________________________________________________________

Q3 "The programme of exploration and stimulation is to run Research activitycontinuously” explain briefly.

Ans: ___________________________________________________________

___________________________________________________________

1.3.3 Scope of Educational Administration

The scope of Educational Administration is very wide. It takes into its grip all types

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of activities that take place in the field of teaching and learning. To provide good andappropriate education to the learners involves all steps of educational activity that is theconcern of the Educational Administration. It is good administration that provides excellenteducation. The basic point to be noted is that administration must first conceive “all rounddevelopment” of education and then ensure the maximum developmental programme ofeducation. The scope of administration extends through all the activities of education thatstart from planning :

1. Planning

This is the key factor in all types of education. It is commonly understood as anactivity which leads to future course of action. Chinese proverb justifies;

“If you plan for a year, plant a grain, if you plan for 10 years plant a tree and if youplan for 100 years plant men”. Planning is not an independent activity. It is part of thewhole process of administration. To avoid wasteful efforts efficient planning is needed.To execute activity proper planning is essential. Planning ensures (i) recognition of goals(ii) proper use of resources (iii) prevention of wastage, overlapping and haphazard efforts(iv) definiteness and orderly execution in any enterprise. In India Educational planning isrequired at four levels

(I) central level (II) state level (III) local level and (IV) school level.

2. Budgeting

In smooth running of an institution budgeting is an essential element. Administrationhas to plan the first essential component that of budgeting. Organisation and administrationinvolve well considered budgeting. It is a process of giving an estimated account of revenuesand expenditure as educational institution need financial security.

3. Organising

Organisation is a very important aspect of administration. It deals with systematicarrangements so that the purpose of entire programme can be achieved. Broadlyorganisation deals with two aspects

(i) Material equipment.

(ii) Human equipment.

Material Equipment involves buildings, furniture, libraries, laboratories, workshops,

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museums, gymnasium, art galleries, playgrounds, farms, audio-visual aids, computers, T.V’setc. All these things should be properly organized so that all this material element supplementslearning. All this material element otherwise used for entertainment only will not enhancelearning. The task of administration is to schedule time as well as use of all that materialsystematically, psychologically and scientifically. Arrangement and organisation of Materialequipment in fruitful and purposeful manner is the responsibility of the administration.

Human Equipment implies arrangement of all persons involved in teaching andlearning situations. Educational Administration while planning the activity has scope toorganize, budget and schedule time etc. in such a manner as all human elements involvedin the activity be able to contribute towards teaching and learning. Human element involvedin educational process are Students, Teachers, head of the institution, Ministerial staff,Account’s wing staff, organizers as well as Management. Educational Administration hasto plan the task in such a way that every person involved in the activity is well knit to thewhole orbit and be knit and led to contribute according to its talent and best of the capacity.

Educational Administration has a wider scope in :

preparing curriculum for the different classes according to their diverseabilities and diverse aptitudes.

preparing appropriate time table.

organising systematic co-curricular programme.

organising and distributing work among staff accordingly.

establishment of laboratories and libraries.

organising health and physical camps.

establishing canteen and hostel facilities.

organising examination schedules and yearly calendars of the institutions.

Organising guidance and counseling cells within the institutions to provideguidance services to the students.

Programs to establish relationship between school and community, schooland parents and school and government.

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Providing various auxiliary services like mid-day meals, school uniforms,textbooks, etc. if possible.

Financing & Budgeting & finally administer safely all theprogrammes so that the institutions function properly in a healthy manner.

Check Your Progress

Q1. Scope of Educational- Administration is very wide, write name of some areas;

Ans: ___________________________________________________________

___________________________________________________________

Q2. Name material equipment and human equipment to be handled by educational-administration.

Ans: ___________________________________________________________

___________________________________________________________

Q3. Pinpoint further scope of Educational-Administration?

Ans: ___________________________________________________________

___________________________________________________________

1.4 LET US SUM UP

Educational Administration has a vast area of operation vis-a-vis, planning,direction, co-ordination, supervision, execution, budgeting and making educational processfunctional and contributive. All this makes it clear that for efficient functioning of theinstitutions, administration is an effective tool. It is an effective, systematic arrangement fordefinite purpose. Administration is not primarily concerned with arrangements, time-table,scheme of study, type of building, records etc. but is concerned with the attitude of ourwork and with the children with whom we work. Educational-Administration means thepractical measures which are adopted to ensure that the system of our work assists andcarries out our aims of education for the benefit of our learners.

Administration executes, gives directions, provides supervision, advises, stimulates,explores, leads, gives and assists, plans and diagnoses, inspects and decides activities tolead educational plan towards goal achievement of the organisation.

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1.5 UNIT END EXERCISES

Q.1. What do you mean by Educational Administration?

Q.2. Is Educational Administration different from School-Organisation?

Q.3. Explain aims and objectives of school administration?

Q.4. What is the scope of Educational Administration?

Q.5. How is school administration necessary for efficient and smooth functioningof school?

1.6 SUGGESTED FURTHER READINGS

1. Bhatnagar, R.P., Bhatnagar, A.B. and Aggarwal Vidhaya (1978) : EducationalAdministration.

2. Choudhary, Namita Roy (2001) : Management in Education.

3. Gupta, N.S. and Alka Gupta (1992) : Management Principles , Practices andTechniques.

4. Sodhi, T.S. & Suri, Aruna (2000) : Management of School Education.

5. Walia, J.S. (2001) : Foundations of School - Administration and Organisation.

KEY TO CHECK YOUR PROGRESS

1. Q1. Go through 1.3. Para 1 & 2.

Q2. Go through 1.3 (i). Para 1, 2 & 3.

Q3. Go through 1.3 (i). Para 3.

2. Q1. Go through 1.3 (ii). Para 1.

Q2. Go through captions one by one.

Q3. Go through same captions.

3. Q1. Go through 1.3(iii). Para 1 & 2.

Q2. Go through caption “Organising” fully.

Q3. Enlist all points one by one.

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LESSON NO. 2 UNIT-1

EDUCATIONAL MANAGEMENT

2.0 STRUCTURE

2.1 Introduction

2.2 Objectives

2.3 Educational Management

2.3.1 Concept of Educational Management

2.3.2 Human beings as input

2.3.3 Human beings as process

2.3.4 Human beings as product

2.4 Let Us Sum Up

2.5 Unit End Exercises

2.6 Suggested Further Readings

2.1 INTRODUCTION

The term management is more comprehensive than organization and administration.Management sets goals of education and in order to achieve those goals co-ordinates,collects, arranges and plans and puts to maximum use the three types of resources i.e.material, human and abstract. Educational management is to achieve the goals of educationat large by systematic and planned utilization of all the three types of resources.

2.2 OBJECTIVES

After going through this lesson learners will be able to :

Describe the concept of Educational Management.

State human beings as inputs in Educational Management.

Illustrate the process of School Management.

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Discuss the product of School Management.

2.3 EDUCATIONAL MANAGEMENT

Educational Management is a field of study and practice concerned with theoperation of educational institutions. ‘Education’ and ‘Management’ are large and complexconcepts. Several definitions can be found on the title in the international literature availablefor learners in the field of study so it is clear that no single definition in either field commandsthe acceptance of all. Undoubtedly they provide a basis’s for thinking about the managementof school as an organization and the education of young people which schools are intendedto provide. Education is a learning process by which values, attitudes, information andskills are acquired and integrated. Management is the process of designing and maintainingan environment in which individuals, working together in groups, efficiently to accomplishselected aims. It is a function, a discipline, a task to be done, and the managers are theprofessionals who practice this discipline, carry out functions and discharge these tasks.

Educational management is a process of learning values, attitudes, informationand skills to achieve desired relations between resources and objectives.

2.3.1 Concept of Educational Management

The term management is more comprehensive than administration and organization.In fact, it includes both administration and organization. Management is concerned withboth objective and Subjective phenomena; it involves values, attitudes, techniques andbehavioral patterns at both strategical and tactical levels.

The rise of management as legitimate subject owed much to the work of GermanSociologist Max Weber (1864-1920). Weber recognized rationality beyond theorganizational objective to help produce goods and services efficiently. He examined anumber of organizations, mostly public agencies like German Civil Services and PrussianArmy. Several thinkers, psychologists, scientists and behaviorists followed the thoughtenthusiastically and advised that the management is a necessary organ of educationalorganization.

Educational Institutions operate in an environment of constant change. At least aquarter of student population changes every year; faculty and staff will not stay forever.Since it is impossible to reach service excellence once for all, educational institutions have

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constantly to improve and implement a fresh managerial skill in their setup. Curricula needupdating and revision, procedures need to be upgraded in accordance with the new needsand technologies and the employees, faculty, staff and administrators need access to constanttraining and development opportunities. The process of continuous improvement requiresa mindset of constant monitoring, problem identification and research.

Educational Institutions provide valued services to their students and aim to meetcustomer needs and expectations. All institutions want to be responsive and effective andto deliver customer satisfaction value for their time and expenditure. Educationalmanagement is continuously on work to analyze the quality of education being provided tothe clientele. They understand the customers who seek value for their expenditure of time,effort and money and they try to increase value by operating efficiently and effectively.

Performance is the ultimate test of any institution. In an Educational Institution,where people want to serve a cause, you always have the challenge in getting people toperform so that they grow on their own terms. In education performance is three dimensionali.e. (a) Knowledge (b) As a participating citizen, (c) Able participant in the cultural life ofsociety.

Management is the organizational process of formulating objectives, acquiringand committing the resource and ensuring that the objectives are actually reached. It is acontinuous process through which members of an organization seek to coordinate theiractivities and utilize the resource in order to fulfill the various tasks of the organization asefficiently as possible.

Check Your Progress

Q1. What do you mean by educational management?

Ans: ___________________________________________________________

___________________________________________________________

2.3.2 Human beings as input

In educational scenario human beings are the first, fore most and ultimate inputsfor process and product of the teaching learning activity. Pupils, teachers, head of theinstitutions, staff members, ministerial staff, games incharge, managing committees,

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organizers, parents of the wards, nearest vicinity people, all are involved in this activity.Every individual has his part to play in moulding, shaping and reshaping the personality ofthe pupils in general and in the process of action and interaction with each other. Everybodyinfluences others directly or indirectly.

In latest terminology pupils are regarded as clients or outputs of schools andcolleges. As participants in production process these young pupils markedly differ fromthe raw material of the industry and commerce. Children can’t be processed, programmedor manipulated. The learning process is build on personal relationships and interaction thattakes place between teachers and pupils directly and pupils and all other persons involvedin the activity indirectly. Pupils are essence and life of institutions. Without them no activitytakes place.

Teachers in schools and colleges are from a common professional backgroundwith shared values, trainings and experiences. Teachers claim autonomy in teaching andlearning process. Teachers as managers should be given chance in decision making regardingcurricula formation, time scheduling, in organizational matters so that they remain committedthroughout the programme of teaching and learning. This input after process yields thechoicest output. If they are denied of the basic facility then their contribution becomesformality completion. This relationship with pupils extends a lot of learning because theyhave regular and extended contacts with each other. Teachers are ideals before learners.Their personality traits directly or indirectly influence the behavior of pupils. A teacher’steaching and his way of life goes on making an impression on the minds of the learners andthe contribution of teachers is regularly invested among pupils.

Head of the institution is fountain head of the educational programme. He is hub ofeducational process. The success of whole educational process depends upon efficiency,alertness, tactfulness, imagination, initiative, academic excellence and dedication of Headof the institution.

What the main spring is to the watch, the flywheel is to the machine or an engine tothe steamship, the head of institution is to the institution. As every group needs a leader tolead and guide, proper working of the institution depends upon proper direction of theHead.

Teachers are nation builders. They are human cultivators. If we really wish to build

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nation’s pillars deep, we must care teachers so that the seeds of a strong nation are sown.What teachers imbibe in pupils is reflected in the behaviour of the citizens. Teachers cultivatecitizens of tomorrow. So if nation wants to be the best, invest in the best prospects ofteachers.

Without ministerial staff the activity of teaching and learning will remain incomplete.To execute every planning and make it reach its target is the function of whole staffbesides teaching staff. Human input in the educational process knit-together in cooperationwith each other is an educational web where everybody is as important as every string ofthe web.

Check Your Progress

Q1. What do you mean by human element involved in educational process?

Ans: ___________________________________________________________

___________________________________________________________

Q2 What are the essential duties of head of the institution?

Ans: ___________________________________________________________

___________________________________________________________

Q3 How does educational institution function effectively? OR

What is the importance of co-ordination and co-operation of every human elementinput in educational process?

Ans: ___________________________________________________________

___________________________________________________________

2.3.3 Human beings as process

Education is special property of human beings. Intellect and sharpening of intellectthrough process of teaching and learning is the basic characteristic of human beings.

For every industry to run needs raw material and for educational process the rawmaterial that makes this industry to run is human element as input in this industry. In an

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industry raw material processed comes out as finished and fine output of that industry. It isnot only that fine input will give fine output but it is the process that prepares raw materialinto a finished stuff.

In the management model of educational system we have firstly found the controllingcompartment, where we come across with the managing committee. Principal, Headmaster,Teachers and Parents are regarded as first input. Process depends upon the processorwhich is divided into two parts i.e. structural component and operational component.Structural component comprises of

(i) material

(ii) non-material

In material structural components we discuss all about house, the system, schoolbuilding, class rooms, library, laboratory etc. In non-material structural component wediscuss regarding evaluation, promotion, time-table framing, punishment rules, leave rule,etc.

Operational components

Operational components processor is also divided into

(i) material operational component and

(ii) non-material operational component.

In material operational component we talk about teacher, student, books,equipments , their quality and relationship like, student teacher relationship, studentcommunity relationship, teacher-teacher relationship, teacher administration relationship,and teacher community relationship. After that we have what is known as quality control.This quality control means the ways and the procedure which are adopted by theadministrative machinery of the system to process whole input towards good yields.

To determine yield of the whole process it is external evaluation and examinationthat determines the quality of the processed ones. The whole process will be more clearwith management model :

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Management model

Dear learners, by now you must have understood that in human element there isstudent selection, Teacher selection, selection of managers, selection of books, admissionpolicies, governed by educational objectives; educational goals laid by educational policiesframed at national level are processed in the light of controlling authorities.

In the field of education total process depends upon human element. Be a teacherwho is expected to transmit what he owes through his participation to socialize the humanelement as raw students. A games incharge has to guide students in the practical field oflife. Subject teachers to transmit knowledge of their subjects perfectly among students,team leaders to imbibe quality of leadership among students. Efficient workers to incorporatework efficiency among students and to look after their exceptional abilities and tastes.

Dear students, teaching learning is a demanding job which requires a lot ofcommitment and dedication.

Check Your Progress

Structural components

Operational components

Out-put

Control

Input

PROCESSOR i) Raw Students

ii) Raw Teachers

iii) Raw

FEEDBACK

i) Raw Studentsii) Raw Teachersiii) Raw Managers

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Q1. How are human beings a process in educational management?

Ans: ___________________________________________________________

___________________________________________________________

Q2. What according to management model is the raw material to be processed inteaching learning activity?

Ans: ___________________________________________________________

___________________________________________________________

2.3.4 Human beings as Product

The product or the output of educational process is cultivated, finished and refinedmanpower. A prime objective of manpower planning system is the provision of adequatelyeducated, trained and qualified personnel to meet the requirements of the society at large

Manpower planning is designed to ensure that personnel needs of the organisationare appropriately met. Management on the basis of existing interdependencies of inputand output (product) process acts in such a manner that the demands of the society aremet.

The process of educational management works successfully when there is properco-ordination between input and product of the system. Man power planning is a challengingtask today, given the easy competitive environment, projected labour shortages, changingpressure from government to protect both employees and the environment. An essentialactivity in manpower forecasting is to match the school system’s future human resourceneeds with supply. If the system works with coordination to the needs and demands ofdifferent fields the output of educational system will be able to pinpoint shortages,highlight areas of potential over-staffing and identify the number of individuals whomust be recruited from the labour force to satisfy current and future needs. To workfor the right human output or human product that comes out after they are educatedor trained efficiently in the different fields of life is the best product of educationalindustry. In short, human beings as product of the educational institution must recognizethe importance of human resources development and provide one professional staffmember and support staff for functional utility.

Educational management should regularly be in touch with human resources

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speciality and assess the development and training needs that will cater to the changingneeds of the society. Institutions of human resources development must always feelthe pulse of industrial bells so that genuine human product will be available. Effectivehuman resource according to different job profiles is the efficient product. All thisactivity involves different procedures at different levels.i) Goals or objective’s framing.ii) Admission policies to be framed.iii) Staffing to the institutes.iv) Subject specialists.v) Skilled human resource persons.vi) Time scheduling.vii) Effective evaluation system.

Check Your Progress

Q1. What do you mean by human being as product?

Ans: ___________________________________________________________

___________________________________________________________

Q2 How is effective input policy essential to get best output?

Ans: ___________________________________________________________

___________________________________________________________

Q3 What are the essential steps to be taken to get the human beings as effectiveproducts?

Ans: ___________________________________________________________

___________________________________________________________

2.4 LET US SUM UP

Management is the organizational process of formulating objectives, acquiringand committing the resources and ensuring that the objectives and utilization of resourcesis being done in order to fulfill the various tasks of the organisation as efficiently as possible.In simple way, management has been called “the art of getting things done through people

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effectively”.

Every industry works and takes a start when the required amount of raw materialis available for processing and finishing. Educational industry is totally dependent upon theraw material as human beings as an input as well as an output of the process. Studentsadmitted to the system, their I.Q, Health etc. at the time of admission is human elementinput in teaching learning situation. In the process of education this element processedproperly in accordance with the needs gives us fine output as finished goods output in anindustry. Educational industry produces genuine human resource developed accordinglyin the institutions in accordance with the societal, industrial, technical and special needsand demands in the different fields of life.

2.5 UNIT END EXERCISESQ1. What do you mean by educational management?Q2. What is the difference between management and administration?Q3. What do you know about human element as input element in educational process?

Q4. What do you know about efficient human being as a product of educationalprocess?

2.6 SUGGESTED FURTHER READINGS

1. Bhatnagar, R.P., Bhatnagar, A.B. & Aggarwal, Vidhaya (1978) : EducationalAdministration.

2. Choudhary, Namita Roy (2001) : Management in Education.

3. Gupta, N.S. and Gupta, Alka (1992) : Management Principles, Practices andTechniques.

4. Sodhi , T.S. & Suri, Aruna (2000) : Management of School Education.

5. Walia , J.S. (2001) : Foundations of School, Administration and Organisation.

KEY TO CHECK YOUR PROGRESS

1. Q1. First three paragraphs of 2.3(i).

2. Q1. Go through Para 1, 2, 3 of 2.3(ii).

Q2. Go through Para 4, 5 of 2.3(ii).

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Q3. Go through Para 6, 7 of 2.3(ii).

3. Q1. Go through Para 1, 2 of 2.3(iii).

Q2. Go through Para 3, 4 & Management Model.

4. Q1. Go through Para 1, 2, 3 of 2.3(iv).

Q2. Go through Para 3, 4 of 2.3(iv).

Q3. Go through last Para of 2.3(iv).

LESSON NO.3 UNIT-I

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DIFFERENT PATTERNS OF EDUCATIONALADMINISTRATION

3.0 STRUCTURE

3.1 Introduction

3.2 Objectives

3.3 Different Patterns of Educational Administration

3.3.1 Administration: Centralized & Decentralized

3.3.2 Human Relationship Approach to Educational Administration

3.4 Let Us Sum Up

3.5 Unit End Exercises

3.6 Suggested Further Readings

3.1. INTRODUCTION

In the world of today a man can not live and prosper in isolation. To ensure anorganization to achieve its set objectives a proper management is needed, which directsand plans programmers for its proper development.

Management involves good many factors and types in order to make administrationeffective, functional and progressive. What so ever the type of administration is, emphasisis on getting dignified and efficient results out of teaching learning process.

3.2. OBJECTIVES

Learners, after getting through this lesson you will be able to:

Know different patterns of Educational Administration.

Discuss what is Centralized Administration

State Decentralized Administration.

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Explain the process of human relationship on EducationalAdministration.

3.3 DIFFERENT PATTERNS OF EDUCATIONAL ADMINISTRATION

The challenges and opportunities which are emerging in the administration ofEducational Management in all parts of the world are increasing complexity and diversityin social order. The administrators everywhere feel increasing pressure to provide adequatemanagement and up to date knowledge through classroom, lecture rooms in offices ofeducational institutions at school level, district level and state level.

The purpose of education is to provide enriched learning experience in order tobring about desired change. When an educational organization is functioning effectively,each operational level of the organization, from the board of education to classroom teacher,knows exactly what performance is expected. Management is committed to provideeducational opportunities that must be consistent, from the highest goal of the society tothe objective of classroom lesson. According to rapidly changing political, economic andsocial scenario educational objectives also have to change. The educational managementhas to keep vigil upon all aspects and accordingly widen its horizons to be up to date andserve the purpose according to expectations. The continuing change in pattern of societyinfluences the pattern of Educational objective via educational management. If Educationis to be run for an authoritative pattern of social welfare control of educational managementis in the hands of one pattern. It is centralized pattern of education. Centralization is uppermanagement’s control of major policy making in the hands of Big Bosses.

Where educational objective is to prepare citizens for democratic setup, thereauthority of decision making, policy making, planning, executing and directing is delegatedamong a body of experts in the field. This is called Decentralization of Authority.

3.3.1 Administration : Centralized and Decentralized

The concept of centralization and decentralization are at opposite ends of continuum.We can only speak about them only in degree.

Dear Learners

Centralization is upper management’s systematic control of major policy makingauthority. Such type of authority I found mostly in small organization. They need it in orderto show their survival in highly competitive environment. In this pattern all authority lies in

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the chief executive. He is big boss of the concern, chief administrator, chief director andchief planner. He is directly in touch with all operations and with all operators to make alldecisions and give all directions. To obey and to operate orders of bosses there are hardand fast rules. There are situational decisions and that too nobody can deny. Every thing isdecided and directed upon personnel dynamics and control. Finance, Accounts, Budgetsales and Purchase all are under one control of centralized pattern of administration.

Authority and Accountability lies under one control. If authority feels that productis not satisfactory in the field of educational administration, if results are not satisfactorythe persons are taken to task as accountability lies in hands of some authority. His ordersare to be followed blindly. Result of work is demanded according to the policies of authority.Subordinates are to work in rigidity of principles and plans.

Decentralization

Decentralization is delegation of authority in the hands of lower management. It islower management’s systematic control of major policy making authority. The degree ofDecentralization rests on the discretion and authority of the managers and the nature of thedecisions they make at each level of the organization. It thrives under four conditions:

(a) When the number of decisions made lower down in the managerial hierarchy, increases.

(b) When the importance of decisions made lower down in the managerial hierarchy,increases.

(c) When the number of functions affected by lower level decision, increases.

(d) When the independence of lower level managers increases.

Authority delegated among central hands and committees means Decentralizationof powers. There are no hard and fast rules about much to decentralize. Decisions can bemade by lower department or managerial committees according to their situation, workingconditions, activities and work environments. With the change in pattern of Govt; there isalways change in patterns of organisation and administration. More organizations todayare decentralized but to a limited degree. Present work force demands greater authority.Decentralization gives top level managers freedom to do what they are supposed to do;with in the limits of complexity in technology and surrounding work environment.

In the field of education the pattern of Decentralization has hard tasks to do in

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comparison to other industries. Industries deal with raw material and that raw materialprocessed through hard and soft machine produce planned and finished goods as desired.

In educational industry it is human being as input and trained and educated humanbeings as products. It is very difficult to be accurate planner, decision maker or processoras for as human life is concerned. Human being with full balanced self to be processed isas difficult as to put, Sun into a cage. But still Decentralization pattern of administrationprovides changes of planning programs framing curricula, scheduling time and fixingevaluation programs into the hands of base level administrator and executors. Base levelofficers and committees of teachers as well as subject specialists plan such programs thatcan make top level managers nearer the targets.

Group decision making techniques are being adopted. Face to face interchangingand interacting takes place which are applicable to high ratio of population. Managingcommittees, electronic meeting, open discussions, transparent studies through media, brainstorming activities of experts are involved in decentralized pattern of administration. Expertview from trained and skillful teachers in matters of executing some new pattern andpolicy are taken into view, the prime need of course is the role to be played by creativeand talented persons who can prove to be the real assets in their respective fields.

In decentralized pattern of administration, problems are understood by allparticipants and decisions are taken by all members after good deal of discussions.Members/committees meet as a group decide policies clearly and reach the final withhighest aggregate ranking.

Schools and colleges are staffed by professionals. This has implication for thenature of management in educational institutions because professionals seek a measure ofcontrol over their working environment. As Handy (1984) suggests, schools are,“organizations of professionals who in the manner of professionals like to managethemselves.” In practice teachers usually are too busy with their pedagogic activities to beable to devote much of their time to management. Most of the management responsibilitiesare exercised often by the head of the institution, on their behalf.

Check your progress

Q.1 What are the different patterns of administration?

Ans: ___________________________________________________________

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___________________________________________________________

Q.2 What is centralized pattern of administration?

Ans: ___________________________________________________________

___________________________________________________________

Q.3 What is decentralized pattern of administration and what are its steps?

Ans: ___________________________________________________________

___________________________________________________________

3.3.2 Human Relationship Approach to Educational Administration

The objective of educational institutions is much more difficult to define than thepurpose of commercial organization. There are clear-cut educational equivalents to suchmajor private sector objectives as profit maximization of product diversification. Schoolsand colleges are to develop personal abilities of the individuals, to inculcate the acceptedvalues and beliefs to prepare pupils for the next stage of education or for employment. Inthis industry give and take or teach and learn is the main maxim of administration, where atboth ends human beings are involved giver as well as taker i.e. human beings. This wayapproach to the management of educational institutions markedly depends upon humanrelationship.

In educational scenario pupils are clients or outputs of school and colleges. Theyare not processed or programmed or manipulated. The learning program or process ispurely built on personal relationships between, Managers, teachers, pupils, parents,community members, organizers and administrators. Even leaders, politicians, officers,inspectors and local bodies have their access to the educational administration. All humanbeing responsible at their own positions and places have cordial relationships with eachother. It gives an effective and efficient impetus to the educational process.

The inter personal human relationship approach reminds us of ‘Mary Parker Follett’(1933) who was convinced that no one could become a whole person except a memberof the group. Thus she came to a conclusion that ‘Learner’ and ‘Educator’ though share acommon platform and have common purpose, but she believes that all this process isinteractive and integrative effort of every individual from every group to frame a ‘holistic’model. Cohesiveness of the group is important to make an activity productive. Cohesiveness

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is the product of inter personal relationship between all involved in the teaching learningactivity.

A frame work for the study of educational administration, formulated in terms ofactual interacting persons, was developed by Jacob W. Getzels, Guba and Thalen basedon three major dimensions:

a) Individual with personality and needs;

b) Group with its climate and intentions, and Institutions with roles andexpectations.

Source: J.W. Gatzels, E.G. Guba Goal: Modification of Behaviour‘Social behaviour andAdministrative Process’ Based on:

The School Review(winter 1957) (a) BelongingnessUniv. pf Chicago Press 1957. (b) Rationality

(c) Identification

In the human relationship approach in educational administration, the importanceof individuals working in the organization, and in particular, their views, needs and prejudicesdominate. The need of teachers and schools are complementary, each requires the other.If they don’t match, both suffer. The teacher will not be able to achieve, school will fail tomeet its objective. If they fit each other, objectives are achieved as suited to the salientfeatures. So relationship approach helps education to achieve effective results.

Ethos Mores Values

he class as a Institution Role Expectations social system

Group Climate Intentions

Individual Personality Needs Organism Constitution Potentialities

The class as asocial system

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The business in educational administration is oriented with teaching, nurturing,simulating and providing a healthy and supportive learning climate for children. The effectiveuse of motivational theories and methods play a significant role in student teacher, teacherprincipal, principal community, and principal administration relation. The motivationaltheories also probe into relationship among ends, as behaviour, rewards, satisfaction andproductivity.

Check your progress

Q.1 What do you mean by relationship approach in administration?

Ans: ___________________________________________________________

___________________________________________________________

Q.2 Which human beings are involved in educational administration?

Ans: ___________________________________________________________

___________________________________________________________

Q.3 Does human relationship approach prove an efficient tool? How?

Ans: ___________________________________________________________

___________________________________________________________

3.4. LET US SUM UP

In summing up, the concept of decentralization and centralization refer to the extentto which authority and accountability have been passed down to lower level(decentralization) or have been retained at the top of the organization (centralized). Theterminology derives from a perspective of organisation as a series of concentric circleswhere the chief executive is situated at a very centre of organisation and a web of authorityradiates out from him. All this depends on external environmental forces i.e. organisationsize and growth and its culture.

Human relationship is the best way to pool the experiences of different membersof the committee involved in the activity. Expert views channel the effort of organization/administration towards effective problems solving and decision making. Collective decisionsmade with co-ordination of each other can also serve as” incubators” for young teachersbecause discussion are reached after good deal of discussions and debates.

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3.5 UNIT END EXERCISES

Q1. What are different patterns of Educational Administration?

Q2. What do you mean by centralized pattern of administration in Education?

Q3. Decentralized pattern of administration suits today’s needs! Discuss?

Q4. How do cordial human relationships help Educational Administration process?

3.6 SUGGESTED FURTHER READINGS1. Benjamin, Harold (1950) : Democracy in the Administration of Higher Education,

Prentice Hall Inc. N.Y. Publications.2. Choudhary, Namita Roy (2001) : Management in Education.3. Cook Lloyed.A. (1938) : Community Foundation of Education, McGraw Hill

Publication.4. Sodhi, T.S. & Suri, Aruna (2000) : Management of School Education.

KEY TO CHECK YOUR PROGRESS

1. Q1. Para 1, 2, 3. of 3.3.

Q2. Para 1, 2, 3. of 3.3(i).

Q3. Para 1, 2, 3. of 3.3(i)(d).

2. Q1. Para 1, 2 of 3.3(ii).

Q2. Para 3, 4 of 3.3(ii).

Q3. Gatzel and Guba Thalen Model and last Para of 3.3 (ii).

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LESSON NO. 4 UNIT - I

ROLE AND FUNCTIONS OF HEAD MASTER ANDTEACHERS WITH RESPECT TO ADMINISTRATION,

PLANNING, ORGANIZING, DIRECTING & CONTROLLING

4.0 STRUCTURE

4.1 Introduction

4.2 Objectives

4.3 Role and Functions of Headmaster

4.3.1 Role of Headmaster in Administration

4.3.2 Role of Headmaster in Planning

4.3.3 Role of Headmaster in Directing

4.3.4 Role of Headmaster in Controlling

4.4 Role and Functions of Teacher

4.4.1 Teacher in Administration

4.4.2 Teacher in Planning

4.4.3 Teacher in Directing

4.4.4 Teacher in Controlling

4.5 Let Us Sum Up

4.6 Unit End Exercises

4.7 Suggested Further Readings

4.1 INTRODUCTION

Every scheme of educational reconstruction will produce desired results if it isheaded by a person who plans with vision, executes with responsibility and efficiency,

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directs with precision and controls adequately. The responsible person in this contextis virtually the headmaster. The school is appropriately called the lengthened shadowof the headmaster. School proclaims the character of the headmaster.

4.2 OBJECTIVES

Dear learners, after going through this lesson you will be able to:

Know the role of Headmaster.

Describe the function of the Headmaster.

Reproduce Headmaster’s role in administration, planning, organizingand controlling the activities of the institution.

Elaborate the role/functions and position of Teacher, and

State teacher as organizer and controller.

4.3 ROLE AND FUNCTIONS OF HEADMASTER

The headmaster is the centre of the whole organization of the school. Thesuccess of the school ultimately depends upon the efficiency, alertness, tactfulness,experience, resourcefulness, academic excellence, dedication, devotion and capabilityof the headmaster. It is the headmaster who inspires and motivates teachers toimplement policies of education and to work for the desired results in every aspect ofschool life.

No school can succeed in achieving desired goals of educational program ifteachers work as individuals in the school. In the control of a group leader they workin a group or a team. They get success in all programs if their group leader directsthem with precision.

He has to provide a constructive leadership to the staff that works besideshim. He has to be a co-worker with each of his staff member and not as a dictator.He is the person who inspires discipline, devotion and dedication towards his job andother follow it. He evokes respect by giving respect to each and every individualinvolved in school activity. He commands and guides every member of the institutionwith sincerity and purity in efforts.

Headmaster’s position is like a gardener who waters every plant in the garden

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of his school with his nectar, of sympathy, love, guidance, care and concern. He is notinterested in his own self but in the fulfilment of the ideals and objectives for which theschool has been established.

Headmaster is the leader of the society. School represents a mini society andHeadmaster preserves, emancipates and reconstructs all good and healthy in thatmini society. He acts as a coordinating agency between school and society. India is ademocratic country and the students have to be trained in the qualities of goodcitizenship. John Dewey has remarked that school is a miniature society and the leaderof that miniature society is the headmaster. He initiates society’s practicing ground fordemocratic citizenship.

He must try to understand the social background, educational backgroundand the history of the institution which he has to run. Then he will be able to understandwhat are the difficulties in situation as well as organization and will be able to overcomethem. ‘Simple living and high thinking’ is a good quality of the team leader. He cantransmit the ways of life by living and adopting simple ways. He has various dutiesrelated to state, Department of Education, Board of Education, school management,local community, parents of the wards studying in his school, the school staff andfinally the children those are attending the school. He has to deal with both the externalas well as internal agencies. He is connecting and controlling link between the two.

By virtue of the position as head of the institution the head performs someduties of ceremonial nature e.g. hoisting the flag on Independence day and RepublicDay, Inaugurating Science Exhibitions, Book Exhibitions, Competitive Exhibitions ofart, drawing and painting, inaugurating teaching aids preparation ceremony and awardprizes to the best students. In latest terminology Headmaster’s role is Manager’s rolein the industry as unit head. In broad sense, a ‘role’ consists of behavioral patternsexpected of an individual with a social unit. Henry Mintzberg (1973) made an extensivesurvey on the subject of managerial role and concluded that all managers are involvedin the interpersonal relationships with subordinates, peers, superiors who in turn provideheads information they need to make decisions, and play their roles well.

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In short Headmaster’s position and his role in society is indispensable for makingfuture citizenship better, healthier and bright based on high moral values.

Check Your Progress

Q1. Write in brief the role and functions of Headmaster?

Ans: ___________________________________________________________

___________________________________________________________

4.3.1 Role of Headmaster in Administration

“What the main spring is to the watch, flywheel to the machine or the engine to thesteamship, the headmaster is to the school.”

It is the headmaster who inspires and motives whole school environment to functionproperly. As an administrator it is he who regulates the proper and smooth work in theschool. He brings order in policy implementation. He in the school is director, co-coordinator, superintendent, teacher, friend, philosopher, adviser and guide. He controlsthe school affairs by planning, directing, executing and evaluating the educative process.His multidimensional ability of administration sets the tone of the school to the tune ofeducational policies and programs. Headmaster as an administrative head of the institutionindicates several programs of community awareness so as to get good response from the

Informational Role, Knowledgeful, vigilant, spokesman, supervisor, inspector.

Interpersonal Role- Dutiful Figure ,head, Leader, Laison officer.

Decision maker, Planner, Administrator, Organizer, Leader, Knowledge seeker, Efficient speaker.

Formal head of the Institution

Liaison

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community in which he works. He administers energies and abilities of good teachers andmakes their best use for the benefit of the institution. Without the support from a goodheadmaster even energetic and well trained teachers with the best of intentions can’t domuch. A splendid school is ruined by an inefficient headmaster. A wrecked school isimmediately improved by an efficient leader, administrator and dedicated Headmaster.

4.3.2 Role of Headmaster in Planning:

Headmaster of a school has various facets of his personality. In the class he has toact as a teacher. As a leader of the team, he has to act as a capable leader. As anadministrator, he has to act like an able administrator and guide all aspects of school lifebesides being a nice planner while planning school program of teaching learning. As far ashis duties are concerned it will not be possible to prepare a complete list but I can say hehas to live a different role moment after moment. While planning schools yearly budget,yearly school calendar, activity plan. He has to keep an alert mind towards all plans ofschool.

Planning implies that head of educational institution thinks through goals and actionsin advance. He plans actions that are based on the principle of logic. He always plans togive the institution its objectives, and sets up the best procedure for reaching to them. Inaddition plans are guides which the headmaster has to prepare under his headship- bywhich (a) the institution obtain and commit resources required to reach its objectives (b)members of the institution carry on activities consistent with chosen objective andprocedures (c) progress towards the objectives is monitored and evaluated so that thecorrective action can be taken if progress is satisfactory.

Check Your Progress

Q1. What is the role of Headmaster in Administration?

Ans: ___________________________________________________________

___________________________________________________________

Q2. What are the activities to be planned by a headmaster for an academic year?

Ans: ___________________________________________________________

___________________________________________________________

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Q3. Who can be called an effective headmaster?

Ans: ___________________________________________________________

___________________________________________________________

4.3.3 Role of Headmaster in Direction

Leading involves directing employees to perform essential tasks. As a team leaderhe has to perform the role of best director. All activities in the school are run under properdirection of headmaster. Be it time scheduling committee, construction committee, schoolimprovement, academic counsellor committee, curricular activities committee or fundsand budget committee, Headmaster’s precise guidance and direction leads whole schoolcomplex towards constructive purposes. Perfect direction enhances positive qualities inschool development program.

Headmaster has to keep proper knowledge of all development plans of his schoolso that he can be able to provide right directions. He has to develop his qualities of headand heart first. He has to always realize the excellence in himself in order to imbibeexcellent outlook among his team workers. It is psychologically proved that a balancedhead leads and directs towards integrated direction to achieve the target. The headmasterunder whose direction and care ‘cream of nation’ and ‘future of country’ is groomed is thebest director in big drama of life.

4.3.4 Role of Headmaster in Controlling

Headmaster is monitor of the whole school program. The process of monitoring iswhat we mean by monitoring. Monitoring means controlling the functions. Control helpsmanager (teachers) to monitor the effectiveness of the planning, organizing, leading andtaking corrective actions as needed to achieve the target.

As a controller headmaster has to:

1) Establish standards and methods measuring performance.

2) Measure the performance.

3) Determine whether performance matches the standard of performance.

4) Take remedial action or corrective action which involves a change in one or moreactivities of organizations operations or it may involve a change in the standardsoriginally established.

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Headmaster has also to control on devising constructive ways to bring performanceup to the standard, rather than on merely identifying past failures. He has to find out theconformity of plans to actual activities. He has to see and evaluate the effectiveness ofplanning, organizing and leading. As a controlling force he has to go through four controllingtypes in order to run school smoothly or while implementing new plan or new policy ineducation.i) Pre-action control.ii) Steering control.iii) Yes/No control.iv) Post-action control.

The idea behind pre-action control is to prevent problems. Steering control providescorrective measures by and by so that institution runs smoothly.

Check Your Progress

Q1. Why is the headmaster called Director of School programme?

Ans: ___________________________________________________________

___________________________________________________________

Q2. What are the duties of headmaster ?

Ans: ___________________________________________________________

___________________________________________________________

4.4 ROLE AND FUNCTIONS OF TEACHER

Almighty has faith in ‘mankind’ he creates; Mankind has faith in ‘teacher’ whocultivates.

Teacher as the ‘gardener’ constructs and reconstructs human resources of thenation through his personal qualities, values and professional training towards progressand prosperity. In the words of Swami Vivekananda, “True teacher is one who canimmediately come down to the level of students and transfer his soul to the student’s souland see through and understands through his mind.”

We are convinced that the most important factor in the contemplated educationalreconstruction is the teacher- his educational qualifications, his professional efficiency and

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the place that he occupies in the school as well as in the community. The reputation of aschool and its influence on the life of the community invariably depends on the kind of theteacher working in it.

4.4.1 Teacher in Administration:

Kothari Education Commission holds,

Of all different factors which influence the quality of education and its contributionto material development, competence the character of teacher is undoubtedly the mostsignificant.

The teacher is the pivot around which all educational programmes revolve. Alleducational plans and policies will remain on paper unless and until teacher with his dynamicpersonality administers them. He is the sparkplug of the administration. He has to administerall programmes in the class, this way we can say he is the basic administrator who inspiresand imbibes the qualities of an administrator amongst his students. A teacher has to be ofprinciple i.e., impartial, fair and just in his behaviour with his students and faculty membersas well as the members of the society. A good administrator has magnetic touch in hispersonality to be transferred among students. He is a good leader and a good leadershould have an ideal character. He must have professional competence, self confidenceand friendly attitude with everybody because this is the prerequisite of the democraticadministrator. He has to administer his class, has to prepare tomorrow’s citizens, imbibe inthem the fundamental qualities and values of good citizenship.

As an effective teacher he has to administer the energies of the students in theclass. He has to bring out the best among the students whom he teaches. In the class aswell as outside the class, in the institution, in the play field, in the library, the teacher has aneffective role to play. In fact, the teacher is the first administrative symbol before an innocentchild, an adolescent, or an upcoming youth.

4.4.2 Teacher in Planning:

Professor Humayun Kabir holds the view,

“Without good teachers even the best of the systems are bound to fail, with good teacherseven the defects of a system can be largely overcome”.

Of all different factors which influence the qualities of education and contribution

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to national development, teacher’s quality of planning is undoubtedly the most significant.Teacher is planner of nation through his classroom action. Teachers are being calledarchitects of future nation, country and community. Best architect is fine planner. While planning ‘Institutional plan’ they have to take care of planning every facet ofthe institution and its development. They have to plan their time schedule so as to make achild feel easy as in home, and comfortable in learning as in the lap of the mother. Teachershave to locate the interest of students and plan activities in the school, in the class roomvis-à-vis outside the classroom. Since the concept of education has changed its placefrom ‘academic class’ to ‘complete life’, the teacher’s duty also has doubled its area. It isnot only in the classroom activity teacher has to plan, but teacher has to plan future citizen’scomplete life, not only time schedule from 10 O’clock to 4 O’clock but for his whole lifeto come. If the pillars of teachers planning are deep then only future buildings can standerect upon it. Teacher as a social engineer has to play vital role of planning as how and when totransform rich social heritage into the hands of the youngsters, what is to be reconstructedand refreshed to be passed on to next generations. He is the personification of affection ofEternity. He, with his vision, intelligence, devotion and dedication moulds the habits, interests,behaviour and character of learners through his role model played before them.

Today’s teacher, a great planner has to schedule how and when to pass religious,moral, spiritual and friendship values among next generations. For best planning he mustbe possessed with the best qualities i.e.

Academic qualities.

Professional competency.

Emotional stability.

Wit and humour.

Sympathetic attitude.

Optimism and enthusiasm.

Leadership qualities.

Professional loyalties and

Respect for learners individuality.

Teachers wherever they are given the chance to plan the activities of the institution

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they have to keep in consideration above written qualities in order to be the best planner.

Check Your Progress

Q1. What are the duties of teacher in administration?

Ans: ___________________________________________________________

___________________________________________________________Q2. What are the activities that a teacher has to plan inside the school?Ans: ___________________________________________________________

___________________________________________________________Q3. What are the points a teacher has to consider while planning school or classroom

activities?Ans: ___________________________________________________________

___________________________________________________________

4.4.3 Teacher in Directing

Today’s teacher is director, mentor, guide, senior partner of the activity. He is theleader of the class. A leader whose direction is precise and perfect is the leader of today.As director, teacher has to direct precious energies of students towards constructive andpositive channels. He has to direct the learner’s inner potentialities intelligently towardshigher learning.

Teacher has to first realize his own abilities and capacities in order to direct other’spotentialities and capacities towards constructive purposes. He has to be aware of hisown mannerism and habits in order to imprint upon student’s good habits. Learnersconsciously or unconsciously imitate their teachers and guides.

The biggest task of teacher is to direct children properly and help them in :

i) Exploring their abilities.

ii) Channelising their energies.

iii) Leading them on the right track.

iv) Imbibing in them sympathy and affection.

v) Reaching their inner self and gaining their confidence.

vi) Playing a role model before them.

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vii) Training their interests.

viii) Imbibing patriotic feelings in them.

ix) Having friendly attitude.

x) Being with learners always in their activities.

In the words of Dr. Pires, “He has to concern himself with total development ofchild and not only with one or two aspects; must be friendly to him and help in his emotionaland social development. He must be philosophical illuminating the way of his intellectualand social progress; must be his guide in moral and aesthetic advancement. In fact he mustbe all for all his pupils”.

4.4.4 Teacher in controlling

Control is an essential element in the field of teaching and learning. Generallycontrol means checking of performance. Performance is checked at various levels in thisfield. R.J. Mockler observes, control is a systematic approach and effort to set performancestandards with planning, objectives, to design information feedback systems, to compareactual performance with predetermined standards, to determine whether there is amodification or not.

As controller, teacher has to determine an efficient way of achieving objectives oflearning. In this process he has to undergo through four steps:

i) To establish methods for achieving the learning and measuringperformance.

ii) To measure the performance.

iii) To determine whether it matches the standard of learning and

iv) To take remedial action or corrective action which involves change in one ormore activities of the teacher.

A teacher as controller, must be himself aware of the upto date trends, objectivesand standards of achievement. As a paper setter, he must fully observe first what he has tocheck. He must always keep in mind what the objectives of learning are. As evaluatoragain, he must confirm what he has to evaluate. Conformity of evaluation according tolearning objectives is real performance check. As syllabus setter, he must clear the standardsfor which he is going to set the syllabus. While recommending books, he has to be awareof the course norms so that his job in controlling the teaching- learning situation is justified.

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Check Your Progress

Q1. What are teacher’s duties as director of teaching-learning process?

Ans: ___________________________________________________________

___________________________________________________________

Q2 What is the precious thing that a teacher directs?

Ans: ___________________________________________________________

___________________________________________________________

Q3. What are the teacher’s duties as controller in teaching- learning programme?

Ans: ___________________________________________________________

___________________________________________________________

4.5 LET US SUM UP

The teacher is the social engineer and social worker. In practical sense he is thecustodian of our future. Teacher is being generally called nation builder. Teachers by interestare, in real sense, effective teachers. Dr. F.L. Calpp has given a list of qualities of a successfuland effective teacher :

a) Dress

b) Personal appearance

c) Optimism

d) Reserve

e) Enthusiasm

f) Fairness of mind

g) Sincerity

h) Sympathy

i) Vitality

j) Scholarship and training.

The Headmaster is the leader of the ‘team in the school’ a coordinating agency,head and heart of institution, who keeps the balance, ensures the harmonious developmentof the institution. He sets tone of the school to the tune of the demands. He is the chiefforce in moulding and setting general trends of the institution in accordance with the set

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objectives.4.6 UNIT END EXERCISESQ1. Explain the role of the headmaster in administration, planning and organising.Q2. What are the teacher's duties as director and controller in teaching learning process?4.7 SUGGESTED FURTHER READINGS :1. Choudary, Roy, Namita (2001) : Management in Education.2. Sodhi, T.S. & Suri, Aruna (2000) : Management of School Education.3. Study material from the University.KEY TO CHECK YOUR PROGRESS1. Q1. Go through 4.3, all paras.2. Q1. Go through para 1, 2, 3 of 4.3 (i).

Q2. Go through para 1, 2 of 4.3 (ii).Q3. Go through para 3, 4 of 4.3 (ii).

3. Q1. Go through para 1, 2 of 4.3 (iii).Q2. Go through 4.3 (iv).

4. Q1. Go through 4.4 and 4.4 (i).Q2. Go through 4.4 (ii).Q3. Go through 4th para of 4.4 (ii).

5. Q1. Go through 4.4 (iii).

Q2. Go through 2nd para 4.4 (iii).

Q3. Go through 4.4 (iv).

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LESSON No. 5 UNIT - II

LEADERSHIP IN EDUCATIONAL ADMINISTRATION

5.0 STRUCTURE

5.1 Introduction

5.2 Objectives

5.3 Meaning of Leadership

5.3.1 Definitions of Leadership

5.3.2 Principles of Leadership

5.3.3 Educational Leadership

5.4 Nature of Educational Leadership

5.5 Theories of Leadership

5.6 Let Us Sum Up

5.7 Unit End Exercises

5.8 Suggested Further Readings

5.1 INTRODUCTION

Leadership is the process of influencing others to get the work done. It involvesmotivating, influencing, and directing individuals towards attainment of long termorganizational goals. A leader remains in the limelight. The success or failure of anorganizational endeavour is attributed upon its leader. Leadership is currently the mostcommonly associated word with administration. Whenever there is a discussion onadministration or administrator, this word finds a place of prominence. It is consideredthat no act of administration can proceed in the direction of achievement of pre-set goalsunless it is steered by the leadership. If it is good leadership, goals have greater chances of

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achievement. It is also to be remembered that even setting of goals is an act of leadership.In this lesson, we will try to understand the meaning and the nature of leadership and alongwith leadership theories.

5.2 OBJECTIVES

After going through this lesson you will be able to:

Define the term ‘leader’ and ‘leadership’

Discuss about leadership in Educational Administration

Describe the nature of leadership

Explain the theories of leadership

5.3 MEANING OF LEADERSHIP

5.3.1 Definitions of Leadership

The meaning of leadership varies amongst people. Leadership can be defined bymany different but similar meanings. The term “leadership” is a recent addition to theEnglish language. In fact, the word did not come into usage until the late 19th Century.Although the words “lead” and “leader” have a much longer history, they usually referredonly to authority figures. The dictionary meanings of leadership are given as “the act ofbeing in the van of an enterprise” or “the act of directing the activities of those organized toachieve a given goal.” Both these dictionary meanings emphasize that leadership relates tothe assumption of the responsibilities for directing.

Leadership is a process by which a person influences others to accomplish anobjective and directs the organization in a way that makes it more cohesive and coherent.Leaders carry out this process by applying their leadership attributes, such as beliefs,values, ethics, character, knowledge, and skills.

For Debra Jordan, leadership is a constant changing process of interactions andsituations between members of a group consisting of two or more people. Leadershipalso consists of a common recognition and understanding of leader-follower roles betweenall its group members. Since leadership is goal-oriented it also involves the leader and itsfollowers to participate in activities to help move the group further in reaching and obtainingits goal.

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The birth and evolution of the idea of “leadership” focuses on a much more complexconcept that reaches beyond the single leader. In fact, contemporary definitions mostoften reject the idea that leadership revolves around the leader’s ability, behaviours, stylesor charisma. Today, scholars discuss the basic nature of leadership in terms of the“interaction” among the people involved in the process: both leaders and followers. Thus,leadership is not the work of a single person, rather it can be explained and defined as a“collaborative endeavour” among group members. Therefore, the essence of leadership isnot the leader, but the relationship (Rost, 1993). Rost’s definition says that leadership is aninfluence relationship among leaders and followers who intend real changes that reflecttheir mutual purposes. This contemporary definition is composed of four basic components,each of which is essential and must be present if a particular relationship is to be calledleadership. (1) The relationship is based on influence. This influence is multidirectional,meaning that influence can go any way (not necessarily top-down), and attempts toinfluence must not be coercive. Therefore, the relationship is not based on authority, butrather persuasion. (2) Leaders and followers are the people in this relationship. If leadershipis defined as a relationship, then both leaders and followers are doing leadership. He doesnot say that all players in this relationship are equal, but does say all active players practiceinfluence. Typically there is more than one follower and more than one leader in thisarrangement. (3) Leaders and followers intend real changes. ‘Intend’ means that the leadersand followers promote and purposefully seek changes. Real means that the changes intendedby the leaders and followers must be substantial. (4) The changes the leaders and followersintend reflect their mutual purposes. The key is that the desired changes must not onlyreflect the wishes of the leader but also the desires of the followers (Rost, 1991).

Thus, Leadership is

A Process of influencing people toward group objectives

Interpersonal influence towards attainment of institutional goals throughcommunication process.

Leadership – a function of the leader, the follower and the other situationalvariables.

Power, authority and influence help in changing group member’s behaviour.

Filley, Hose and Kerr (1977) in an attempt to define leadership, differentiated

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between power, authority and influence. These three ways help in changing the behaviourof individual or groups. In order to understand the concept of leadership clearly, thesethree concepts need to be explained. Power includes the personal and positional attributethat are the basis for a leader’s ability to influence others. Note that power includes personaland positional attributes, while the concept of authority involves the use primarily ofpositionally related power. For example the first line supervisor position has authoritybecause of hierarchy rank and not because of personal characteristics, such as the charismaof the individual. The ability to influence, persuade, and motivate followers is based largelyupon perceived power of the leader.Check Your ProgressQ1. Define the term Leadership.Ans: ___________________________________________________________

___________________________________________________________

5.3.2 Principles of Leadership

Know yourself and seek self-improvement - In order to know yourself, youhave to understand your be, know, and do, attributes. Seeking self-improvementmeans continually strengthening your attributes. This can be accomplished throughself-study, formal classes, reflection, and interacting with others.

Be technically proficient - As a leader, you must know your job and have asolid familiarity with your employees’ tasks. Seek responsibility and take responsibility for your actions - Search forways to guide your organization to new heights. And when things go wrong,they always do sooner or later — do not blame others. Analyze the situation,take corrective action, and move on to the next challenge.

Make sound and timely decisions - Use good problem solving, decisionmaking, and planning tools.Set the example - Be a good role model for your employees. They must notonly hear what they are expected to do, but also see. We must become thechange we want to see - Mahatma Gandhi

Know your people and look out for their well-being - Know humannature and the importance of sincerely caring for your workers.

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Keep your workers informed - Know how to communicate with not only them,but also seniors and other key people.

Develop a sense of responsibility in your workers - Help to develop goodcharacter traits that will help them carry out their professional responsibilities.

Ensure that tasks are understood, supervised, and accomplished -Communication is the key to this responsibility.

Train as a team - Although many so called leaders call their organization,department, section, etc. a team; they are not really teams...they are just agroup of people doing their jobs.

Use the full capabilities of your organization - By developing a team spirit,you will be able to employ your organization, department, section, etc. to its fullestcapabilities.

5.3.3 Educational Leadership

The leadership in education means directing the activities of those engaged in thetraining of minds towards the achievement of the goals set by those persons who haveorganized themselves for the same.

Bartky considers that an educational leader is always trying to get others to accepthis decisions or his objectives, or encouraging them to join him in some common purpose.His skill like that of any other leader rests on his ability to make significant judgments andto encourage others to accept these judgments. He has identified three types of educationalleaders:

1. The administrator 2. The teacher 3. The educational statesman

The successful educational leader is :

Sensitive to the feeling of others while being at once considerate, helpful,responsive, and friendly.

Loyal to his ideals and ideas and respectful of the beliefs, rights and dignityof others.

Consistent, generous, humble, honest, modest and fair in dealing with others.

Strong in his/her feelings of self-confidence and the ability to identify easily withco-workers.

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Takes interest in improving the group, while also possessing the ability to get thework done quickly and economically.

Understands the need to avoid envy, jealousy, and is willing to take blames forhis/her own mistakes.

Firm but not proud or stubborn in making judgments and decisions.

Straightforward, approachable, easy to talk to, alert to get the best out of peoplewithout aggressiveness.

Ready to give others the benefits of doubt and/or advantages whenever possible.

Up to this, you may have come to know about the principles of leadership andEducational Leadership. Before we proceed further, try to respond to the followingquestions:Check Your Progress

Q1. Enlist the Principles of leadership

Ans: ___________________________________________________________

___________________________________________________________Q2. Explain the meaning of Educational Leadership.

Ans: ___________________________________________________________

___________________________________________________________

5.4 NATURE OF EDUCATIONAL LEADERSHIP

In the previous section, we discussed the meaning of leadership and educationalleadership. Now, it is important to know the nature of the educational leadership to elaboratethe understanding of educational leadership.

Leadership matters. That’s an undisputable fact, especially in our world of constantchange, rampant threats, and routine scandals. What’s debatable is what it takes to leadsuccessfully. Does leadership require the courage to act decisively and assert control?Does leadership depend on the sensitivity to inspire and empower followers? Or, doesleadership—great leadership—demand something more.

According to Joe White, the nature of leadership reveals the dichotomy at the

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core of every effective leader: being part Reptile, analytical, rational, and “tough as nails,”and part Mammal, nurturing, participative, and “warm as toast.” Having the hallmarks ofboth species, and knowing when to be which, is “a huge personal challenge,” as Whiteacknowledges. “It’s right up there with running marathons or learning to play the violinwell. Or more accurately, running marathons and playing the violin well.”

The following points would help you to understand the nature of leadership,

Leadership is given, not assumed itself

Group is required for leadership to act

Leadership is a product of interaction not a status or position

Leadership can not be structured in advance

Leader in one situation can not be leader in another

Leadership depends on perception of group.

Leadership also depends upon the perception of the leader abouthis/her own role

There can be more than one leader in a group

Leadership foster positive sentiments

Leadership protects the critical group norms

Leadership can be autocratic/democratic/laissez-faire

Bartky suggests that the term leadership can be classified on the basis of (1) itsmanner of operation, (2) its functions, (3) its source of authority, and (4) the philosophy ofthe organization, the leader serves. The first classification emphasizes the way of leadershipfunctions. It may be through example or teaching, mediation or coercion that the leadershipmay influence the people. The second classification recognizes leader as an employee oforganization to serve its ends. The organizational functions which the leader is required toperform are: 1. The legislative function, 2. The judicial function, 3. The executive function,4. The advocate function, and 5. The expert function.

The third classification defines leadership in terms of its source of power. Thesources of power are described as: 1. Natural sources, 2. Divine sources, 3 Contract,and 4. Usurpation. The fourth classification refers to the political philosophy of a state

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which can determine what its social leaders are like as well as how its government officialscomfort themselves.

From the above discussion, it is clear that the leadership is such an affair in whichtwo parties, one which leads, make such suggestions which are acceptable to others, actsas a model and gives commands etc. and the other, which is led, accepts the suggestionsof the first party and follows the commands. The co-operation of these two parties isessential for the proper functioning of leadership. The leader should be acceptable to thefollowers. It is necessary that the leader should always be prepared to adjust himself tothe wishes and desires of the followers. It is quite an apt remark that “the leader himself isled by those whom he seeks to lead.”

Check Your Progress

Q1. Explain the nature of leadership in 60 words?

Ans: ___________________________________________________________

___________________________________________________________

5.5 THEORIES OF LEADERSHIPUp to this, you may have understood the meaning of the Leadership. Over the

years, a number of theories of leadership have been proposed. We will discuss some ofthe theories of leadership in this section.

Great Man Theory

This theory is based on the assumption that the leaders are born and not made i.e.the capacity for leadership is inherent. The term “Great Man” was used because, at thetime, leadership was thought of primarily as a male quality, especially in terms of militaryleadership. Early research on leadership was based on the study of people who werealready great leaders. These theories often portray great leaders as heroic, mythic, anddestined to rise to leadership when needed. These people were often from the aristocracy,as few from lower classes had the opportunity to lead. This contributed to the notion thatleadership had something to do with breeding.

Trait Theory

This theory assumes that people inherit certain qualities and traits that make thembetter suited to leadership. Trait theories often identify particular personality or behavioural

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characteristics shared by leaders. People who make good leaders have the right (orsufficient) combination of traits. Over the time the psychological focus was put on discoveringthese traits, often by studying successful leaders, but with the underlying assumption that ifother people could also be found with these traits, then they, too, could also become greatleaders. Stogdill (1974) identified the following traits and skills as critical to leaders.

But if particular traits are key features of leadership, how do we explain peoplewho possess those qualities but are not leaders? This question is one of the difficulties inusing trait theories to explain leadership.

Behavioural Theory

Leaders can be made, rather than are born, is the basic assumption of Behaviouraltheories of leadership. Successful leadership is based in definable, learnable behaviour.Rooted in behaviourism, this leadership theory focuses on the actions of leaders, not onmental qualities or internal states. According to this theory, people can learn to becomeleaders through teaching and observation. These theorists look at what leaders actuallydo. If success can be defined in terms of describable actions, then it should be relativelyeasy for other people to act in the same way. This is easier to teach and learn then to adoptthe more ephemeral ‘traits’ or ‘capabilities’. A behavioural theory is relatively easy todevelop, as you simply assess both leadership success and the actions of leaders.

The Managerial Grid

The Managerial Grid was the original name. It later changed to the LeadershipGrid. According to this theory, the leaders may be concerned for their people and they

• Adaptable to situations• Alert to social environment• Ambitious and achievement-orientated• Assertive• Cooperative• Decisive• Dependable• Dominant (desire to influence others)• Energetic (high activity level)• Persistent• Self-confident• Tolerant of stress• Willing to assume responsibility

• Clever (intelligent)• Conceptually skilled• Creative• Diplomatic and tactful• Fluent in speaking• Knowledgeable about group task• Organised (administrative ability)• Persuasive• Socially skilled

Traits Skills

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must also have some concern for the work to be done. The question is, how much attentionto they pay to one or the other? In 1960s, Blake and Mouton described this model.

This is a well-known grid that uses the Task vs Person preference. They are bothclearly important dimensions, but as other models point out, they are not all there is toleadership and management.

Situational Leadership

This theory of leadership is based on the assumption that the best action of theleader depends on a range of situational factors The leaders choose the best course ofaction based upon situational variable. Different styles of leadership may be moreappropriate for certain types of decision-making. A good situational leader is one who canquickly change leadership styles as the situation changes. Most of us attempt to do this inour dealings with people: we try not to get angry with a new employee, and we remindforgetful people. When a decision is needed, an effective leader does not just fall into asingle preferred style. Factors that affect situational decisions include motivation andcapability of followers and also the relationship between followers and the leader. Thus,the situational theory tends to focus more on the behaviours that the leader should adopt,given situational factors (often about follower behaviour).

Contingency Theory

Contingency theory of leadership is based on the assumption that the leader’sability to lead is contingent upon various situational factors, including the leader’s preferredstyle, the capabilities and behaviours of followers and also various other situational factors.

Concernfor people

High

Medium

Country Clubmanagement

Middle of the road

Team Management

management

Authority-compliance

Low

HighMediumLow

Concern for Production (Task)

Impoverishedmanagement

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It focuses on particular variables related to the environment that might determinewhich particular style of leadership is best suited for the situation. According to this theory,no leadership style is best in all situations. The leaders who are very effective at one placeand time may become unsuccessful either when transplanted to another situation or whenthe factors around them change Success depends upon a number of variables, includingthe leadership style, qualities of the followers, and aspects of the situation.

Check Your ProgressQ1. Explain Great man theory of leadership in 50 words?

Ans: ___________________________________________________________

___________________________________________________________Q2. Differentiate between situational and contingency theory of leadership.

Ans: ___________________________________________________________

___________________________________________________________

Participative Theories

The assumption of the participative theory of leadership is that the involvement indecision-making improves the understanding of the issues involved by those who mustcarry out the decisions. People are more committed to actions where they have involvedin the relevant decision-making and they become less competitive and more collaborativewhen they are working on joint goals. When people make decisions together, the socialcommitment to one another is greater and thus increases their commitment to the decision.Thus, better decisions are taken as several people deciding together than one personalone. Participative leadership theories suggest that the ideal leadership style is one thattakes the input of others into account. These leaders encourage participation andcontributions from group members and help group members feel more relevant andcommitted to the decision-making process. In participative theories, however, the leaderretains the right to allow the input of others.

Management Theories

Management theories are also known as “Transactional theories”. These theoriesassume that the social systems work best with a clear chain of command. The focus ofthese theories is on the role of supervision, organization, and group performance. When

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people have agreed to do a job, a part of the deal is that they cede all authority to theirmanager. The prime purpose of a subordinate is to do what their manager tells him to doThese theories base leadership on a system of reward and punishment. Managerial theoriesare often used in business; when employees are successful, they are rewarded; when theyfail, they are reprimanded or punished. People are motivated by reward and punishment.The transactional leader works through creating clear structures whereby it is clear what isrequired of their subordinates, and the rewards that they get for following orders.Punishments are not always mentioned, but they are also well-understood and formalsystems of discipline are usually in place. When the Transactional Leader allocates workto a subordinate, they are considered to be fully responsible for it, whether or not theyhave the resources or capability to carry it out.

Relationship Theories

Relationship theories also called as “Transformational theories” are based on theassumption that the people will follow a person who inspires them. Therefore, a personwith vision and passion can achieve great things. The Transformational theories focusupon the connections formed between leaders and followers. These leaders motivate andinspire people by helping group members see the importance and higher good of the task.Working for a Transformational Leader can be a wonderful and uplifting experience. Theyput passion and energy into everything. They care about you and want you to succeed.Transformational Leaders are often charismatic, but are not as narcissistic as pureCharismatic Leaders, who succeed through a belief in themselves rather than a belief inothers. Transformational leaders are focused on the performance of group members, butalso want each person to fulfill his or her potential. These leaders often have high ethicaland moral standards.

5.6 LET US SUM UP

Leadership is a process by which a person influences others to accomplish anobjective and directs the organization in a way that makes it more cohesive and coherent.Leaders carry out this process by applying their leadership attributes, such as beliefs,values, ethics, character, knowledge, and skills. The leadership in education means directingthe activities of those engaged in the training of minds towards the achievement of thegoals set by those persons who have organized themselves for the same. According to JoeWhite, the nature of leadership reveals the dichotomy at the core of every effective leader:

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being part Reptile, analytical, rational, and “tough as nails,” and part Mammal, nurturing,participative, and “warm as toast.” Having the hallmarks of both species, and knowingwhen to be which, is “a huge personal challenge,” as White acknowledges. “It’s right upthere with running marathons or learning to play the violin well. Or more accurately, runningmarathons and playing the violin well. The theories of leadership include Great man, TraitTheory, Behavioural, Situational, Contingency, Participative, Transformational andTransactional theory. These theories have their own strengths and weaknesses.

5.7 UNIT END EXERCISES

1. Explain the meaning of educational leadership. Discuss its nature.

2. Describe the theories of leadership.

3. Differentiate between Transformational and Transactional theories ofleadership.

4. What are the criteria of good leadership behavior?

5. Discuss Contingency, Participative and situational theories of leadership.

5.8 SUGGESTED FURTHER READINGS

1 Bass, B.M and Stogdill (1900) : R.M. Hand book of leadership, New York, FreePress.

2 Bhatnagar, R.P. and Aggrawal, V. (2004) : Educational Administration, Supervision,Planning and Financing, Meerut ; R. Lall Book Depot.

3 Burns, J.M. (1978) : Leadership, New York, Harper and Rows.

4 Fiedler, P.E. (1967) : A Theory of Leadership Effectiveness, New York, McGrawHill.

5 Mathur, S.S. (1975) : Educational Administration; Principles andPractices, Jalandhar, Krishna Publications.

6 Vashisht, S.R. (1994) : Future of Supervision, New Delhi, AnmolPublications Pvt. Ltd.http://changingminds.org/disciplines/leadership/theories/ great_ man_ theory.htmhttp://psychology.about.com/od/leadership/p/leadtheories.htm

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LESSON No. 6 UNIT - II

TYPES AND ASSESSMENT OF LEADERSHIP

6.0 STRUCTURE

6.1 Introduction

6.2 Objectives

6.3 Types of Leadership

6.4 Leadership Assessment

6.4.1 Meaning of Leadership Assessment

6.4.2 Methods of Leadership Assessment

6.4.3 Leadership Assessment Tools

6.5 Let Us Sum Up

6.6 Unit End Exercises

6.7 Suggested Further Readings

6.1 INTRODUCTION

A leader is a person that inspires you to take a journey to a destination you wouldnot go to by yourself. The traditional manager who maintains status quo leaving what hefound will not be effective in today’s environment. Also depending upon the objectives ofthe organization and the situation or the decision to be taken, the leaders have to assumedifferent kinds of leaderships. The leaders adopt many techniques, so that their followersmay work in accordance with their directions. Describing the leadership styles on thebasis of the techniques employed or attitudes adopted by the leaders towards their followerswe find that there are three important styles: The Autocratic, the Democratic and theAnarchic or Laiss’ez faire. In this chapter we will discuss about the different types of

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leadership.

As times change, leadership skills must also change. What was successful in thepast is still relevant, but may not be everything needed for the future. Thus assessment ofthe leadership is required from time to time to others to have an honest appraisal. Thereare different approaches to analyze leadership. We will also talk about the meaning andmethods of leadership assessment. Let us start with the types of leadership.

6.2 OBJECTIVES

After going through the lesson you will be able to:

Enlist the types of ‘leadership’

Differentiate between different types of leadership

Explain the Meaning of Leadership Assessment

Describe the Methods of Leadership Assessment

6.3 TYPES OF LEADERSHIP

The traditional categorization of the kinds of leadership can be inferred from WilliamShakespeare (Midnight Summer’s Dream) assertion that: “Some are born great; someachieve greatness; and others have greatness thrust upon them. On the basis of this quotethere are three main types of leadership as proposed by Lewin. They are as under:

Authoritarian leadership

Participative leadership

Laissez-faire

leadership

Types of

leadership

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Let us discuss these three types of leaderships in detail:

Authoritarian Leadership (Autocratic)

This is traditional leadership, which is firm and strict. Authoritarian leadership as itis clear from the term itself, is when you obey to exactly what is demanded from you.Authoritarian leaders provide clear expectations for what needs to be done, when it shouldbe done, and how it should be done. There is also a clear division between the leader andthe followers. Authoritarian leaders make decisions independently with little or no inputfrom the rest of the group. They do not allow the subordinates to put up with argumentsand ask to be treated with respect. They believe in punishment and force. This will beused if the followers disagree, argue or maybe even question what they have been told todo. Researchers found that decision-making was less creative under authoritarian leadership.Lewin also found that it is more difficult to move from an authoritarian style to a democraticstyle than vice versa. Abuse of this style is usually viewed as controlling, bossy, anddictatorial. Thus the authoritarian leadership has following characteristics:

Leader makes decisions without reference to anyone else

High degree of dependency on the leader

Can create de-motivation and alienation of staff

May be valuable in some situations where decisions need to be madequickly and decisively

Authoritarian leadership is best applied to situations where there is little time for groupdecision-making or where the leader is the most knowledgeable member of the group.

Participative Leadership (Democratic)

Democratic leaders offer guidance to group members, but they also participate inthe group and allow input from other group members. It’s hard to order and demandsomeone to be creative, perform as a team, solve complex problems, improve quality,and provide outstanding customer service. The style presents a happy medium betweenover controlling (micromanaging) and not being engaged and tends to be seen inorganizations that must innovate to prosper. This type of leadership may be emphasizedthroughout the organization. It encourages decision making from different perspectives.

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Some of the qualities in democratic leaderships are:

Consultative: process of consultation before decisions are taken

Persuasive: Leader takes decision and seeks to persuade others that thedecision is correct

May help motivation and involvement

Workers feel ownership of the firm and its ideas

Improves the sharing of ideas and experiences within the business

Can delay decision making

Lewin’s study found that participative (democratic) leadership is generally themost effective leadership style. Participative leaders encourage group members toparticipate, but retain the final say over the decision-making process. Group members feelengaged in the process and are more motivated and creative.

Laissez-Fair (Delegative)

The leadership takes a passive stance towards the problems of the group or theorganization – “anything goes” is watchword. A delegative leader offers little or no guidanceto group members and leave decision-making up to group members. While this style canbe effective in situations where group members are highly qualified in an area of expertise,it often leads to poorly defined roles and a lack of motivation.

‘Let it be’ – the leadership responsibilities are shared by all

Can be very useful in situations where creative ideas are important

Can be highly motivational, as people have control over their working life

Can make coordination and decision making time-consuming and lackingin overall direction

Relies on good team work

Relies on good interpersonal relations

The style is largely a “hands off” view that tends to minimize the amount of directionand face time required. Works well if you have highly trained and highly motivated direct

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reports. Researchers found that children under delegative (laissez-fair) leadership werethe least productive of all the three groups. The children in this group also made moredemands on the leader, showed little cooperation, and were unable to work independently.

Before going further, it is important to check your progress by answering thefollowing questions:

Check Your Progress

Q1. Enlist the three basic types of Leadership.

Ans: ___________________________________________________________

___________________________________________________________

Q2. Describe Participative leadership.

Ans: ___________________________________________________________

___________________________________________________________

Besides the above mentioned types of leadership, there are a few moretypes. Let us now take up some of the many leadership strategies that define everyleader’s personal leadership style and one may adopt some of these in achieving hisorganization’s goals and objectives.

Transformational leadership creates and sustains a context that maximizes humanand organizational capabilities to facilitate multiple levels of transformation and alignthem with core values and a unified purpose to respond to a dynamic environment.Creative leadership has the ability to uniquely inspire people to generate sharedinnovative responses and solutions to complex and readily changing situations.

Corrective leadership empowers staff to facilitate collaborative and synergismand emphasizes working with and through other people instead of bowing toauthoritarianism. Appreciative inquiry facilitates positive change in human systems,e.g. organizations, group through an appreciative approach in inspiring action forcollaborative and strength-based change.

Change leadership is a philosophy that endorses alteration while beyond thinkingabout individuals and individual organization, single problems and single solutions.It entails rethinking systems to introduce change on parts of the whole and their

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relationship to one another.Intelligence leadership focuses on the ability to navigate the future by embracingambiguity and reframing problems as opportunities. It is a proactive stance in takingtheir organizations into uncharted territory.Multicultural leadership fosters team and individual effectiveness and drives forinnovation by leveraging multicultural differences so that teams work harder in anatmosphere of understanding and mutual respect.Pedagogical leadership involves a paradigm shift from leader/teacher centered “orientation”to an interactive, connective organizational system using a democratic learning andcommunicative style. It proposes an alternative to instructional leadership by enabling thelearning and intellectual growth of those led.

Servant leadership is a practical philosophy focussing on people who chooseto serve first and then lead as a way of expanding service. Servant leaders are“servants first” with the object of making sure that other people’s highest priorityneeds are being served.

Bridging leadership concentrates on fostering synergy and reinforcing behavior andmotivation through the use of communication to create climate of trust and confidence.

Purposeful leadership is established when a leader and the community share a commonpurpose to develop or provide the drive, authority and commitment to undertake projects.

Determining the Best Leadership Style

In the 1950s, management theorists from Ohio State University and the Universityof Michigan published a series of studies to determine whether leaders should be moretask or relationship (people) oriented. The importance of the research cannot be overestimated since leaders tend to have a dominant style; a leadership style they use in a widevariety of situations. Surprisingly, the research discovered that there is no one best style:leaders must adjust their leadership style to the situation as well as to the people being led.One dimension of it has to do with control and one’s perception of how much control oneshould give to people. The laissez faire style implies low control, the autocratic style highcontrol and the participative lies somewhere in between.

From these given leadership strategies, you can choose and apply to make a

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difference in improving quality and change in the organization you serve.

Check Your Progress

Q1. Enlist the various types of Leadership.

Ans: ___________________________________________________________

___________________________________________________________

Q2. Which leadership style is best and why ?

Ans: ___________________________________________________________

___________________________________________________________

6.4 LEADERSHIP ASSESSMENT

In the previous section we talked about the types of leadership. In this section wewill discuss how we can assess the leadership:

6.4.1 Meaning of Leadership Assessment

The practice of leadership assessment has traditionally been associated with thecorporate world, as businesses in search of executive candidates have utilized screeningmethods to narrow the talent pool. Although the educational sector has been slow toimplement such practices, the principle is equally applicable. School officials require manyof the same managerial and interpersonal skills as a CEO of a corporation and are oftenobliged to work within seriously constrained budgets to affect positive results. Leadershipassessment can help to identify those candidates who will not only flourish in administrativeroles, but will encourage those throughout their school communities to do the same.

Although the themes of “leadership” and “assessment” are highly relevant ineducation today, “leadership assessment” is a concept that has not received a great dealof attention. The concept behind leadership assessment is that by identifying an educator’sleadership strengths and weaknesses, one can construct a suitable professional developmentprogram to address those issues.

Leadership Assessment is the process of assessing the identities of leaders andcomparing them with the identities of non-leaders. It is composed of the images andevaluations of a person, as held by those people with whom that person interacts. Leadershipreputation is assessed using observer ratings from whatever source a researcher might

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prefer. Usually relevant research questions include whom to ask to provide ratings, whatrating dimensions should be used, and how leaders differ from non-leaders in terms ofthese ratings. Leadership Assessment can be of two types:

(i) Leadership Assessment from the inside In this type, the assessment is doneby asking a person about his/her goals, aspirations, and self- image.

(ii) Leadership from the outside, which we call reputation, is composed of theimages and evaluations of a person, as held by those people with whom thatperson interacts. Leadership reputation is assessed using observer ratings fromwhatever source a researcher might prefer.

The bottom line of this discussion is that leadership needs to be assessed from theinside and from the outside.

6.4.2 Methods of Leadership Assessment

There are several methods of leadership assessment. Let us have a look on a fewmethods that are generally employed to assess the leadership:

Assessing Leadership from Inside: As noted above, personality from the inside concernsa person’s values, motives, and self-image—identity. Various methods and instrumentsare available to assess leadership from the inside and many of them yield valid results. It ispossible to predict leadership performance using measures of identity and in many caseswith an admirable degree of validity. The most robust procedures for assessing leadershipfrom the inside fall into four categories: (A) projective measures ofpersonality; (B) objective measures of personality; (C) specialized measuresof personality; and (D) mixed measures of personality.

Assessing Leaderships from Outside: Subjective ratings of others’ reputation as leadersbegan the 1950s using: (a) on-the-job behavioural description; and (b) assessment centers

We can describe the methods of assessing the leadership in the following ways also:

Self-Evaluation

The most readily accessible, and perhaps least comprehensive, is self-evaluation.A self-assessment is scored and interpreted by the individual completing the questionnaire.Self-assessments can provide immediate insight into leadership characteristics, how to

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use job assignments as opportunities to develop valuable skills, and preferred learningbehaviours and styles. This type of assessment is informal in nature. But these self-evaluations provide the inquirer with a means to begin considering his/her ability to serveas an effective leader. The self-assessment tools are composed primarily of either checklistsor a series of questions to which the participant is asked to respond. In sum total, self-assessment provides educators with an introduction to thinking about leadership skills, butlacks potentially revealing input from colleagues.

360-Degree Feedback Method

360-degree feedback is a method of systematically collecting opinions about amanager’s performance from a wide range of co-workers. This could include peers, directreports, and the superiors, along with people outside the organization, such as communityin case of educational leadership. The method of the 360-degree feedback leadershipevaluation requires participation from the community at large, in the form of either surveysor written evaluations. Respondents should ideally include not only teachers, but supportstaff and district personnel. Due to the highly personal nature of the task, this method isgenerally more effective when completed anonymously. That being said, it provides theleadership candidate with a much more thorough picture of his/her leadership strengthsand weaknesses. Only by addressing the specific concerns of the school community canone become a more effective leader. The benefits of collecting data of this kind are that theperson gets to see a panorama of perceptions rather than just self-perception, whichaffords a more complete picture.

School Leadership Series

The most standardized method of leadership assessment is the School LeadershipSeries. This series is composed of two distinct assessments, the School Leaders Assessmentand the School Superintendent Assessment.

Technologically Savvy Assessment

It is interesting to note that among some educators, the notion of leadership isclosely linked to technologically savvy. A school official is considered a leader if able tointroduce technology into the school’s daily life. This type of leadership assessment seeksto evaluate the administrator’s ability to utilize technological resources as part of the school’scurriculum.

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Team & Organizational Assessments :

Team and organizational assessments provide insight into aspects of leadership and thework environment that impact workgroup performance. This type of assessments canhelp teams and organizations assess the climate for creativity and innovation and identifystrengths and weaknesses.

Up to this you may have understood the assessment of leadership. Before going forward,it is better to assess your understanding:

Check Your Progress :

Q1. Explain the meaning of assessment of leadership.

Ans: ______________________________________________________________

___________________________________________________________________

Q2. Enlist the various methods of leadership assessment.

Ans:______________________________________________________________

___________________________________________________________________

6.4.3 Leadership Assessment Tools

There are various leadership tools. A few leadership assessment tools have beenpresented below :

Leader Values Self-Assessment comprised of a five-minute anonymous testbased on the 4 E’s (Envision, Enable, Empower & Energize) with some directionalaction steps for self-improvement.

An Assessment of Leadership Qualities and Skills with the help of 10-minuteassessment which can be done alone or with input from colleagues, prompting anintrospective look at leadership qualities and skills.

Leadership Quiz is a two minute leadership quiz about knowledge management.

Leadership Skills Questionnaire: This is a ten minute leadership skillsquestionnaire with brief analysis.

Leadership Development Methods Quiz includes a five minute quiz about themost effective leadership development methods with feedback on proven effectivemethods.

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Innovative Leadership Assessment is a tool for self-assessment or company-wide assessment for leaders or their peers on leadership competencies.

The Leadership Difference Snapshot has a ten minute leadership quiz withfeedback

IT Leader Quiz is two minutes quiz to test IT leaders, but applicable to any field.

Leadership Self-Assessment: In this tool, thought-provoking questions for manyaspects of leadership are assessed.

Myers-Briggs type self-assessment is a personality trait questionnaire.

6.5 LET US SUM UP :

In this chapter we discussed different types of leadership as Democratic, Autocraticand Laissez faire along with some other types of leadership. Then we discussed leadershipassessment which is the process of assessing the identities of leaders and comparing themwith the identities of non-leaders. For leadership assessment, different methods like self-evaluation, 360-Degree Feedback Method, School Leadership Assessment, TechnologicalSavvy Assessment are used. The tools used for leadership assessment are , leadershipDevelopment Methods Quiz, Leadership Skills Questionnaire, Innovative LeadershipAssessment, the Leadership Difference Snapshot, Myers-Briggs type Self-Assessmentetc.6.6 UNIT END EXERCISESQ.1. Describe the various types of leadership. Which type of leadership is the best?Q.2. Compare the Autocratic, Democratic and Laissez Faire type of leadership.Q.3. Explain the meaning of Educational Assessment. Enlist the tools that are used for

leadership assessment.

Q.4. Illustrate the different methods of educational assessment.

6.7 SUGGESTED FURTHER READINGS

1. Bass, B.M and Stogdill, R.M. (1990) : Hand book of leadership, New York ; FreePress.

2. Bhatnagar, R.P. and Aggarwal, V. (2004) : Educational Administration,Supervision, Planning and Financing, Meerut ; R.Lall Book Depot.

3. Hall, G.Rutherford, Hord, W.L., Huling, L.L. and S.M. (1984) : Effects of threeprincipal styles on school Improvement, Educational Leadership.

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4. Peters, L.G. (1974) : Some aspects of leader style, adaptability andeffectiveness among western Massachusetts principals. Ed. D, University ofMassachusetts.

5. Vashisht, S.R. (1994) : Future of Supervision, New Delhi ; AnmolPublications Pvt. Ltd.

http://baldrige.nist.gov/Assessment_Leadership.htmhttp://chartcourse.com/articleassess.htmhttp://www.e-lead.org/resources/resources.asp?Resource ID=16http://www.leadership-and-motivation-training.com/leadership-assessment-tools.htmlhttp://www.ccl.org/leadership/assessments/index.aspx

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LESSON-7 UNIT-II

EDUCATIONAL PLANNING

7.0 STRUCTURE7.1 Introduction7.2 Objectives7.3 Education Planning –Meaning and Nature

7.3.1 Meaning of Educational Planning7.3.2 Nature of Educational Planning7.3.3 Characteristics of Educational Planning7.3.4 Why Planning is Required7.3.5 Principles of Educational Planning

7.4 Approaches to Educational Planning7.4.1 Inter-Educational Extrapolation Approach7.4.2 Demographic Projection Model7.4.3 The Social Demand Approach7.4.4 The Manpower Approach or Human Resource Development

Approach7.4.5 Rate of Return Approach or Cost-Benefit Analysis or Cost-

Effectiveness Approach7.5 Perspective Planning

7.5.1 Meaning of Perspective Planning7.5.2 Advantages of Perspective Planning

7.6 Let Us Sum Up7.7 Unit End Exercises7.8 Suggested Further Readings

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7.2 OBJECTIVES

After reading the lesson you will be able to:

Elucidate the Meaning and Nature of Educational Planning

Portray the Characteristics of Educational Planning

Enlist the various Principles of Educational Planning

Explain the Approaches to Educational Planning

Describe the Perspective Planning

7.1 INTRODUCTION

Planning means to make a sketch of, to draw a design, a scheme or project of anykind of activity. Without knowing where we are going, it is unlikely that we will get there. Planning is pre-requisite of any kind of development programme of any family, society andnation at large. Educational planning is the road map. It focusses the attention ofadministration, board of education, teachers, students and community members, and helpsdetermine where the school should be going and how to get there. It helps identify wherethe pitfalls are over the short-term. Without planning, the operational and functionalperformance of the school district will be less than optimal and the overall objectives andgoals of the district will be difficult, at best to achieve. Educational planning is an organizedthought process participated in by administration, board of education, teachers, studentsand community members. The ultimate result is the determination of long-term goals andobjectives, and the short-term implementation of specific goals using focussed techniques,tactics, and strategies which will permit the school district to meet long term goals andobjectives. In this chapter we are going to discuss in detail about the educational planningand its approaches along with perspective planning.

7.3 EDUCATIONAL PLANNING – MEANING AND NATURE

7.3.1 Meaning of Educational Planning

Webster International dictionary (1981) defines planning as an act or process ormaking or carrying out of plans. Plan is the preparation and vision to do a particularfunction. In the process of planning we visualize the needs and specific equipment toachieve desired goals. At the time of planning we have to find out the manpower as well asother facilities already available with us. After that we have to visualize the number of

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persons and equipments and other such facilities that are needed than the ones alreadyexisting with us. The purpose of doing all this will be to achieve the goal. Thus, planning isa process of preparing a set of decisions or strategies or detailed scheme of a program ofaction for future directed towards achieving some specific goals by the best possiblemeans.

“Educational Planning is the process of determining events, conditions and needsof education system in future, aimed at keeping pace with the changing environment toimprove the system”.The educational planning involves following steps:

STEPS INVOLVED IN PLANNING

Analysis and Projection of Educational situations

Identifying Educational Problems

Selection of Priorities

Defining Goals and Objectives

Formulating and Write-up Educational plan

Implementation of the Plan

Evaluation

Replanning

Formulting and Write-up of Educational Plan

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7.3.2 Nature of Educational Planning

The procedure and arrangement for implementation of the educational plan startsfrom the issue of the government order indicating the physical targets and financial outlay.This is done by various sections of the state education secretariat where plan schemes aredealt with. Regular evaluation of those schemes is done at the meetings of the officersunder the chairmanship of the state education secretary from time to time. Specific evaluationof some schemes is done by the state planning institutions. The co-ordination of educationalplanning with the educational sector of the state is the responsibility of the deputy secretaryin the education secretariat who is assisted in this work by a section officer and an upperdivision assistant. He is also responsible for co-ordination with man-power planning andwith Planning Commission at the Central level. It has been suggested that for plancoordination at the secretariat level and its evaluation and implementation there should beprovision of specially trained personnel.

Planning has been one of the pillars of our approach to economic developmentsince independence, and has stood us in good stead. Planning is not a static concept, andeach of our Plans has reflected the changing imperatives of the times. During planning, thecross-linkages that exist within the set of social and environmental indicators, need to begiven due recognition. The essence of planning is to weave all the seemingly disparatestrands into a cohesive and well-knit strategy so that the various cross-linkages operate ina synergistic manner in order to attain the ultimate objective of all development initiatives– namely human development. Conceptually, the aggregative objectives and targets thatare set for the nation can be thought as being comprised of two sets of sub-targets –across sectors and across regions – which are consistent with the aggregates. Thus, thereare at least three broad dimensions in which a Plan needs to be presented – the nationalaggregates, the sectorial requirements, and the state-wise distributions. Furthermore, theconduct of policies and design of programmes for attaining the targets must also reflectthis tri-dimensionality. All planning is based on an a-priori appraisal of emerging trendsand the initial programme content reflects the strategy to address these. During the courseof the Plan, however, as new developments occur, suitable changes can and should bemade in the content and design of the plan programmes (10th Five Year Plan).

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Educational Planning is of two types :

Short Term: The plan is prepared for a short duration i.e. three to five years.

Long Term: The planning is done for a longer duration i.e. for more thanfive years.

7.3.3 Characteristics of Educational Planning

- Logical, Systematic and Scientific.

- Expert Opinion.

- Emphasize Social and Economical Growth.

- Cooperative Planning.

- Anticipatory in Nature.

- Remedial & Guidance Oriented.

- Problem Solving.

Check Your Progress

Q.1. Explain the meaning of Educational Planning.

Ans:______________________________________________________________

___________________________________________________________________

Q.2. Why do we require Educational Planning?

Ans:______________________________________________________________

___________________________________________________________________

7.3.4 Why planning is required ?

- Political initiatives

- Professional initiatives

- Demographic changes

- Change in other related services

- To ensure success of enterprises.

- To economize resources (time, effort, money).

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- To solve problems.

- To keep pace with time.

- For advancement of the nation.

For improvement in the education sector of our country, the Five Year Plans havebeen formulated and executed. The plans covered: 1. Improvement of educational facilities;2. Removal of disparities among States; 3. Provision of educational facilities for differentsections of the society; 4. Improvement of Industrial, Vocational and Technical Education;5. Targets of Universal Primary Education; 6. Improvement of Teachers’ Salaries:7. Improvement of Quality of Teaching; 8. Removing the Economic Hardships of thestudents and the like.

7.3.5 Principles of Educational Planning- Careful and well formulated plans- Integration (with national policies and planning).- Empirical and Research based.- Continuity- Functional, Realistic and Practical- Participation by all- Result Oriented- Utilization of Corollary Services- Continuous Evaluation- Focus on People- Comprehensiveness- Based on Aims and Goals of Education.- Need based and Situation Oriented

- Availability of Finances/Resources Modification.

Check Your Progress

Q.1. Enlist the principles of Educational Planning.

Ans:______________________________________________________________

___________________________________________________________________

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Q.2. Why do we require Educational Planning?

Ans:______________________________________________________________

___________________________________________________________________

7.4 APPROACHES TO EDUCATIONAL PLANNING

From the previous section you may have got the meaning of educational planning.In this section we are going to discuss various approaches that can be employed foreducational planning. The planning is a scientific process , it involves different approachesto planning. These are :

7.4.1 Intra-Educational Extrapolation Approach

This approach involves setting goals for a particular aspect of the educationalsystem. For example, the Sarv Shiksha Abhiyan, the Government of India’s flagshipprogramme for achievement of Universalization of Elementary Education (UEE) in a timebound manner, as mandated by 86th amendment to the Constitution of India making freeand compulsory Education to the Children of 6-14 years of age group. The programmeseeks to open new schools in those habitations which do not have schooling facilities andstrengthen existing school infrastructure through provision of additional class rooms, toilets,drinking water, maintenance grant and school improvement grants. The educational plannersextrapolated the ways in which these basic educational infrastructure and facilities have to

Approaches to Educational Planning

Intra-Educational Extrapolation Model Demographic projection Model

Social Demand Approach

Manpower Approach

Rate of Return Approach

P

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be provided to achieve that target.

7.4.2 Demographic Projection Model

Demographic projection models describe the development over time of thepopulation in terms of events. The projection process includes development, production,and distribution. Thus, in every approach of planning, the demographic projection is usedas this provides the essential information about the population for which planning is to bedone. In Educational Planning, estimation of the number of children in a particular agegroup, their localities (urban or rural), socio-economic status etc. have to be made to planfor the education of the population of the nation.

7.4.3 The Social Demand Approach

The social demand depends upon the number of students getting in to the particularstream of education or the aspiration of the parents for the type of the education for theirchildren. When the planners take in to account the social demands at the time of educationalplanning for short or long term goals, it is considered as social demand approach ofeducational planning. Educators and politicians usually favour this approach. This approachimplies that the educational planners must give due respect to the aggregate popular demandfor education while drawing up educational plans. This aggregate popular demand foreducation must receive the top priority in the allocation of scarce sources. The socialdemands may be unrealistic. In this case, if the planners satisfy the social demands, thatmay lead to poor quality and wastage of public resources.

7.4.4 The Manpower Approach Or Human Resource Development Approach

The Manpower Approach deals with human resource development. Under thisapproach it is assumed that the manpower is variable and may be modified with thetechnical, economic and social development. The manpower is considered to be the mostdynamic function of an educational system. The manpower planning approach assumesthat education has a place in the economy of the country and positively contributes it thenation’s growth. This approach focusses on the vocationalization of the education, multipleeducational course and skill based education that leads to the satisfaction of the manpowerneeds of the country. This approach emphasizes that education should be linked with thejobs.

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7.4.5 Rate of Return Approach Or Cost-Benefit Analysis or Cost EffectivenessApproach

Rate of return approach or cost benefit approach stresses on the investment ineducation, should be based on the returns that are expected from that investment. Thisapproach is favoured by a group of economists. Maureen Macdhall, an economist, definescost-benefit analysis as “a systematic comparison of the magnitude of the costs and benefitsof some form of investment (in case of education it is investment in human capital).” Cost-benefit analysis provides a means of appraising these future benefits in the light of the coststhat must be incurred in the present. The proponent of this approach assumes that theexpenditure of education be thought of as a form of national investment or input that wouldcome back or return in the form of higher productivity and greater earnings of the educatedones. Thus education is related with the economic development. In this approach, thesocial demand is not given consideration. Under this approach, planning emphasizes thatchanges in educational system should be so that the individual citizens and the nation bothare benefited by the education of the people of the country. There are certain complexitiesin this type of planning as it requires working out of the amounts of educational investmentsand measurements of the return in the form of benefits to the individuals as well as to thesociety is to be calculated, which is very difficult.

Check Your ProgressQ.1. Which approch of Educational Planning is more suitable in Indian context and why?

Ans:______________________________________________________________

___________________________________________________________________

Q.2. List and describe advantages of manpower approach in Education Planning.

Ans:______________________________________________________________

___________________________________________________________________

7.5 PERSPECTIVE PLANNING

As discussed earlier, you know that the planning may be done for a short periodof time or for an extended period of ten or more years i.e. the long term. The planningdone for longer period generally includes perspective planning.

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7.5.1 Meaning of Perspective PlanningA Perspective Plan is a written document supported by illustrations, containing

developmental policies, strategies and general programmes of the authority. Being a longterm plan, the basic purpose of the Perspective plan is to provide a policy framework forfurther detailing and it serves as a guide for the authority in preparation of the developmentalplan. Perspective Plan preparation revolves around the idea of optimum allocation ofavailable and potential resources to enhance the quality of human life and its influence onnational development. Optimum allocation and effective utilization of resources can beonly met with adequate and appropriate provision of infrastructure. Therefore, the entireexercise of the Perspective Plan preparation primarily concentrate on formulating long-term strategies which helps to allocate the resources optimally and provide adequate andappropriate infrastructure necessary for this envisaged development. These long termstrategies endeavour to comprehensively encompass physical/spatial, social, economic/fiscal and institutional/organizational dimensions. The goal of any Perspective Plan is toguide towards achievement of a better quality of human life. This planning initiative willendeavour to provide a sustainable and operational framework for suitable strategies,policies, and priorities for resource planning to achieve the desired objective.

As the Educational objectives are formulated on the basis of the national objectivesor the goals. The perspective planning in education involves a planning for which the firststep is to frame the educational objectives. Long-term perspective plans based on differentfuturistic scenarios should be prepared for educational development at district, state andnational levels. These plans should form basis for mid-term and short- term plans. For ourcountry the following may be some of the objectives for educational development.

(1) All new elementary schools should be located in such areas where there are nosuch schools.

(2) All the children in the age-group of 6 to 11 years must be enrolled in the schools.Efforts should be made to bring all the children in the age-group 11 to 14 yearsto the schools so that the Constitutional Directive is implemented.

(3) Adult literacy should be given high priority raising the percentage of literatesboth among men and women to nearly 100 percent.

(4) Vocational Education should be provided in all secondary schools.

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(5) Stepping up of involvement of educational institutions and voluntary organizationsfor undertaking adult literacy/adult education programmes.

(6) Management of education should be taken over from the Local Boards and entrustedto Educational Authorities, basic Shiksha Parishads, with corresponding Zilla,Shiksha Samitis and blocks Shiksha Samitis, with power to levy Education Cessof enhancing tuition fees.

(7) In the establishment of new Institutions of National or Statewide importance,a deliberate effort should be made to set them up in cities and towns other than themajor metropolitan centers where such centers are now concentrated.During perspective planning the resource-material, human and financial are to be

availed for an extended period of time for the achievement of the objectives. The effortsshould be made to raise the resources throughout the plan. The objectives have to bereformulated, in case, the efforts fail to move up the desirable resources due to variousconstraints.7.5.2 Advantages of Perspective Planning

From the above discussion, it may be clear to you that perspective planning isessential to achieve long term educational goals. Let us now have a look on the advantagesof perspective planning:

ContinuityAs the education is a continuous process, the perspective planning that is long

term also believes that the development and progress of education cannot be attained in ashort period of one year or five years. During perspective planning the needs of educationfor the future are formulated in accordance with the needs of the society. Perspectiveplanning also enables the programmes of development to continue unhindered for a longerperiod of time.

FuturisticPerspective planning emphasizes on development on the basis of future needs. It

looks towards the child as a future citizen and plans for him in such a manner that when hegrows up he will be a useful, efficient and law-abiding citizen.

Optimum Utilization of the ResourcesThe perspective planning involves maximum utilization of the available resources.

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There is no constraint to utilize the resources within a short duration of time e.g. when ashort term plan is framed, then all the financial allocation must be utilized within shot periodlike one year. At the end of financial year the funds have to be exhausted, otherwise itlapses. To escape from the situation, purchases or expenditure on substandard items andarticles are made. During perspective planning care is taken to replenish the shortage ofresources financial, materials or personal.

Periodic AppraisalAs the perspective planning is long term planning thus monitoring and evaluation

from time to time is possible. The periodic appraisal helps in reformulating and reorganizingthe plan for the remaining period and for the future according to the results of evaluationand thus ensures the attainment of the objectives.

Broader AimsIt is important to mention that during perspective planning the objective of

educational planning is not narrow, like to enhance the efficiency and ability of the individualsbut the broader aims are formulated like to bring desirable social change.7.6 LET US SUM UP

In the present lesson, we discussed about the meaning, nature, characteristics andprinciples of planning along with the approaches of educational planning and perspectiveplanning. Educational Planning is the process of determining events, conditions and needsof educational system in future, aimed at keeping pace with the changing environment toimprove the system to find out coordination between goals and means. It is done to improveupon the functioning with a vision. There are various approaches to planning which includeExtrapolation, Demographic projection, Social Demand Approach, Manpower Approachand Rate of Return Approach. All these approaches have their limitations. PerspectivePlanning is done for a longer period of 15 to 20 years, in such a plan the first step is that offraming objectives. Under this, the estimate of the resource material, human and financesis done.

7.7 UNIT END EXERCISES

Q.1. Define Educational Planning and Discuss its Nature.

Q.2. Explain the Principles of Educational Planning.

Q.3. Give the steps of Educational Planning.

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Q.4. Delineate the Approaches of Educational Planning.

Q.5. Explain the concept of Perspective Planning. What are the advantages of suchplanning?

7.8 SUGGESTED FURTHER READINGS

1. Bhargaua, B.K (1985) : Planning and Economic Policy, The IndianExperiment, New Delhi ; Sudha Publications.

2. Bhatnagar, R.P, and Aggarwal, V, (2004) : Educational Administration, Supervision,Planning and Financing, Meerut, R.Lall Book Depot.

3. Mathur, S.S (1975) : Educational Administration, Principles andPractices, Jalandhar, Krishna Brother.

4. Shukla, P.D (1983) : Administration of Education in India, New Delhi, VikasPublishing House Pvt. Ltd.

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LESSON-8 UNIT-II

COMMUNICATION IN EDUCATIONALADMINISTRATION

8.0 STRUCTURE

8.1 Introduction

8.2 Objectives

8.3 Meaning and Definitions of Communication

8.3.1 Communication Process

8.4 Role of Communication in School Management

8.5 Methods of Communication

8.6 Let Us Sum Up

8.7 Unit End Exercises

8.8 Suggested Further Readings

8.1 INTRODUCTION

Communication is a process that allows beings - in particular humans - to exchangeinformation by one of several methods. Communication requires that some kinds of symbolsfrom a kind of language are exchanged. There are auditory means, such as speaking orsinging, and nonverbal, physical means, such as body language, sign language,paralanguage, touch or eye contact.

Communication is universal to all human beings and central to our lives; In fact, itregulates and shapes all human behaviour. If we talk about an educational organization, ithas many working parts that necessitate the establishment of a means of interchangingthoughts and coordinating efforts. Therefore, it is important for us to have a clear

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understanding of the concepts of communication. What is communication? Why is itimportant in educational administration? What are the various methods of communicationin an organization? In this chapter we will try to answer these questions.

8.2 OBJECTIVES

After reading the lesson you will be able to

Explain the meaning of the term Communication

Specify the meaning of Communication in Educational Administration

Discuss the role of Communication in School Management and Administration

Delineate the methods of Communication

8.3 MEANING AND DEFINITIONS OF COMMUNICATION

Communication happens at many levels (even for one single action), in manydifferent ways, and for all beings, and some machines. Many or all, fields of study dedicatesome attention to communication, so when speaking about communication it is veryimportant to be sure about what aspect of communication one is speaking about. Somedefinitions are broad, recognizing that animals can communicate with each other as well ashuman beings, and some are more narrow, only including human beings within theparameters of human symbolic interaction. Some of the more functional definitions of

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communication describe it as “the transfer or conveying of meaning” (Oxford Dictionary),“transmission of stimuli” (Colin Cherry), “one mind affecting another”. (Claude Shannon)“one system influences another” (Charles E; Osgood), “the mechanism through whichhuman relations exist and develop”, or “sharing of experience on the basis of commonness”(Wilbur Schramm).

Let us discuss few definitions of the term communication :

Any act by which one person gives to or receives from person information aboutthat person’s needs, desires, perceptions, knowledge, or affective states. Communicationmay be intentional or unintentional, may involve conventional or unconventional signals,may take linguistic or non-linguistic forms, and may occur through spoken or other modes.

Communication is the process of exchanging information and ideas. An activeprocess, it involves encoding, transmitting, and decoding intended messages. There aremany means of communicating and many different language systems. Speech and languageare only a portion of communication. Other aspects of communication may enhance oreven eclipse the linguistic code. These aspects are paralinguistic, non-linguistic, andmetalinguistic.www.senate.psu.edu/curriculum_resources/guide/glossary.html

Communication is the generic process of translating information from onedomain to one or more domains through a medium. A domain can be the mental worldof a person, the computational domain of a computer, the economic domain of amarket, and so on. Each medium (voice, images, etc.) to some degree structures theinformation as it is translated. www.realityprime.com/gloss.php

Talking about communication in educational administration it perceives as: Whetherin a faculty meeting, a mentoring session, or a parent-teacher conference, effectivecommunication is the foundation of a healthy social life in a school. Throughout the Institutes,the instructors model clear, nonjudgmental, and objective speaking, and offer specificlistening and speaking skills that ease difficult situations and lead to resolution of recurringfrustrations. www.antiochne.edu/ed/waldorf/concepts.cfm

Communication is more than mere transferring or transmission of ideas or thoughts.It is not a static act as some of the earlier definitions suggest but it is a dynamic process ofaction and interaction towards a desired goal, as suggested by later definitions.Communication is, therefore, a process of sharing or exchange of ideas, information,

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knowledge, attitude or feeling among two or more persons through certain signs andsymbols.

In the above definition communicator is significant who desires to have someimpact upon another person, a group of persons as the initiator of the communicationprocess. He is the prime motivator of the communicatory activity. A communicatee is onewho has experienced some degree of awareness that another is attempting to convey animage. Whether the communicator has succeeded in conveying the image in its actual ordistorted form is measured on the communicatee’s side of the picture.

The administrator is regarded as a key link in the communications system of theorganization. The major portion of the administrator’s time is spent in communicating withpersonnel within the organization and those outside, but related to it. Without communication,coordination would be impossible. Without communicating, there could be a little agreementon such important matters as the goals of the organization, how they are to be achieved,and how they might be appraised.

From the above definitions, it is clear that communication involves followingdimensions :

i. Content (what type of things are communicated)ii. Source (by whom)iii. Form (in which form)iv. Channel (through which medium)v. Destination/Receiver (to whom)vi. Purpose/Pragmatic aspect (with what kind of results)

Types of Communication

behaviour

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Verbal Communication

Verbal communication is when a person puts across a message by speaking or inwriting. The message can be sent to an individual, a team or a group. The message can besent in person, via an intercom, over the phone, email etc.

Non-verbal Communication

There are numerous ideas, thoughts and feelings that are communicated withoutwords. Only one third of a message is sent in a person-to-person exchange in wordsalone. People have the ability to read non-verbal cues. These cues are learnt from theenvironment. Silence can be a type of non-verbal communication. Non-verbalcommunication is divided into six types. They include body language, physical characteristicsand appearance, voice, space, environment and time.

From the above discussion, you may have got the clear concept of communication.Before we proceed further, it’s better to check your progress by responding to the followingquestions :

8.3.1 Communication Process : The communication process can be understood bytaking Shannon’s (1948) model of the communication process.

1. An information source. Presumably a person who creates a message.

2. The message, which is both sent by the information source and received by thedestination.

3. A transmitter. For Shannon’s immediate purpose a telephone instrument that capturesan audio signal, converts it into an electronic signal, and amplifies it for transmissionthrough the telephone network. Transmission is readily generalized within Shannon’s

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information theory to encompass a wide range of transmitters. The simplesttransmission system, that is associated with face-to-face communication, has at leasttwo layers of transmission. The first, the mouth (sound) and body (gesture), createand modulate a signal. The second layer, which might also be described as a channel,is built of the air (sound) and light (gesture) that enable the transmission of thosesignals from one person to another. A television broadcast would obviously includemany more layers, with the addition of cameras and microphones, editing and filteringsystems, a national signal distribution network (often satellite), and a local radiowave broadcast antenna.

4. The signal, which flows through a channel. There may be multiple parallel signals, asis the case in face-to-face interaction where sound and gesture involve different signalsystems that depend on different channels and modes of transmission. There maybe multiple serial signals, with sound and/or gestures turned into electronic signals,radio waves, or words and pictures in a book.

5. A carrier or channel, which is represented by the small unlabelled box in the middleof the model. The most commonly used channels include air, light, electricity, radiowaves, paper, and postal systems. Note that there may be multiple channelsassociated with the multiple layers of transmission, as described above.

6. Noise, in the form of secondary signals that obscure or confuse the signal carried.Given Shannon’s focus on telephone transmission, carriers, and reception, it shouldnot be surprising that noise is restricted to noise that obscures or obliterates someportion of the signal within the channel. This is a fairly restrictive notion of noise, bycurrent standards, and a somewhat misleading one. Today we have at least somemedia which are so noise-free that compressed signals are constructed with anabsolutely minimal amount of information and little likelihood of signal loss. In theprocess, Shannon’s solution to noise, redundancy, has been largely replaced by aminimally redundant solution: error detection and correction. Today we use noisemore as a metaphor for problems associated with effective listening.

7. A receiver. In Shannon’s conception, the receiving telephone instrument. In face toface communication a set of ears (sound) and eyes (gesture). In television, severallayers of receiver, including an antenna and a television set.

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8. A destination. Presumably a person who consumes and processes the message.

Besides, Shannon’s model, an interactive model, that is an elaboration of Shannon’smodel without changing any other element of Shannon’s model is also there. The keyconcept associated with this elaboration is that destinations provide feedback on themessages they receive such that the information sources can adapt their messages, in realtime. Feedback is a message (or a set of messages). The source of feedback is aninformation source. The consumer of feedback is a destination. Feedback is transmitted,received, and potentially disruptable via noise sources. None of this is visible in the typicaldepiction of the interactive model. This doesn’t diminish the importance of feedback orthe usefulness of elaborating Shannon’s model to include it. People really do adapt theirmessages based on the feedback they receive. It is useful, however, to notice that theinteractive model depicts feedback at a much higher level of abstraction than it doesmessages.

Up to this you may have got the understanding about the meaning and the processof communication. Before moving to the role of communication in school management,check your progress.

Check Your ProgressQ.1. Explain the meaning of ‘Communication’.Ans._________________________________________________________________________________________________________________________________

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Q.2. Illustrate the process of communication.Ans._______________________________________________________________

__________________________________________________________________

8.4 ROLE OF COMMUNICATION IN SCHOOL MANAGEMENT

You have just been acquainted with some definitions of communication. It is evidentthat communication is one of the basic functions of educational administration and itsimportance can hardly be overemphasized. It is a process of transmitting information,ideas, thoughts, opinions and plans between various parts of an educational organization.Effective communication is required at various levels and for various aspects in anorganization. Many of the problems that occur in an organization are the direct result ofpeople failing to communicate. Faulty communication causes the most problems. It leadsto confusion and can cause a good plan to fail. Communication is the exchange and flowof information and ideas from one person to another. It involves a sender transmitting anidea to a receiver. Effective communication occurs only if the receiver understands theexact information or idea that the sender intended to transmit. It is the chain of understandingthat integrates the members of an organization from top to bottom, bottom to top, andside to side.

The communication plays many important roles in a school management. Let usdiscuss a few of these roles here:

Good Relations

Sharing Information Motivation

Coordination Ordering

Persuasion

Integration

Debate & Discussion

Entertainment Entertainment

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Establishing good interpersonal relations : It is not possible to have humanrelations without communication. However, good and effective communication is requirednot only for good human relations but also for good and successful administration.Communication undoubtedly plays a foundational role in the development of any healthyrelationship, and it often serves to bridge the gap between people with misunderstandings,or to solidify a mutual sense of commitment. Indeed, communication plays a critical role inall phases of interpersonal relations, from incipience to maintenance.

Sharing Information : Communication provides a fund of knowledge, expertise,and skills that enable people to operate as effective members. Thus, one reason that weengage in communication is to share information. In an organization, the administratorinforms the employees about the new educational policies, rules and regulation etc. Theteachers share information related to innovative practices in education and related to theirsubjects.

Coordination : It is through the communication that the administrator may conveyinformation to the employees in schools and the employees submit their work reports,comments, grievances and suggestions to their seniors or management. Organization shouldhave effective and speedy communication policy and procedures to avoid delays,misunderstandings, confusion or distortions of facts and to establish harmony andcoordination among all the concerned people and departments.

Ordering (Command and Instructions) : The head of the school or administratorcan pass the orders orally or in written forms that the teachers and other employees haveto obey. According to the purpose, an administrator conveys the orders in written or oralform. The written communication or message should be clear, purposeful and concisewith correct words, to avoid any misinterpretation of your message. Written communicationsprovides a permanent record for future use and it also gives an opportunity to employeesto put up their comments or suggestions in writing.

Influence and Persuasion : Because persuasion helps in reaching decision orconsensus on public policy so that it is possible to control and govern. However, it is possiblethat one may resort to persuasion with a bad motive.

Motivation : Communication is also a basic tool for motivation, which can improvemorale of the employees in schools. The administrator should clarify to employees about

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what is to be done, how well they are doing and what can be done for better performanceto improve their motivation. He can prepare a written statement, clearly outlining therelationship between company objectives and personal objectives and integrating the interestof the two.

Integration : The administrator in schools may build a clear understanding of thegoals and objectives of the school by using effective communication method and may getan emotional commitment from the teachers and other employees. He may give regularfeedback on the progress of the school to the staff through meetings and to higher authorityvia letters, telephone etc. The teachers and other staff may also give their feedback totheir superiors. Apart from helping them feel involved with the organization it is alsoenlightening for the management. Thus, effective communication channels help in theintegration of the organization and its progress.

Debate and Discussion : By encouraging the discussion and debates at verticalas well as horizontal level, new ideas or suggestions come out. This enhances knowledgeof the teachers and also some innovative ideas can be implemented in improvement of theschool.

Entertainment : Human beings must be entertained to break the monotony ofroutine and divert their attention from the troubles and tensions of daily life.

Check Your Progress

Q.1. Enlist the roles of Communication in School Management.

Ans.________________________________________________________________

__________________________________________________________________

Q.2. How does Communication help in Integration of the School Organization?

Ans.________________________________________________________________

_________________________________________________________________

8.5 METHODS OF COMMUNICATIONStudying the communication process is important because you coach, coordinate,

counsel, evaluate, and supervise through this process. There are various methods ofcommunication :

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Depending upon the flow of message:Upward: The communication flowing from subordinates to superiors, usually concerningemployees comments about themselves, their reactions about others, their reactions topractices and policies, and their thoughts about their work, (Andrews& Herschel, 1996).Along with this, the subordinates send messages providing answers to inquiries, reportingon activities, tasks, and projects, communicating, understanding about practices andpolicies, or revealing job-related problems.Downward: Information flowing from the top of the organizational management hierarchyand telling people in the organization what is important (mission) and what is valued (policies).Superiors can send job instructions, information on procedures and practices, requestsfor tasks, feedback on job already in progress, or information on organizational goals andobjectives.

Horizontal : Horizontal communication involves messages that are exchanged amongindividuals at the same hierarchical level in an organization. Also called lateral communicationthey serve a number of functions including problem solving, information sharing, taskcoordination, and conflict resolution.

Depending upon the Feedback, we can categorize communication as follows :

One-way Communication : In which information is always transferred in only one pre-assigned direction. One-way communication is not necessarily constrained to onetransmission path. Usually, the information from the administrator to subordinates is oneway in nature.

ONE-WAY COMMUNICATION MODELSend Received

Encode----------------->Transmit---------------->Decode

TWO-WAY COMMUNICATION MODEL

Send----------------->Feedback---------------->Receive

Encode----------------->Transmit---------------->Decode

...V ..

.V

...V ..

.V

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Two-way : The importance of the two-way nature of communication in which the successof the process depends heavily upon the sender receiving feedback. The sender requiresassurance that his / her points are being received and understood, e.g., on a notice board,if a petition has been put up, the group organising the petition need others to put their nameon the petition to give feedback, and show that the message is being spread across. It isthe use of a common system of symbols, signs and behaviour in exchange for information,ideas and emotions. The horizontal and upward communication is usually two waycommunication.

Internal and external are another two methods of communication. InternalCommunication: There are various methods of internal communication, which can beused in an organisation. These include notices, bulletins, newsletters, fax, letters, memos,face to face, reports, memorandums etc.

External Communication : Its goals to make sure there is a free flow of appropriateinformation from the organization to outside. There are many different ways of externalcommunication. This includes letters, annual reports, forms, newsletters, advertisements,telephone, internet etc

Formal: Communications which are routed through what have been known as ‘officialchannels,’ for example, a written memorandum from a managing director to his / herdepartmental heads to call a meeting. Formal communication can be defined as apresentation or written piece that strictly adheres to rules, conventions and formal procedureand is free of informal expression. It connotes the flow of the information by the lines ofauthority formally. The different forms of formal communication include, notices, verbal(oral or written) orders, departmental meetings, conferences, telephone calls, bulletinsetc.

Informal : Informal messages are exchanges outside of official channels, inhallways, in coffee rooms, at parties, at lunches, in parking lots, or in bars afterwork. Informal networks are often used intentionally to bypass formal channelsto insure that information gets to the place where it is most needed. Informalnetworks are developed and sustained by special relationships that are formedby its members. Information is passed on by word of mouth among interestedcolleagues. The small number of employees in a small organisation means that

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most of the communication is informal. In a larger organization, communicationbecomes more formal as each employee / worker will come into personal contactwith few others outside their own area of work. There are lots of different typesof communication. Some of them combine with other methods as both types ofcommunication can be used.

8.6 LET US SUM UP

Communication is, therefore, a process of sharing or exchange of ideas,information, knowledge, attitude or feeling among two or more persons throughcertain signs and symbols. Whether in a faculty meeting, a mentoring session, ora parent-teacher conference, effective communication is the foundation of a healthysocial life in a school. In school management, communication plays many importantroles like sharing information, establishing good relations, debate & discussion,motivation, integration, entertainment, ordering, persuasion etc. There are manymethods of communication e.g. Upward, downward and horizontal on the basisof flow of information, external and internal, informal and formal, one-way andtwo-way depending upon the feedback.

8.7 UNIT END EXERCISES

Q.1. Define Communication. Demonstrate the process of communication.

Q.2. Describe the meaning of the communication in Educational Administration.Explain the importance of Verbal and Non-Verbal Communication inEducational Organization.

Q.3. Discuss the Role of Communication in School Management withIllustrations.

Q.4. Delineate various Methods of Communication that are effective in differentsituations in an Educational Organization.

Q.5. Differentiate between Formal and Informal Communication. Also mention thesituations that are best suited to these two methods of communication.

8.8 SUGGESTED FURTHER READINGS

1. Andrews, P.H. & Herschel, R.T (1996) : Organizational communication.Empowerment in a technological society, Boston ; Houghton Mifflin Company.

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2. Black, J. & Bryant, J. (1993) : Introduction to Mass Communication. Wim C.Brown Publishers.

3. Fiske, J (1982) : Introduction to Communication Studies, London, Methue.

4. Griffin, E (1991) : A First Look at Communication Theory, New York, McGraw-Hill.http://en.wikipaedia.org/wiki/Communicationhttp://foulger.info/davis/research/unified ModelOf Communication.htm

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LESSON-9 UNIT-II

BARRIERS OF COMMUNICATION IN EDUCATIONAL ADMINISTRATIONAND OVERCOMING THESE COMMUNICATION BARRIERS

9.0 STRUCTURE

9.1 Introduction

9.2 Objectives

9.3 Meaning of Communication

9.4 Role of Communication in Educational Administration

9.5 Methods of Communication

9.6 barriers in Communication

9.7 Let Us Sum Up

9.8 Unit End Exercises

9.9 Suggested Further Readings

9.1 INTRODUCTIONIn any educational situation there are always involved atleast two persons,

these may be the teacher and the taught , the student and the author of the Book orthe parents and the child . Generally, these are the persons who participate in theeducational process and whenever more than one person is taking part in any activity,there takes place some type of communication . The Communication may be verbalor non-verbal. In the process of communication many a times, we face number ofdifficulties due to the interference of various factors which become barriers foreffective communication. But in the field of education communication is consideredvery Important because success and failure of educational efforts depends uponEffective Communication. Therefore, in this lesson we are explaining the meaning ofCommunication in Educational Administration, its barriers and ways to control

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Communication barriers.

9.2 OBJECTIVES

After reading this lesson, a student should also be able to :

To explain the meaning of Communication.

To explain the various methods of Communication .

To explain the Communication Barriers.

To explain the ways to control the Communication Barriers.

9.3 MEANING OF COMMUNICATION

Communication is the process by which information, ideas, explanation anddirections are transmitted from person to person, person to group or group to groupthrough verbal or non-verbal techniques. In this process , there is an involvement ofthree elements – a sender, a message and a receiver, which simply means in relationto the class room situation –A Teacher (a sender) Subject matter (a message) andlearner (a receiver). Through the process of communication individuals are brought inmutual relationship which further enhances the chances of cooperation, coordinationand mutual understanding.

9.5 METHODS OF COMMUNICATION

Generally, Communication is Communicated with the help of two methods VizVerbal and Non Verbal :-

Verbal Techniques :

Which includes verbal and written language, facial expression, bodily movements,postures, art.

Non-Verbal Techniques :

Which includes, communication through facial expression , through touch, style,action and signals .

9.6 BARRIERS IN COMMUNICATION

The communication suffers if in the transmission of message there are distortions.Distortions may be at any of the components described above in the process of

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communication. The message may not be clearly identified or the sender may be poor inencoding or the channel may be ineffective or decoding may be difficult due to the ignoranceof the receiver. All these are barriers in effective communication. These barriers can beidentified and steps may be taken to overcome them. Below we are describing thesebarriers.

1. Filtering :

This is one important barrier. It refers to a sender manipulating information so thatit will be seen more favourably by the receiver. For example, when a teacher tells hisprincipal what he feels, the principal wants to hear, he is filtering information. Similarly,when a student tells his teacher that he is the best teacher, he likes to hear this, theinformation is being filtered.

2. Selective Perception :

The receivers in the communication process, selective see and hear based on theirneeds, motivations, experiences, background , and other personal characteristics. Theteachers many a times hear only those things from the students that help in their teachingwork. The students while talking with the teachers may say something that goes againstthe needs or the motivations of the teachers in that case the teachers may not hear thosethings.

3. Emotions :

How the receiver feels at the time of the receipt of a communication message willinfluence how he or she interprets it. The same message received when you are angry islikely to be interpreted differently when you are in a happy mood. Extreme emotions such asjubilation or depression are most likely to hinder effective communication. In such cases, weare prone to disregard our rational and objective thinking processes and substitute emotionaljudgements e.g. when a teacher is in a bad mood or had a quarrel with his wife or someoneelse, the student’s minor fault is looked by him in a magnified manner.

4. Language :

Words mean different things to different persons. The meaning of words is not inthe words ; It is in us. Age, education and cultural backgrounds are three of the moreobvious variables that influence the language a person uses and the definitions they give to

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words. A child coming from the slum area might use words that are considered vulgar bythe children of those who live in better environment . The teacher while communicatingwith the students should keep in mind the backgrounds from which his students are coming.He might remember that while his various students use the same language say Hindi orPunjabi the usage of the language by them is far from uniform.

Ways to control communication barriers

1. Use Feedback :

Many communication problems can be attributed directly to : misunderstandingsand inaccuracies. These are less likely to occur if you ensure that the feedback loop isutilized in the communication process. The feedback can be verbal, written or nonverbal.

2. Simple Language :

Since language can be a barrier, the sender should seek to structure messages inways that will make them clear and understandable. Words should be chosen carefully.The sender needs to simplify his language. He should take into consideration the receiversto whom his message is directed. He should avoid long sentences and difficult words thatmay be beyond the range of understanding of the students. Remember that effectivecommunication is achieved when the message is both received and understood.

3. Active Listening :

Listening is an active search for meaning, whereas hearing is passive. Listening,infact, is more tiring than talking. Many of the people are poor listeners causingcommunication problems with special reference to hearing. Listening demands intellectualefforts unlike hearing and it demands total concentration. The average person speaks at arate of about 150 words per minute whereas the average person listens at the rate ofabout 1000 words per minute.

4. Control your Emotions :

It would be natural to assume that we always communicate in a fully rationalmanner. We are often affected by our emotions while communicating with others.Emotionally upset people generally become confused over an issue and are more likely tomisunderstand the incoming messages. We may also fail to express our outgoing messages

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clearly and accurately. In other words, disturbed state of mind of a man may not allow himto understand completely and correctly what he actually wanted to convey. Therefore,controlling our emotions can prove very effective in controlling barriers of communications.

Check Your Progress

Fill in the blanks :

Q.1. ...................is the process by which information, ideas, explanation and directionsare transmitted from one person to another.

Q.2. Communication in which information is always transferred in only one pre-assigneddirection is called as..................

Q.3. The Communication suffers, if in the transmission of messages there are..............

Q.4. ............... .................. and .................... are the barriers in communication.

9.7 LET US SUM UP

In the present lesson, we have tried to explain the meaning of communication,its barriers and ways to control them. In educational administration effectivecommunication is of very great importance. The communication can be verbal or non-verbal. The verbal communication is related to written or spoken language whereas nonverbal communication is through gestures, facial expressions, bodily movements, artetc. Moreover there are a number of barriers that effect the communication process.The main barriers are of filtering, selective perceptions, emotions and language. In orderto control these barriers, certain measures are also suggested in the same lesson whichis feedback, use of simple language, active listening and control of emotions.

9.8 UNIT END EXERCISES

In this component, we have tried to check the progress of the learners by attemptingthe following exercises :

Q1. What do you understand by the term communication?

Q2. Discuss the important barriers of communication with relation to EducationalAdministration?

Q3. Discuss the important ways and means to overcome the communication barriers inEducational Administration ?

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9.9 SUGGESTED FURTHER READINGS

1. Aggarwal, J.C (1994) : Educational Administration, Management and Supervision,Arya Book Depot, New Delhi.

2. Chand, Tara and Prakash Ravi (1997) : Advanced Educational Administration,Kanishka Publishers and Distributors, New Delhi.

3. Lulla B.P. and Murty S.K (1976) : Essentials of Educational Administration, MohindraCapital Publishers, Chandigarh.

4. Mukerjee, S.N (1962) : Administration of Education in India , Acharya BookDepot, Baroda.

5. Sinha, R (1977) : Educational Administration in India, The Indian PublicationsBureau Hill Road, Ambala Cantt, 133001.

6. Verma, Romesh (2005) : Educational Administration, Anmol Publications Pvt, Ltd.,New Delhi.

KEY TO CHECK YOUR PROGRESS

Communication, one-way communication, distortions, filtering, selectiveperception & language.

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LESSON - 10 UNIT-III

STRUCTURE AND DEVELOPMENT OF EDUCATION IN J&K STATE

10.0 STRUCTURE

10.1 Introduction

10.2 Objectives

10.3 Structure and Development of Education

10.4 Development of Education in J&K State

10.4.1 Pre-Independence Educational Development

10.4.2 Educational Development in Post Independence Period in J&K State.

10.5 Educational Ladder

10.6 Educational Ladder in J&K State

10.7 Let Us Sum Up

10.8 Unit End Exercises

10.9 Suggested Further Readings

10.1 INTRODUCTION

Education in India has traditionally been an intermixture of religion, culture andlimited knowledge or training in skills. Vedic, Buddhist, and Muslim educational institutionsi.e. Gurukuls, Vihars and Maqtabs and Madarasas, all have been ungraded single teacherschools. Great advancement and improvement has taken place in the field of education.Now the system caters to the vivid and distinct needs of the students. We have developeda unique, sophisticated & complex structure of education which in a gradual manner takesthe students from first introductary phase of education to highly advanced and specialisededucational levels. All this transformation did not take place in one day. It is the result of

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regular research, changes and modifications done in the field of education during the courseof history of education in the last one and a half century. Today we have a very complexstructure of education based on highly graded educational needs of students in variousstages of education i.e. Pre-Primary to University and Professional education of specialised& technical nature, in numerous streams, subjects and courses. In this lesson we willdiscuss the structure and development of education in J&K state in Pre-Independenceand Post - Independence periods.

10.2 OBJECTIVES

After studying the lesson, the students will be able to

Understand the present Structure of Educational Development.

Explain the educational structure in the State of J&K.

Describe the development of the educational structure in J&K.

Define the Educational Ladder.

Explain and discuss the Educational Ladder in the State of J&K.

10.3 STRUCTURAL DEVELOPMENT OF EDUCATION

The Educational structure in India owes its origin to the Wood’s Despatch of1854, which postulated a pyramidical educational framework. ‘Woods’ educationalstructure, started from introductory Primary level & moved upward passing through middleschool to high school, to college and to university. It was only after independence thateducation was viewed as an important instrument of change and development. VariousCommissions and Committees were constituted to evolve an educational system andStructure suited to and responsive to specific needs of the country. To begin with, SecondaryEducation Commission 1952 suggested :

(i) 4-5 years of primary or Junior Basic education stage;

(ii) Middle, Junior Secondary or Senior Basic stage of Education of 3 yearsof duration.

(iii) Hr. Sec. Stage of 4 years and

(iv) First Degree Course of 3 years duration.

However in 1954 Central Advisory Board of Education modified this scheme ofeducation and recommended the following pattern :

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(i) 8 years of integrated elementary (Basic) education.

(ii) 3 or 4 years of secondary education with diversification of courses; and

(iii) 3 years University Education after Higher Secondary School Leading to firstdegree.

Indian Education Commission (1964-66) headed by Dr. D. S. Kothari & famouslyknown as Kothari Commission recommended the adoption of the following uniform patternof Educational Structure.

i. Pre Primary education, prior to the commencement of general education of 1-3

years.

ii. Primary stage of 7 to 8 years divided into :-

a) A lower Primary stage of four or five years.

b) A higher primary stage of two or three years.

iii. A Lower Secondary stage of two or three years.

iv. A Higher Secondary stage of two years for general and three years for vocational

education.

v. A higher education stage of three years.

The Commission therefore, proposed a uniform pattern of 10+2+3.

National Policy statement on Education (1968); Committee of Central AdvisoryBoard of Education (CABE) 1972; The conference of Education Secretaries DPI’s 1972and National Committee on 10+2+3 Educational structure too emphasized adoption of10+2+3 educational structure.

National Policy on Education (1986) however in its 29 pages report furtherauthenticated 10+2+3 pattern and further emphasized decentralisation of education byway of sharing of responsibility between centre and states, people’s involvement,establishment of National level Mechanism, State Board of education and village leveleducation committees to facilitate educational planning at micro level.

The Jammu and Kashmir has also witnessed changes in the structure of Educationfrom time to time and has ultimately followed the 10+2+3 pattern as envisaged by KothariCommission, at present we have 10 years of schooling leading to matriculation, 2 years of

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Higher Secondary Stage which provides diversification of courses and three years ofDegree Course leading to graduation.

10.4 DEVELOPMENT OF EDUCATION IN J&K

Jammu and Kashmir state got its present political entity in the wake of the AmritsarTreaty signed between Maharaja Gulab Singh and the British Govt. in 1846. Prior to thatall the four regions of the state Jammu, Kashmir, Ladakh and Gilgit passed through greatupheavals resulting in the steep decline in the education of the masses. As such it would beworth while to study the development of education in J&K state in historical perspective.We can categorise the course of development of education in the state in two phases -development of education in J&K (Jammu and Kashmir) in Pre-Independence periodand development of education in the Post-Independence period.

10.4.1 DEVELOPMENT OF EDUCATION IN THE PRE-INDEPENDENCEPERIOD :

Development of Education in the state of Jammu & Kashmir has got its ownhistory under the rule of different rulers. It seems that throughout history, the people remainedinterested in cultural pursuits. This fact is revealed when one goes through the literature ofdifferent periods such as the Hindu period, the Medieval period and so on. If one goesthrough the literature of Hindu period, one learns that Kashmir, has been the seat of higherlearning and the knowledge of Sanskrit rose too high during the period upto 1320 A.D.During the Muslim period, Education continuously got recognition by the rulers and people.After going through the history of J&K state during the regime of the Muslims, one cannotdeny the hard reality that the Muslim Kings generally encouraged education and learningin normal time in the state of Jammu & Kashmir. The meritorious King Zain-ul-abdin forthe purpose of learning merit, built extensive lodging houses for the students. The SikhRulers remained in power in Kashmir for a short period of about two and a half decades(1819-46 A.D.). Throughout the Sikh Rule, the frontier districts of Kashmir remained in astate of turmoil.

Education under the Dogra rule (1846-1947) got impetus and an attempt wasmade to improve the quality of education in the state. Maharaja Ranbir Singh (1857-85) made Liberal donations for establishments of Punjab University and Sanskritinstitutions of Varanasi. He founded a translation bureau to translate books of other

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languages in Hindi and established first printing press. He was the first ruler to openMiddle standard in Srinagar to begin with the Modern institutionalized formal instructionin state where various subjects were taught. He also opened two pathshalas, one eachat Jammu and Utterbeni.

Next to follow him was Maharaja Partap Singh (1885-1925) he also paid goodattention to education. He opened several new schools. There were 10 (ten) schools on modernlines functioning in state in 1890. He re-organised the schools in state on the lines of PunjabUniversity. Two colleges were also established, one each in Jammu and Srinagar. He appointeda committee under the Chairmanship of Mr. M. Sharp, Education Commission in 1905 andwith his tireless efforts by 1911, the number of public high, middle and primary Schools was379 and in next 10 years i.e., by 1921 there were 1175 educational institutions on modern linesestablished in the state with 32271 boys and girls studying in them.

Maharaja Hari Singh was equally interested in the expansion of Education in J&Kstate. His ambition was to make the state of J&K an educationally modern and advancedstate. He was the first ruler in the state to introduce Compulsory Primary Education. Heinvited Dr. Zakir Hussain to advise on the ways and means for implementingrecommendations of Wardha Education Scheme. In 1938 an Educational OrganisationCommittee was constituted under the chairmanship of Mr. K.G. Saiyidain. The Committeemade several recommendations regarding the duration of Primary education,Universalization of education, Teacher training, Secondary education, female and adulteducation. Implementing the recommendations, a Teacher Training School at Srinagarwas established in 1938 and at Jammu in 1944. As a result of these actions there was asignificant development of education in the state. In 1946-47 there were as many as 2158educational institutions in the state, where in 1,34,309 students studied. The stateexpenditure on education increased to Rs. 37,51,500/- in 1946-47 from Rs.1,10,000/-at the beginning of his rule in the state.

Check Your Progress

Q.1. Write a short note on structural development of education

Ans : ___________________________________________________________

___________________________________________________________

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Q.2. Explain in about 50 words the development of education in the Pre-Independenceperiod.

Ans : ___________________________________________________________

___________________________________________________________10.4.2 Educational Development in Post-Independence period in J&K State :

India got Independence in 1947 and Maharaja Hari Singh had to leave the stateand the rule of the state came into the hands of the people. The state government showedkeen interest in educational development in the state. It setup a Text Book AdvisoryBoard, to prepare text books for class 1 to 8 in 1948. In the same year, Jammu andKashmir University was established. Social Education was amplified, with three foldincrease of social education centres from 40 to 120. In 1953-54 education was made freeat all stages in the state. A Teacher Training College and a new Arts College was establishedin Jammu in 1957-58. Academy of art and culture was established, with these steps takenthere was a significant increase in the number of institutions. In 1972 one more universityas Kashmir University was established. The number of colleges in the state was 23, 14 forboys & 9 for girls in 1972-74 as against 12 in 1961 besides it, there were 12 professionalcolleges functioning in the state.

The Government kept on working relentlessly to promote education and for itsstructural development on the modern lines. A committee on education was appointed in1964-66 under the chairmanship of the Governor, Sh. Bhagwan Sahay, to revieweducational development in state and recommended that primary and middle school stageshould be of 8 years duration, secondary stage of 4 years, class (IX to XII) and that classP.U.C. and 1st year T.D.C should be transferred to this stage. A five years universitystage, i.e. 3 years for first degree and two years for post graduation was also recommended.Revision of curricula, construction of Jammu and Kashmir Board of Secondary Educationand Special stress was laid on the education of women and girls. It also maderecommendations for upgrading institutional planning, supervision, text books, methods ofteaching, evaluation and vice versa.

In 1974 state government framed private Educational Institutions rules and madeprovisions for grant-in-aid. In 1976 a conference was organised for introduction of 10+2+3structure of education on the analogy of the Indian Union, various recommendations of

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Bhagwan Sahay Committee were executed. State Board of School Education wasconstituted. However in 1975 a Round Table Conference of college and school teacherswas orgainsed which studied various problems & recommended school and communityto go closer, introduction of universal primary education, introduction of 10+2+3 pattern.As a result of the above measures the educational development in the state got an impetus,at the end of 1980-81 the primary school enrolment in the state touched 5,48,000. Therewere 813 High and Higher secondary schools with enrolment of 65,000, 22 colleges withan enrolment of 16,000 and 2 universities with 40 teaching departments with 5,351 studentsenrolled. In 1984 the number of schools increased to 11,000 with an estimated enrolmentof 10, 15, 000.

Education system which was based on traditional lines in J&K state, wasrecognised, re-structured on modern lines by Dogra rulers. They tried their best to bringabout qualitative and quantitative improvement in educational field and to a great extentthey were successful in their attempt.

But educational expansion virtually got impetus in post- independence period.Extensive efforts were made to ensure that a school is within an easy access of everyschool going child and that there is a uniform pattern and structure of education in the stateof J&K as in the rest of the country.10.5 EDUCATIONAL LADDER

The literal meaning of the term “Ladder” refers to a stair case. The term ladder ineducation specifies the step by step process of imparting knowledge and skills to thelearners in a system of education. Just as one while going upstairs, follows certain stepsand ascends the ladder gradually . Similarly, in attaining education we follow certain stepsand ascend from the lower rungs to the higher rungs step by step. The educational ladderthus, means different stages of education connected with each other in a ascending orderas in a ladder each stage in preparatory step for the next higher stage. Evidently, educationcan not proceed without ladder. The educational ladder involves a systematic order of thevarious stages. There is no confusion or overlapping and there is no gap and lapses, nowaste of time due to the repetition or duplication of courses because of an ideal Educationalladder.

First concerted effort, in this connection, was initiated by the British rulers throughWood’s Despatch of 1854. It was through this Despatch that the basis of structural

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development of education on modern lines was laid. Numerous Committees, Commissions,Conferences and Advisory Boards were constituted for this purpose. On theirrecommendations, three stage educational structure was adopted which constituted ofPrimary, Secondary and Higher Stages of Education. And vide recommendations of IndianCommission of Education (1964-66) and consequent recommendations of Central AdvisoryBoard of Education (C.A.B.E) of 1974, National Review Committee (1999), NationalPolicy on Education (1968), C.A.B.E. (1972), conference of education secretaries andD.P.I.S. National committee on 10+2+3 Educational structure.

10.6 EDUCATIONAL LADDER IN J&K STATE

As we already learnt that in Ancient and Medival periods Education in the state ofJ&K was unstructured and ungraded. It was carried on traditional lines. It was only Dograrule (1846-1947) that efforts were made to carry out educational activities on modernlines. In 1976 10+2+3 structure of education was adopted as per Recommendations ofKothari Commission (1964-66) in J&K State, i.e.,

(1) Primary Stage (8 to 10 years)

(I) Pre Primary Stage 1-3 years

(II) Lower Primary Stage (Class I to IV) 4 years

(III) Higher Primary Stage (Class V to VIII) 3 Years

(2) Secondary Stage (3 years)

I. (a) Lower Secondary Stage (Class VIII to X) 3 years

(b) Vocational Education 1 to 3 years

II. (a) Higher Secondary Stage 1 to 3 years

General Edu. Class XI, XII 2 years

(b) Vocational Education 1 to 3 years

(3) University Stage

I. First Degree Course (Graduation) 3 years

II. Second Degree Course 2 to 3 years

Recently pre-primary stage of education has been reconsolidated throughRehaber-e-Taleem. Efforts are being made to ensure Compulsory Universalization of

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Education and Universal retention at least upto the Primary Stage through Sarv ShikshaAbhiyan.

10.7 LET US SUM UP

Traditionally Education was ungraded and unstructured without any uniformity. Itwas only after Wood’s Despatch of 1854 that education was structured on modern lines.It was only after Independence that education was viewed as an instrument of change anddue attention was paid for its development.

The Structure of Education in J&K State too was based on traditional lines. Itwas only in 1846, that Maharaja Gulab Singh established schools on modern lines. AllDogra rulers followed the same course and developed on Educational structure. Afterindependence relentless efforts were made for structural development of education.Appointment of various Commissions and Committees resulted in present 10+2+3 patternof education.

10.8 UNIT END EXERCISES

Q.1. Discuss the growth and development of Education in J&K State in Pre-Independent and Post Independent period.

Q.2. Explain the meaning of Educational ladder. Discuss the Educational ladder ofJammu and Kashmir State.

10.9 SUGGESTED FURTHER READINGS

1. Banghart, F.W. and Albert,Trull Jr (1973) : Educational Planning, Mac Millan,New York.

2. Bhatia, R. L. and Ahuja, B.N. (2001) : School Organisation and Management,Surjeet Publications, 2nd Edition, Delhi.

3. Bhatnagar, R.P., Aggarwal, Vidya (1999) : Educational Planning; SuryaPublications, Meerut.

4. Bhatnagar, Suresh (1988) : Indian Education, Loyal Book Depot, Meerut.

5. Verma, Romesh & Sharma, Suresh, Vinod Publications, Ludhiana.

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LESSON NO 11 UNIT-III

CONTROL OF SCHOOL EDUCATION IN THE STATEA CRITICAL ANALYSIS

11.0 STRUCTURE

11.1 Introduction

11.2 Objectives

11.3 Administrative set up at state level

11.4 Critical Analysis of Control of School Education in the State.

11.5 Let Us Sum Up.

11.6 Unit End Exercises.

11.7 Suggested Further Readings.

11.1 INTRODUCTION

Any organizational management requires autonomy as well as control for itsfunctioning. The desirable educational outcomes depend on its control system. The controlof school management is of two types :(a) Internal control, and (b) External control

The internal control of school management is in the hands of the headmaster andmay be guided or directed by managing committee. The external control management isexecuted by the state authorities because education is by and large the state subject. It isthe responsibility of the state government to have control over management.

At present, the entire Educational system in India is controlled by the Ministry ofEducation in the Central Govt., the state Govts., the Education Departments in variousstates., the local bodies, the private agencies and the universities, etc.

In this lesson we will describe the administration of education at state level and wewill also critically analyse the control of school education in the state.

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11.2 OBJECTIVES

After studying this lesson the learner will be able to :-

Explain the Educational Administrative set up in the state.

Describe the responsibility of the state government for education.

Critically analyze the control of school education in the state.

11.3 ADMINISTRATIVE SET UP AT STATE LEVEL

India is a sovereign democratic republic with a parliamentary form of govt., basedon universal adult franchise. In any scheme of educational reconstruction which envisagesa large-scale development of educational institutions of diverse varieties, a carefulconsideration of the administrative machinery is necessary so that it is responsible forspread of education and for its orderly development. The forty-second amendment ofconstitution in 1976 made education a concurrent subject. According to this amendmentCentral and State govts. are now equal partners in framing educational policies. Inspite ofeducation being put on the concurrent list of subjects of states, in the promotionresponsibility of education is not minimized. For school education the state is a maincontrolling authority.

The machinery for educational administration in the state is composed ofDepartment of education headed by a minister who is responsible to the legislature and isappointed by the Chief Minister. In some states he is assisted by a Minister of state or aDeputy Minister. The minister exercises his authority through the officers of the departmentand other agencies like the universities and assisted by the Education Secretary and Directorof Education. The administration of education in any state is usually run at six levels asunder :I. The Secretariat of Education

The secretariat of education is headed by a Secretary of Education. There are anumber of other officers of the rank of Deputy Secretary, Under Secretary etc. Theseofficers keep a link between the Executive function of the Directorate and the policymaking functions of legislature.II. The Directorate of Education

The executive of the department of education is the Directorate of education. It isdescribed as the eyes, ears and feet of the State govt. in the field of education.

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The Directorate keeps the government in touch with the educational institutions. Itpasses orders for their efficient functioning, arranges for instructions and determines thefinancial aid to be given to them. The government institutions are directly under the controlof the Directorate. It gives the grant-in-aid to the privately managed institutions. To assistthe Director of Education there are one or more joint Directors, a few Deputy Directors,District Education Officers and other Inspectorial and supervisory staff.

III. Deptt. of Education

The two levels of administration the Secretariat and Directorate together composesthe Department of Education of a state. The executive functions are in charge of thedirector while policy making functions are with the Secretary of Education.

The functions of department of education are (I) Regulatory (II) Operational and(III) Directive. Regulatory function involves three important aspects : (a) Development ofstandards, rules and regulations (b) Examinations and Inspection (c) Investigation in thosecases where the compliance of rules is to be examined.

In Jammu and Kashmir these are two Directors of School Education-one is Directorof the School Education. (Jammu) and other Director of School Education (Kashmir)

IV. Regional or Circle Level

Usually a state is divided into a number of regions, divisions or circles. Theseregions are under the charge of Deputy Director or Chief Education Officer. The regionaloffices are created to coordinate the efforts of District Education Officers, in the region sothat the wasteful expenditure may be avoided and efficiency is ensured.

V. The District Level.

The level is considered of great importance. The District Office of Education isusually under the charge of a District Education Officer (DEO) or District Inspector OfSchool (DIOS). In J&K there are appointed Chief Education Officers who directlysupervise and Control Higher Secondary schools in the districts.

DIETS :- Now District Institutes of Education and Training (DIET) under theDistrict Boards have been set up. These Institutes are responsible for making substantiveand pedagogic inputs of all the programmes of education at district level and are alsoresponsible for the training of personnel and provision of resource support to educationalprogrammes.

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VI. Block Level

In many states there is another level of educational administration. It is block orTaluka level. The block level is considered to be effective level of administration of primaryeducation. In J&K Zonal Education Officers are responsible for elementary education atthe zonal level

State Advisory Board of Education

At present almost all the states have Advisory Boards of Education for advisingthe government on all matters regarding education. The advisory bodies which at presentexist in a number of states are neither properly constituted nor do they perform theirfunctions adequately. Usually the membership of the advisory bodies is governed by politicalfavouritism.

Check your progress

Q.1. Write a short note on administrative set up at state level

Ans : ___________________________________________________________

___________________________________________________________

11.4 A CRITICAL ANALYSIS OF CONTROL OF SCHOOL EDUCATIONIN STATE

India is a vast country and it is not possible for the centre to exercise control overlarge enterprise like education. That is why control of school education by states has beenconsidered essential in our country. The states have failed to provide universal elementaryeducation to pupils and have faced difficulty in raising the standards of school education.

There are also financial constraints that do not allow these states to allot sufficientfunds for education and it is because of this that the school education has not made muchqualitative and quantitative progress. The states must make serious efforts to allocatemore funds for school education.

For better control of school education of state must redefine the roles of educationaladministrators. The roles of the Minister, Director, Secretary and other officers of theeducation department should be clearly delineated. The delegation of authority must takeplace from the ministry level to the directorate and from the directorate to the field levelworkers. Too much centralization in the directorate has very often been responsible forthe slow progress of the school education. What is required is a change in the attitude

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towards work from top to bottom hierarchy of education. For this responsibility withfreedom to work is necessary. For efficient control over school education, the states mustnot only provide more funds for school education but also develop efficient machinery ofsupervision and training of the personnel working in the field of education. The teachereducation should be properly organized and the refresher courses for the teacher must bemade compulsory.

11.5 LET US SUM UPIn India all the states have almost similar pattern of administrative organization.

There are six levels of administration. These are :-(I) Level of Ministry of Education,(II) Level of the Secretariat of Education,(III) Level of the Directorate of Education,(IV) Circle or Regional Level,(V) The District level, and(VI) The block level. Besides these there are also Advisory Boards of Education

and DIETS.

The control of school education in the state has not resulted in much progress ineducation qualitatively or quantitatively. For better control of school education, there isneed that states should redefine the roles of educational administrators.

11.6 UNIT END EXERCISES

Q1. What are the various levels at which school education is administered in a state?

Q2. Explain the relationship between the Secretariat and Directorate ofEducation.

Q3. Critically examine the role of state in the administration of school education.

11.7 SUGGESTED FURTHER READINGS

1. Bhatnagar, S.S and Gupta, P-K (2006); Educational Administration &Management, Surya Publications, Meerut.

2. Mukerjee, S.N (1962) : Administration of Education in India, Baroda, AcharyaBook Depot.

3. Verma, Romesh (2005) : Educational Administration, Anmol publications, NewDelhi.

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LESSON NO.12 UNIT-III

INSPECTING AGENCIES & THEIR PROBLEMS WITHSPECIAL REFERENCE TO THE EXPANDING SYSTEM

OF EDUCATION IN J&K

12.0 STRUCTURE

12.1 Introduction

12.2 Objectives

12.3 Inspecting Agencies

12.3.1 Inspecting Agencies Before 1986

12.3.2 Inspecting Agencies After 1986

12.4 Problems of Educational Inspection

12.5 Let Us Sum Up

12.6 Unit End Exercises

12.7 Suggested Further Readings

12.1 INTRODUCTIONThe term inspection means a critical examination or review. The history of Inspection

system can be traced back to Wood’s Despatch (1854), when it was stated: “An adequatesystem of inspection will become an essential part of our educational system and wedesire that a sufficient number and qualified inspectors be appointed who will periodicallyreport on the state of colleges and schools which are managed by the Govt. as well asthose which are brought under the control of Govt. by the measures we propose to adopt”.This view was further strengthened by Hunter Commission (1882); Sadler commission(1919); Hartog Committee (1928); and Secondary Education Commission (1952-53);.As Educational Institutions are ever growing & ever changing in their components i.e. the

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number of pupils, of teachers are changing every day with respect to mind, knowledgeand experience. Thus, the traditional inspection has been changed to supervision, as wasstated by I.E.C. (1964-66) also.12.2 OBJECTIVES

After studying the lesson students will be able to.Understand the meaning of Inspection.Explain various Agencies of Inspection in J&K State.Describe the Problems of Inspection.Discuss the role of Inspection in respect to expanding EducationalSystem in J&K State

12.3 INSPECTING AGENCIES :The Inspections form an important part of effective administration of Education

which in turn has its long history in the state of Jammu & Kashmir. The development ofInspecting agencies of education in J&K State can be studied under two periods, the firstbefore the commencement of New Policy of Education (1986); and the second after thecommencement of New Educational Policy.12.3.1 Inspection Agencies Before 1986

The first inspector of schools was appointed in J&K State in 1889. The duty ofthe inspector was to inspect all the schools of Jammu and Kashmir. Later more inspectorsof schools were appointed and the system of inspection was developed. From the year1910-11 inspection agency was properly organized and one inspector and one Districtinspector was appointed for each Province of Jammu and Kashmir. In 1916, there weresixteen District Inspectors to meet the need of expanding education. However, thenomenclature of inspecting agency was changed during the second half of the 1950’s andnew inspection officers were designated as District Education officers and Tehsil Educationofficers. In 1981 reorganisation of the Department of Education resulted in two separateDepartments of Education, the Boys Education Department and the Girls EducationDepartment and thus a new system based on Regional Division came into existence thusresulting a change in the inspection agencies.

12.3.2. Inspection Agencies After (1986)

The state of J&K like other states of India, showed unprecedented increase in

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the number of educational institutions, teaching staff and enrolment of students in theeducational institutions. With the introduction of New Education Policy (1986), Governmenttook a decision to reorganize the administrative, supervisory and inspecting structure ofeducation. The reorganisation of educational administrative structure was approved bythe state Ministry of Education as a result, the following structure was evolved.

At Ministry level

1. Minister of EducationA. At Secretariat level ;

i. Commissioner - cum - Secretary (Principal Officer)ii. Secretary Higher Education.iii. Additional Secretary (Technical Education)iv. Dy. Director Monitoring and Evaluation andv. Chief Accounts officer or Financial Adviser.

B. Divisional Level ;2. Director of Education ;

i. Jt. Director Schools;ii. Jt; Director Training;iii. Jt ; Director Adult / Non-Formal Educationiv. Administration officer andv. Accounts officerThe Director and the Joint Directors are thus the Principal officers to inspect all

types of schools at Divisional level.C. District Level ;3. Chief Education Officer ;

i. Dy. Chief Education Officer (Zone - I);ii. Dy. Chief Education Officer (Zone - II);iii. Dist. Education Planning Officer;iv. Project Officer Adult / Non-Formal Education and Assistant Project

Officer, Adult / Non Formal Education;

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v. Zonal Education Officers ; and

vi. Zonal Education Planning Officers

The above pattern at Division and District level Officers is followed in Jammu aswell as in Kashmir Division of J&K State.

The following officers directly responsible for inspection and supervision, in additionto their multifarious duties are ;

i. The Director of Education ;

ii. Joint Director Training ;

iii. Joint Director School Education ;

iv. Joint Director Adult / Non - Formal Education ;

v. Chief Education Officer ;

vi. Deputy Chief Education Officer ;

vii. Zonal Educational Officers ; and

viii. Zonal Educational Planning Officers ;

Besides these Inspecting Agencies some alternative arrangements of inspectionare also made as and when required to ensure achievement of high standards of education.

12.4. Problems of Educational Inspection : (With special reference to the expandingsystem of education on the state of J&K.)

The state of Jammu & Kashmir is a very unique constitutional (Art 370) entityhaving great diversities in respect of language, culture, life-styles, religious faith, dress andfood habits. The state of Jammu of Kashmir is facing the problems in Educational Inspectionas other states of our country face. There are certain problems which are common innature. In brief, the problem of Educational Inspection in J&K State can be described asunder :

1. Geographical Handicaps : J&K state is vast state covered by remote and farflung hilly areas. Certain areas of the state remain cut off from the rest of the state for fairlylong periods due to heavy snow. This makes inspection work not only difficult but alsoimpossible at certain periods of the year. This difficulty is specially felt by female officers ofinspection agencies.

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2. Lack of Coordination : There is a lack of Co- ordination in the inspecting agency.Department of Education has lack of co-ordination in the inspection office. Some timesone teacher is transferred from one school to another but another officer does not knowabout it and he transfers the same person to another place with the result the work of theinstitution suffers to a great extent and at the same time the concerned teacher is also putto trouble.

3. Insufficient Inspection Staff : There has been a large expansion in the numberof Educational Institutions in J&K State but the inspection agency has not been expandedaccording to the vast growth of educational institutions. The result is that the members ofinspection agency in J&K State is over burdened and over worked. It is essential thatthere should be corresponding increase in the number of inspecting officers in accordancewith the increase in the number of educational institutions.

4. Combination of Administrative and Supervisory Functioning : There iscombination of administrative and supervisory functions of educational officers in J&KState. In fact, both the administrative and supervisory functions are in the hands of inspectingagencies. Combined duties of the educational officers is also responsible for over burdeningof inspection agency. As a result, the inspecting officers can not pay attention to the inspectionof academic activities, rather they spend their maximum time to settle the administrativeproblems at the cost of academic side of the inspection field.

5. Dearth of Subject wise Inspecting officers : The inspection agency in J&KState is handicapped in respect of subject specialized inspectors. Most of the inspectingofficers are not well versed in the various subjects, techniques of teaching etc. There isspecial dearth of inspectors in - service subjects.

6. Non - Availability of Professional Education Inspection Agency :Supervisors and Inspectors in J&K state are not oriented with the latest techniques ofinspection. In fact there is no proper arrangement for providing the latest professionaltraining to the inspecting agencies.

7. Inadequate Funds : The inspection agency in Jammu and Kashmir state isallocated with inadequate funds with the result the inspectors can neither pay frequentvisits to the schools, nor can perform the duty of clearing house of information. Thus, theinspectors or education officers in J&K State are helpless to meet the demand of the timeby paying frequent visits to the schools. They are also unable to acquaint themselves with

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the latest trends of inspection, because of inaccessibility of subscribed literature and journals.Besides, the inadequate funds at the disposal of the inspecting officers, confines them totheir offices which ultimately impedes the functions of educational inspectors.

From the above discussion, it becomes clear that educational inspection is theback bone of educational system. Effective inspection develops heathy interaction betweenthe educational policy and its practical application. Mere framing of educational policiescan never prove useful for the furtherance of society unless our educational institutions areable to implement the polices. To make the implementation effective and efficient inspectionis essential.

Check your progress

Q.1. Highlight the problems of educational inspection.

Ans : ___________________________________________________________

___________________________________________________________

12.5 LET US SUM UP

Inspection is a probe or assessments with a easy or casual but critical view. Wealso come to know that various types of inspection agencies were there which graduallyimproved and an elaborate inspection mechanism with various agencies authorised tofunction at various levels came into existence. In state of J&K, the inspection system ineducation was introduced in 1889, which gradually developed into present three tier complexcomprising of various officers capable of designated and authorised to discharge inspectionduties at division level, district level, and zonal level since 1986 i.e. inception of NewEducation Policy. Despite it, the inspection system in J&K State is confronted and infestedwith various problems resultant of unprecedented expansion of educational system. Besidesthis there are problems geographic in nature, financial in nature, lack of technical expertisein inspecting officer, multifarious nature of their jobs, which need to be addressed to makethe inspection system more efficient & effective.

12.6 UNIT END EXERCISES

Q.1. What do you understand by Inspection of an Educational Institution?

Q.2. Discuss the pattern of Educational Inspection Agencies in J&K State.

Q.3. Discuss the Problems faced during Educational Inspection with Special reference

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to the expanding system of education in the state of J&K.

12.7 SUGGESTED FURTHER READINGS

1. Bhatia, R.L & Ahuja, B.N (2001) : School Organisation and Management,Surjeet Publications, IInd Edition, Delhi.

2. Bhatnagar, R.P & Aggarwal, Vidya (1999) : Educational Administration, SuryaPublications, Meerut.

3. Dash, M (2000) : Education in India - Problems and Perspective, AtlanticPublishers and Distributors, Delhi.

4. Kochhar, S. K (1991) : Secondary School Administration, Sterling PublishersPvt. Ltd., New Delhi.

5. Shukla, S.P (2000) : Educational Administration, Organisation and HealthEducation, Vinod Pustak Mandir, Agra -2.

6. Verma, Romesh and Sharma, Suresh, Educational Administration, VinodPublications, Ludhiana.

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LESSON NO.13 UNIT-III

DEFECTS IN THE EXISTING EDUCATIONALADMINISTRATION AND SUPERVISION IN THE

STATE OF J&K

13.0 STRUCTURE

13.1 Introduction

13.2 Objectives

13.3 Meaning and Nature of Supervision

13.4 Defects in Educational Administration and Supervision

13.5 Let Us Sum Up

13.6 Unit End Exercises

13.7 Suggested Further Readings

13.1 INTRODUCTION

National resources, cultural and political will of a country decides educationalsystem of a Nation. In developing an educational system, the educationists at the helm ofaffairs decide the policies. To implement those policies the educational administratorsdevise the wayouts. To check up those policies implemented at the lower level, anadministrative structure with sound academic knowledge and experience is essential. Theactivities involved in checking and supervision of the educational institutions, for thefurtherance of the institutional academic environment, teachers methodology of teaching,student’s grip on the knowledge, community involvement in the curricular and co-curricularactivities is known as Educational Supervision.

Previously, the supervision was simply a matter of inspecting the work of teachersand at many places, the person responsible for this task was known as the “School

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Inspector”. It is a general practice that the supervisory function is performed by a laymanof the school i.e. trustees particularly in private institutions. However a great change isbeing noticed in the theory and practice of educational supervision and inspection thesedays. As a result highly democratic, dynamic, enlightened and creative type of supervisionis emerging.13.2 OBJECTIVES

After studying the lesson, students will be able to :-Understand the meaning and nature of supervision.Explain the defects in existing Educational Administration andSupervision in the state of J&K.

13.3 MEANING AND NATURE OF SUPERVISIONSupervision is the name given to the activities that contribute to the achievement of

the goals of the plan prepared by the administration. Supervision infact means to look andsupervise the proper functioning of the schools and other educational institutions. Theconcept of supervision has changed. It is not only authoritative inspection, but it has tolook to the efficient functioning of the school while enlisting the active co-operation of theteachers and the students. As a matter of the fact in this age of Democracy, Supervisionhas different meaning . Supervision means to instruct, guide and give good and healthysuggestions for the development of both curricular and co-curricular activities in the schoolsand Educational Institutions.

According to Adams and Dicky, “Supervision is a planned programme for theimprovement of institutions.Barr and Burton :- Supervision is the foundation upon which all programmes for theimprovement of teaching must be built.Kimball wiles :- Supervision is the service activity that exists to help the teachers to dotheir job better.Harled Spears Supervision is the service provided by the state for helping educators andeducational administrators to do a better job.

From the above definitions, it can be said that supervision is a specialised servicefocussed to bring qualitative improvement in education. Good supervision is concerned toimprove total learning situations rather than with the improvement for instruction only.Supervision coordinates and guides the constant growth of the teachers. Supervision exists

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for the sake of the teachers who work under the direction of supervisors and for the sakeof pupils under the direction of teachers.

Supervision is a dynamic process which provides guidance and help to the teachers,so that the whole process may help in the all round development of child’s behaviour andpersonality. Supervision is not administration or inspection. Supervision, in infact, is a co-operative responsibility of the supervisors and teachers for the betterment of educationalprocess.

To conclude, supervision is a carefully planned technical service designed toimprove the learning situation for children.13.4 DEFECTS IN EDUCATIONAL ADMINISTRATION AND

SUPERVISION(With special reference to the state of J&K)Supervision is considered as the backbone of educational improvement strategies.

Inadequate supervision has been reported to be detrimental in the way of improvement ofquality of education. For instance, large expansion in the number of institutions and declinein the number of inspecting officers has affected supervision adversely becauseadministration work, which has increased largely in recent years always has a priority overthe supervision.Main Defects in Educational Supervision in J&K state1. Authoritarian Attitude :

In our state, the supervisor has an authoritative attitude towards teachers. Heseldom acts as a friend, philosopher and a guide. He seldom forgets his false prestige ofsuperiority and does not mix with the members of the staff. He is a terror for the schoolcommunity as a whole. Every body in the school community feels hesitant to talk to him.He enters the class room with a mind of finding faults and snubbing poor teachers,sometimes even in the presence of pupils. He provides little opportunities for the teachersto exchange views to share their problems with him. His remarks as suggestions are thefinal words in that particular situation and they must be carried out willingly or unwillingly.He evokes non co-operation from teachers and does not serve the purpose of improvingeducation.2. An Artificial Affair :

To please the supervisor, schools generally take to artistic decorations and royalisticreceptions so much so that all routine work of the school is suspended for a week or so

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preceding the scheduled date of supervision. All time and energy of the students andteachers is devoted to ornamental decorations or preparation of cultural programmes tosecure the inspector’s appreciation. The supervisor enters the school with official stampto be honored and welcomed with great pomp and show. Everybody remains at his beckand call.3. Over-burdened :

Supervisor is over burdened with routine type of official work. He remains sobusy in official correspondence and signing papers that he finds hardly any time to look tothe academic and administrative aspects of the school.4. Mechanical Conduct :

Because of large number of schools entrusted to his care, the time taken forsupervision is too less for all aspects of curricular and co-curricular activities to be deeplypenetrated and rightly evaluated. The already prepared data and notes by the headmasterin the prescribed form are entered in the Log Book. This brief time too is taken up by thework like checking of accounts, time table, syllabus act. Enough time is not devoted toacademic side. A clever headmaster can easily hoodwink the supervisor by arrangingshows like mass drill, exhibition and cultural programmes without letting him have time tosee and judge the realities of educational work.5. Paucity of staff :

With the rapid expansion of education sufficient increase has not been made in thesupervisory staff. Consequently, the average work load of supervising officer is very heavy.He has more schools in his charge than he can actually visit. As a result he cannot havepersonal contact with the teachers whom he is expected to guide and inspire. He contactsthem only through correspondence. Hence, his directions do not have much impact on theteachers.6. Procedure of recruitment :

The recruitment procedure of supervisors is also very defective. They are appointedon the basis of seniority alone. There is no other criterion of suitability or merit. Most ofthe inspectors have no experience and knowledge of school education. After all, supervisionis a specialised job and every body cannot undertake it efficiently. Only persons with theknowledge of school education, experience, originality, resourcefulness and imaginationshould be appointed.

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7. Expert supervisors :The supervisor is supposed to examine the work of every subject teacher whether

he is duly qualified or not. This is educationally unsound. Every supervisor can’t be aspecialist in all subjects. Real supervision requires the services of subject experts and oneperson for taking care of general supervision and administration.8. Training of supervisors :

As the things stand now, supervisors are selected from the education departmentwho might not have seen training institute etc and have thus little or no training in the fieldof supervision.

Check your progress

Q.1. What do you understand by the term Supervision ? Explain in brief.

Ans : ___________________________________________________________

___________________________________________________________

Q.2. Name some of the defects of educational supervision in J&K State.

Ans : ___________________________________________________________

___________________________________________________________13.5 LET US SUM UP

Supervision in the present system of education is greatly affected by the increasinginsight into the aims of education, the relation of education to the society in which it exists,by the Scientific method and by the democratic philosophy. The present supervision hasnot been able to produce desired results. It suffers from many defects likes, problemsrelated to supervising staff, policy framing at the central level, emphasis on administrativeaspects during supervision, and so on. The need is to bring some changes in the existingsupervision system in order to overcome its defects.13.6 UNIT END EXERCISESQ1. Describe the meaning and nature of educational supervision.Q2. Discuss the defects in educational supervision in the state of J&K.13.7 SUGGESTED FURTHER READINGS1. Aggarwal, J.C : Land mark in the history of Modern Indian Education, Vikas

Publishing House, New Delhi.

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2. Bhatnagar, R.P, Aggarwal, Vidya (1999) : Educational Administration, SuryaPublication, Meerut, Delhi.

3. Sawhney, K.K : Issues in Education and National Development, Malhotra Brothers,Educational Publishers, Jammu.

4. Verma, Romesh and Sharma, Suresh : Educational Administration, VinodPublications, Ludhiana.

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LESSON NO.14 UNIT-III

FUNCTIONS OF STATE GOVT. IN RELATION TOSECONDARY AND HIGHER SECONDARY SCHOOLS

14.0 STRUCTURE

14.1 Introduction

14.2 Objectives

14.3 State Administrative Machinery of Education

14.4 Functions of the state Govt. in the existing Secondary & Hr. Secondary Schools

14.5 Let Us Sum Up

14.6 Unit End Exercises

14.7 Suggested Further Readings

14.1. INTRODUCTION

Education is organised, administered and supervised in India by four types ofAgencies : (1) The Central Government, (2) The State Government, (3) Local Bodies,and (4) Private Enterprise.

With the launching of the five - years plans, the Centre allotted funds to the states,specially for the expansion and development of universal primary education and socialeducation of the adults. With the control of these grants, the centre started supervisingeducation in the states. The centre’s educational activities expanded and the CentralMinistry of Education was reorganised. It discharged its responsibilities through theappointment of advisory council for several purposes and continued to help the states withfunds, technical advice, coordination and cooperation.

The activities of Central Ministry of Education of the Government of India arechiefly directed by the policy flowing from the clauses of the Constitution of India.

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14.2. OBJECTIVES :

After studying the lesson the students will be able to :

Understand the State Adminstrative Machinery of Education.

Discuss the functions of the State Government in the existing Secondary& Higher Secondary School.

14.3. STATE ADMINISTRATIVE MACHINERY OF EDUCATION

The machinery for educational administration in the state is composed of theDepartment of Education headed by a Minister, responsible to Legislature and appointedby the Chief Minister. In some states, he is assisted by a State Minister or a DeputyMinister. The Minister exercises his authority through the officers of the Department andother agencies like the Universities, Statutory Boards etc. He is assisted by the EducationSecretary at the Secretariat level and the Director of Education, who is the Chief ExecutiveOfficer of the department.

14.4. FUNCTIONS OF THE STATE GOVERNMENT IN THE EXISTINGSECONDARY AND HIGHER SECONDARY SCHOOLS

State Government has the following functions as far as education is concerned.

1. Finance :- The most important function of the state Government is to find out allthe resources needed for Secondary and Higher Secondary education. This responsibilityis subject only to two limitations : (1) Central grants that may be received from time totime, and (2) the contributions raised by local bodies and private agencies, if any.

2. Legislation :- To pass laws for different types of education is the second majorfunction of the state. To pass laws for compulsory attendance for elementary education,education for women, handicapped etc. is the state responsibility.

3. Supervision and Inspection :- Since the state provides the vast bulk of thefunds required for education and is responsible for its accounts to the state legislature, ithas to maintain an agency to supervise schools in all cases. Even when the authority overElementary and Secondary Education is transferred to local bodies, the state has to maintaina supervising machinery of its own to watch over the manner the schools are being run bythem. Where they fail to run the schools properly, the state takes over these schools.

4. Recruitment of Teachers :- The states are responsible for recruitment of teachers,for prescribing the remuneration and other service conditions of teachers. The recruitment

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of teacher is sometimes done by the Public Service Commission and sometimes byauthorities appointed by the state, for example, Subordinates Service Selection Board.Even when it is transferred to local bodies, the state retains the right to frame recruitmentrules and to lay down the procedures for recruitment.

5. Prescription of Curricula :- The State prescribes the text-books for the entirestate or for different zones or regions in the line with the curricula framed. The productionand easy supply of text books is one of the major responsibilities of the state.

When the responsibility for education is transferred to local bodies, the StateGovernment has to take over itself, in relation to the local bodies under its control, allthose functions which the centre has to perform in respect of the states viz.

(a) It has to act as a clearing house and co-ordinating agency so as to bring aboutunity and coherence.

(b) It has to provide leadership through training of staff supervision, research andpilot projects.

(c) It has to equalize educational opportunities by providing special assistanceto the poorer and more backward local bodies.

Check your progress

Fill in the blanks :

1. Education is organised, administered and supervised in India by four types ofagencies...................., ....................., ..................., .....................

2. The most important................. of the state government is to find out all the resourcesneeded for Secondary & Higher Secondary Education.

3. The states are responsible for................... of teachers for prescribing theremuneration and other service conditions of teachers.

14.5 LET US SUM UP

The functions of state at the level of higher education are to provide financial aidto the Universities and Colleges, to ensure that proper standards of education are maintainedand to legislate for the establishment of new Universities and for the amendments of actsof the existing universities. The technical and professional education is administered bydifferent ministries of the State Government. There are very large number of functions that

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are performed by the state with regard to the Secondary Education. Almost completecontrol of Secondary education rests in the hands of the State Govt.

14.6 UNIT END EXERCISES

Q1. Discuss State Administrative Machinery of education.

Q2. Discuss the functions of State in the existing Secondary and Higher SecondarySchools.

14.7 SUGGESTED FURTHER READINGS

1. Bhatia, R.L & Ahuja, B.N (2001) : School Organisation & Mgt, SurjeetPublications, 2nd Edition, Delhi.

2. Dash, M (2000) : Education in India-Problems & Perspective, AtlanticPublications and Distributors, Delhi.

3. Kochar, S.K (1991) : Secondary School Administration, Sterling Publishers Pvt.Ltd., New Delhi.

Key To Check Your Progress

1. The Central Government2. The State Government3. Local bodies4. Private enterprises5. Function6. Recruitment.

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LESSON NO.15 UNIT - IV

THE ORGANIZATION OF EDUCATION IN INDIARELATION BETWEEN CENTRE AND STATE IN THE

FIELD OF EDUCATIONAL ADMINISTRATION

15.0 STRUCTURE

15.1 Introduction

15.2 Objectives

15.3 Historical Back ground

15.4 Meaning of Organization of Education at Central level and State level

15.5 Role of Central and State Governments in the field of Education

15.5 Relation between Centre and State in the field of Educational Administration

15.6 Let Us Sum Up

15.7 Unit End Exercises

15.8 Suggested Further Readings

15.1 INTRODUCTION

After attaining independence in 1947 , many Organizational and Administrativechanges took place in the field of education in India at its different stages. Theresponsibility of Education mainly rests with the state government. There are certainprovisions like article 45, under Directive Principles of State Policy included in theConstitution of India which have a bearing on education .The article says, “the state shallendeavour to provide with in a period of 10 years from the commencement of thisConstitution for free and compulsory education to all the children up the age of 14years”. The word ‘State’ includes the Government of India, the State Governments and

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all local or other authorities with in the territory of India or under the control of theGovernment of India .However, under 42nd Constitutional amendment of 1976, Educationwas transferred from the State list of the Constitution to Concurrent list, Making boththe Centre and the State to share the task of education .

15.2 OBJECTIVES

After studying this lesson the Student should be in a position to understand.

The Historical Development of Education in India

The Organizational set up of Education at Central level and State level.

The relationship between the Centre and the States in the field ofEducational Administration.

15.3 HISTORICAL BACK GROUND

The Minutes of Macaulay probably, was the first official policy of Britishsystem of education in India .It could not be implemented due to the controversy betweenAnglicists (Occidantalists) regarding the type of Education to be provided to Indians.Thus the Woods Despatch of 1854, is looked upon as the beginning of an era ofeducational reforms in India . On the basis of the recommendations of the Despatch ,theDepartment of Public Instruction was set in all the Provinces of the country in 1855-56 and the Universities were in-corporated in 1857. Many Acts, Commissions andCommittees were constituted and constituted afterwards in order to bring reforms inthe rank of Cabinet Minister in the State. He further assisted by one or entire system ofeducation in India, till the time of its Independence even after that.

15.4 MEANING OF ORGANIZATION OF EDUCATION AT CENTRALLEVEL AND STATE LEVEL

Prior to 1945, Education as Department had no separate existence at theNational Level .The Department of Education was upgraded just after Independenceand was given a proper status , and in 1957 it was also given the charge of scientificresearch . In the year 1958 the Independent Department of Education was formed atNational level with the Ministry of Education which has to look after the affairs of theDepartment. Right from the year 1958 to 1984 number of changes took place in thedevelopment of structure of the Education Department. But finally under the 74th

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amendment of the Constitution of India. Ministry of Human Resource Development wasformed on Sept. 26, 1985. The Ministry of Human Resource Development Consists of5 Departments Namely :- Department of Education, Culture, Arts, Youth affairs andSports and Women’s Welfare. This Department at present has been working under theindependent charge of Ministry of Human Resource Development, New Delhi .The administrative structure of the Department is as under :-Secretariat :

The Secretariat of the Department is headed by the Secretary who is assistedby one Special Secretary, Additional Secretary, Educational Advisor, Joint Secretaryand Joint Educational Advisor.

Further the Ministry is advised on educational matters and assisted to performmany of its activities by a number of Advisory and Autonomous Bodies like CABE,NCERT, UGC. These bodies not only guide the Ministry in formulation of its plans andpolicies, but also help in implementing its various programmes and schemes in theirown way.ORGANISATION OF EDUCATION AT STATE LEVEL.

Since Education is on the concurrent list, the State level Machinery is alsoexpected to deal with education and determine largely its success and achievements .The Department of Education at State level prepares as well as implements all educationalplans on their own .

The general organizational structure of department of Education at State levelis like this :-

The Department of Education at State level is being governed by the Ministry ofEducation. The Ministry of Education is headed by the Minister who holds the rank ofCabinet Minister in the State. He is further assisted by one or two Deputy Ministers dependingupon the area and population of the State. The Ministry has to lead and inspire the entireeducational set up of the state.

Though the Organisational Structure of the Department of Education vary fromstate to state but Generally the structure of the Department is as under :1. The Secretariat, which is headed by the Secretary of Education .2. The Directorate, which is headed by the Director of Education.

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3. The District Level Educational Officers are DEO’s, CEO’s, DEPO’s Dy.CEO’s the Position and powers may differ from state to state.

4. The Tehsil/Block /Zone Level Educational Officers are TEO’s, BEO’s, ZEO’sThe Secretariat is the apex of the State Administrative structure and is directly

associated with the activities of the Ministry. The State Government Policy regardingvarious aspects of education is given concrete shape by the secretariat.

The another wing of the State Education Department is the Directorate whichis primarily known as Executive Body. It practically executes the policy of theGovernment in the field . It keeps the Secretariat informed about the problems , needsand progress of the state in the field of education. The Directorate is further dividedinto Divisions , District Circles, Zones etc. whose heads are mentioned above.

15.5 ROLE OF CENTRAL GOVERNMENT AND STATE GOVERNMENTSIN THE FIELD OF EDUCATION

The Central Government has a significant role to play in the field of Educationsuch as :-

1 To finance and supervise the Central Universities and other institutions ofNational Importance.

2. The Administration of the Institutions of Education (Scientific and Technical)financed by the Government of India .

3. Sharing responsibility with the state Governments on various issues related toEducation .

4. Award of Scholarships and fellowships.

5. Assistance for special provisions for Education of the weaker sections of thesociety.

6 Financing, directing and controlling of education in the union territories.

7 To take up the responsibility of economic and social progress.

8 To develop National Integration .

9. Cooperation with National and International Organizations working on Education.

10. To disseminate the Information related to Education, through out the Country.

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ROLE OF STATE GOVERNMENT IN THE FIELD OF EDUCATIONThough all the states do not have a uniform or Identical Administrative set up,

but generally, each state performs the following functions.1. To find out all the resources needed for education in the state, in addition to

central grants and the contributions raised by the states for their own resources.2. All legislations for school education have to be enacted by the Individual states.3. Inspection and Supervision of Schools is a state responsibility .4. The State has to provide Training facilities to both pre-service and in-service

teachers.5. The State has to perform some administrative responsibilities like selection

and appointment of teachers , deciding their pay scales and service conditions .6. The State has to prepare Curriculas for various stages of education and has to

get the text books prepared accordingly.7. Educational planning at the State level is mostly done by the State Government.8. The State has to decide the rules and regulations regarding the examinations .9. The State has to coordinate all the Educational Activities organized by the different

organizations in the state.On the whole we can say, that the state governments have big responsibilities

in the field of education, particularly up to under graduate level.15.6 RELATION BETWEEN CENTRE AND STATE IN THE FIELD OF

EDUCATIONAL ADMINISTRATIONThe following few headings shall explain the relation between Centre and States

in the field of Education .Constitutional Relations :

First of all, Centre is related with all the states and union territories of IndiaConstitutionally in many of its aspects including Education. There are 32 Articles and 28Entries in the 6th and 7th schedules of the Indian Constitution which pertains to Education.The part 4th of the Constitution Contains Directive Principles of the State Policy , whichare applicable to both the State and the Centre and they have a strong bearing in thematter of Administration , Formulation of Policies and laws in the field of Education.

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Planning :-Educational Planning is a part and parcel of the total planning of the country.

The Government of India, determines targets, priorities and prepares the educationalplan to be implemented by the country as a whole.Reforms :-

In order to bring reforms in the field of Education at different levels , theGovernment of India has set up various Commissions and Committees from time totime and have provided valueable recommendation and suggestions. The states arerequested to implement all such recommendations and suggestions.Organisations :-

Government of India has set up a number of organizations like CABE, NCERT,NIEPA, NAAC, AICTE etc . All these Organisations provide guidance to the statesin the field of Education .Direction :-

The Government of India also issues directions, instructions and guidelines to theState Governments, Local Bodies and Private Enterprises, so as to encourage educationon right perspective.Control :-

The Financial relation between Centre and States are governed by article268 to 281 of the Constitution of India . These articles deal with the division ofrevenues between the both. However the Centre has a superior resource positionand this leads to transfer of finance from Centre to States . The Government of India,allocates suitable grants to the States , Local Bodies and Private Agencies in supportof their Educational Programmes. Thus, it Exercises Considerable Control on Education.Administration :-

Government of India is directly responsible for Administration of Education inUnion Territory and Centre and Administrative areas.Projects :-

The Ministry of Education Government of India has undertaken a large numberof Pilot Projects through out the Country related to the problems and issues ofEducation .

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Institutes :-The Ministry of Education at Central level is directly responsible for the running

of a few Universities, National Libraries, Art Galleries, Kendriya Vidayalas, NavodayaVidayalas etc. Though these Organisations have their own Administrative setup, but theiroverall control lies in the hands of Ministry of Human Resource Development.

Check Your Progress

Q.1. Discuss the meaning of organisation of education at Central Level.

Ans. ___________________________________________________________

___________________________________________________________

Q.2. Explain the relation between the centre and the state in the field of educationaladministration in brief.

Ans. ___________________________________________________________

___________________________________________________________15.7 LET US SUM UP

In brief it is concluded that for improvement and expansion of education, Closerelationship between Centre and States is very essential . Centre has now assumed therole of leadership and has been rendering financial as well as Academic Assistance to thestates and union territories, through different financial and academic organizations , whichprovide forums of mutual discussion and exchange of expertise for Improvement ofeducation and solving different educational problems. There are also occasional meetingsand conferences at national level for Interchange of ideas and views.

15.8 UNIT END EXERCISES

1. Give in brief the organizational set up of Education in India.

2. Discuss the role of Central Government in the field of Education .

3. Discuss the role of State Government in the field of Education.

4. Discuss the relationship between the Centre and the State in the field of EducationalAdministration.

15.9 SUGGESTED FURTHER READINGS

1. Chandra, S.S & Chakrabborty, A.K (2004) : School Administration,

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Organization and Management, R. Lall Book Depot, Near Govt. Inter College,Meerut (U.P.)

2. Lulla, B.P and Murty, S.K (1976) : Essentials of Educational Administration,Mohindra Capital Publishers, Chandigarh.

3. Sinha, R (1977) : Educational Administration in India, The Indian PublicationsBureau Hill Road, Ambala Cantt-133001.

4. Shukla, S.P (2001) : Educational Administration, Organization & HealthEducation, Vinod Pustak Bhandar, Agra-2

5. Verma, Romesh (2005) : Educational Administration, Anmol PublicationsPvt. Ltd., New Delhi.

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LESSON No. 16 UNIT - IV

ROLE OF CENTRAL ADVISORY BOARD OF EDUCATION(CABE) TOWARDS NATIONAL SYSTEM OF EDUCATION

16.0 STRUCTURE

16.1 Introduction

16.2 Objectives

16.3 Geneses of CABE

16.4 Composition of CABE

16.5 Key Functions of CABE towards National System of Education

16.6 Let Us Sum Up

16.7 Unit End Exercises

16.8 Suggested Further Readings

16.1 INTRODUCTION

The Central Advisory Board of Education (CABE), the oldest and the mostimportant advisory body of the Government of India in education was first established in1920 and dissolved in 1923 as a measure of economy. It was revived in 1935 and hasbeen in existence ever since. It is the main advisory body of long standing in the field ofeducation. On the whole, the board provides a common platform for a nation wide crosssection of representatives hailing from various sectors of education whose deliberationand decisions emerge out of the cross-fertilization of rich ideas and long experiences. Thishelps immensely in the formulation of sound educational policies and programmes keepingaloof from hot-bed of nasty politics and partisan verbal fights.

In the present lesson, you will have the detailed deliberations on growth anddevelopment of CABE along with its composition. You will also come to know about

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some key functions of CABE as an apex organisation of the Ministry of Human ResourceDevelopment, Government of India towards National System of Education.16.2 OBJECTIVES

After having studied this lesson you will be able to :Narrate the geneses of the Central Advisory Board of Education (CABE)Describe the composition of Central Advisory Board of Education (CABE)as an apex organization of the Ministry of Human Resource Development,Government of IndiaExplain key functions of CABE towards National System Of Education

16.3 GENESES OF CABEThe idea that there should be a Central Advisory Board of Education was first put

forward by the Calcutta University Commission (1917-19) which felt that “the Governmentof India could perform an invaluable function by defining the general aims of educationalpolicy, by giving advice and assistance to local governments and to the development ofeducational ideas in the various provinces, and also elsewhere than in India." Almostsimultaneously the Government of India Act (1919) decided to make education mainly aprovincial and a transferred subject and to limit the control of the Central Governmentover it to the minimum. This fundamental decision changed the character of theGovernment of India from that of an executive to an advisory authority; and consequently,the Secretariat Procedure Committee set up to implement the Government of IndiaAct(1919), observed that, in future, the executive authority of the Government ofIndia should be mainly exercised through moral persuasion and recommended that,"in place of giving executive orders it should tend more and more to become a centre ofthe best information, research and advice." This recommendation made the adoption ofthe recommendation of the Calcutta University Commission all the more imperative andaccordingly, a Central Advisory Board of Education was set up in 1920 under thechairmanship of Education Commissioner to the Government of India. It is a good deal ofuseful work but, owing to a financial crisis calling for drastic retrenchments, was abolishedin 1923.

For the next twelve years, there was no Central body to advise the Governmentof India in educational matters. However, a feeling of regret at the discontinuance of the

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Board began to grow, especially after the Report of Hartog Committee (1928) whichobserved that the divorce between the Government of India and education had beenunfortunate. Consequently, the present Central Advisory Board of Education was revivedin 1935.

It was to meet once every year and was to function through its Committees. TheCABE met 50 times between 1935 and 1994. Practically all important matters concerningeducation till 1994 were debated in the CABE and a national consensus was reached.The CABE remained dormant for almost a decade since 1994, and it is only in 2004 thatthis important body in the field of education has been revived by the Government of India.

Check Your Progress

Q.1. Give a brief description of the geneses of CABE.

Ans._______________________________________________________________

___________________________________________________________________

16.4 COMPOSITION OF CABEThe tenure of office of the non-official members of the board is 3 years. They,

however, cease to be members of the board as soon as they cease to be members of theorganizations, for which they are representatives. Similarly, the ex officio members of theboard will continue in their position as long as they hold the office by virtue of which theyare members of the board. All temporary vacancies in the memberships, other then exofficio members are filled by the organizations that nominated or elected the memberswhose place falls vacant. The individuals by whom such temporary vacancies are filled,continue as members of the board for remaining period of the term for which the personwhose place he fills would have been a member of the organisation. The details of thecomposition have been illustrated as under :

Composition of the Central Advisory Board of Education

1. Chairman

Minister of Human Resource Development.

2. Vice-Chairman

Minister of State for Human Resource Development.

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3. Representatives of the Government of Indiai) Minister of Information and Broadcasting.ii) Minister of Science and Technology.iii) Minister of Health and Family Welfare.iv) Minister of Labour.v) Minister of Social Justice and Empowerment.vi) Minister of Tribal Affairs.vii) Minister of Youth Affairs and Sports.viii) Member (Education), Planning Commission.

4. Representatives of State Governments and UT Administrationsi) One Minister in charge of Education in each State Government

(to be nominated by the Chief Minister)ii) Lt. Governor or Minister in charge of Education in each UT

Administration

5. Elected Members

i) Four members of Parliament from the Lok Sabha.

ii) Two members of Parliament from the Rajya Sabha.

6. Ex-officio Members

i) Secretary, Department of Elementary Education and Literacy, Governmentof India.

ii) Chairman, University Grants Commission.iii) Chairman, All India Council for Technical Education.iv) Chairman, Medical Council of India.v) Chairman, Central Council of Indian Medicine.vi) Director General, Indian Council of Agricultural Research.vii) Chairman, Central Social Welfare Board.viii) Director, National Institute of Educational Planning and Administration.ix) Director, National Institute of Educational, Research and Training.

x) Chairman, Central Board of Secondary Education.

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xi) Secretary-General, Association of Indian Universities.

xii) Chairman, Indian Council of Historical Research.

xiii) Chairman, Indian Council for Social Science Research.

xiv) Chairman, Indian Council for Philosophical Research.

xv) Director-General, National Literacy Mission.

16.5 KEY FUNCTIONS OF CABE TOWARDS NATIONAL SYSTEM OFEDUCATION

It is important to appreciate the role of the CABE, particularly because of itsrevival after a gap of about a decade. Decisions of the Union Government relating toeducation are enforceable only if they are taken in pursuance of Central legislation, as forexample, the unquestioned acceptability of the decisions taken by the statutory bodies setup by the Government of India covering various aspects of higher education. Other decisionsby the Union Government have little sanctity unless they are based on consensus. TheCABE provides a forum for sharing and consensus building on national issues in educationamong the States. The Education Commission (1964-66) refers to the CABE as the mostimportant advisory body in the field of education. The National Policy on Education (NPE)1986 (with modifications undertaken in 1992) states that "the CABE will play a pivotalrole in reviewing educational development, determining the changes required to improvethe system and monitoring implementation".

During the pre-independence era, matters of far-reaching importance wereconsidered by the CABE pertaining to various educational issues. In 1938, the CABE setup a Committee on the Wardha Education Scheme. The Committee went into great detailin working out modalities for the implementation of the Nai Taleem and recommended itfor adoption by all provincial governments at that time. This was reiterated by the CABECommittee on "Post-War Plan for Educational Development in India" (1944), also knownas Sargent Plan. This was a Plan for Indianisation of education to universalize primaryeducation and to improve quality of education so that our education system becamecomparable with that of the industrialized nations. The CABE secured a national consensuson the structure of education namely the '10+2+3 pattern', made recommendation towardsestablishment of 'Common School System' as the bedrock of educational quality, socialcohesion and national integration calling for moving towards a common admission policy,

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tuition-free school education, parity among all the teachers, involvement of the communityand adoption of the concept of 'neighbourhood school' to eliminate segregation. Thecrucial role of the CABE has been in the area of school curriculum and related matters,and amongst the significant recommendations made by it may be mentioned in the threelanguage formula, issues related to curriculum and the examination system with a focus oninternal evaluation, grading and provision of testing service etc.. The CABE Committeeson the question of values, national and emotional integration, and assessment of textbooksto be built on scientific and secular outlook also made significant recommendations. Thelatest of contributions of CABE relate to the approval of the National CurriculumFramework of 1975 and 1988 for school education in India. In the field of higher education,the CABE has played an important role in analyzing the report of the University GrantsCommission (UGC) Committee 'Towards New Educational Management' (GnanamCommittee) 1992. The CABE has, therefore, been an effective instrument of appreciationof cohesion of different views, ideological standpoints and academic perspectives on policyissues in education. It is a significant decision of the Government of India that the Boardhas now been reconstituted to perform the onerous role in the context of the educationaldevelopment of the country.

16.6 LET US SUM UP

Dear students, from the above discussion you might have learnt about the geneses ofCentral Advisory Board of Education (CABE) and its composition as an apex body ofMinistry of Human Resources and Development. You also came across with various majoractivities and functions of Central Advisory Board of Education (CABE) as a specificbody to implement various aspects of National System of Education. A comprehensivereading of this lesson will certainly make you well informed about various dimensions ofCentral Advisory Board of Education (CABE).

16.7 UNIT END EXERCISES

1. Give a brief description of geneses of CABE since its establishment.

2. Discuss main functions of Central Advisory Board of Education (CABE) towardsthe National System of Education.

3. Give a brief description of composition of Central Advisory Board of Education(CABE).

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16.8 SUGGESTED FURTHER READINGS

1. Aggarwal, J.C (2002) : Educational Administration, Supervision and SchoolOrganisation, Arya Book Depot, Karol Bagh, New Delhi.

2. Aggarwal, S.P (1992) : Educational Planning in India with a slant to EducationalFinancing and Administration, Concept, New Delhi.

3. Bhatnagar, R.P (1996) : Educational Administration, Anupurna, New Delhi.

4. Gakhar, S.C (2006) : Educational Management, N.M. Publication, Panipat.

5. Goel, S.L & Goel, Aruna (1994) : Education Policy and Administration, Deepand Deep Publications, New Delhi.

6. MHRD (1986) : National Policy on Education and Programme of Action, Govt.of India, New Delhi.

7. Ministry of Education (1964-66) : Education and National Development, Reportof Indian Education Commission, Govt. of India, New Delhi.

8. Mohanty, Jagannath (2005) : Educational Administration, Supervision and SchoolManagement, Deep and Deep Publications, New Delhi.

9. Mukerji, S.N : Education in India Today and Tomorrow.

10. Srivastava, B.D : Development of Modern Indian Education.

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LESSON NO. 17 UNIT - IV

COMPOSITION AND FUNCTIONS: - THE NATIONALCOUNCIL OF EDUCATIONAL RESEARCH AND TRAINING

(NCERT)

17.0 STRUCTURE

17.1 Introduction

17.2 Objectives

17.3 Objectives of NCERT

17.4 Composition of NCERT

17.5 Key Functions of NCERT

17.6 Let Us Sum Up

17.7 Unit End Exercises

17.8 Suggested Further Readings

17.1 INTRODUCTION

NCERT is concerned with all problems of school education through developingvarious programmes of research, publication, extension and training. NCERT works asthe academic wing of the Ministry of Education and social welfare and assists the ministryin the formulation and implementation of its policies and programmes in the field of schooleducation. In the present lesson you will have the detailed discussion about the growthand development of NCERT, its main objectives and the organizational structure. You willalso become familiar with some significant information about the main programme andactivities of NCERT as an apex agency of the Ministry of Human Resource Development,Government of India.

17.2 OBJECTIVES

After having studied this lesson you will be able to:

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Illustrate the growth and development of the National Council ofEducational Research and Training (NCERT)

Analyze the main objectives of National Council of Educational Researchand Training (NCERT)

Describe the composition of National Council of Educational Researchand Training (NCERT) as an apex organization of the Ministry of HumanResource Development, Government of India

Explain key functions of NCERT for the research and developmentdimensions of education

17.3 OBJECTIVES OF NCERT

The NCERT works as the academic wing of the ministry of Education and socialwelfare and assists the ministry in the formulation and implementation of its policies andprogrammes in the field of school education. Main objectives of the council are as under:

a) To undertake studies, investigation and surveys relating to school education.

b) To organize pre-service and in-service training mainly at an advanced level.

c) To disseminate improved educational techniques and good practices.

d) To act as a clearing house for ideas and information on all matters relating toschool education.

e) To study the issues and problems related to preschool education, elementaryeducation, non-formal education, education of the disabled, teacher education,education in science and mathematics, social sciences and humanities andsecondary education.

f) To develop teaching-learning materials in areas related to school education andteacher education.

g) To study issues and problems related to education of girls and to undertakedevelopmental activities for girls.

h) To assist and advise the States in in-service teacher education programmes.

i) To study issues and problems in science and mathematics education, undertakeresearch, develop prototype curriculum and instructional materials, design anddevelop science equipment.

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j) To conduct measurement and evaluation related to school education and to suggestmeasures for examination reform.

k) To conduct All India Educational Surveys for benefits of research workers andother agencies.

l) To promote computer education in schools and training institutions.

m) To coordinate the implementation of various externally assisted projects such aspopulation education, DPEP, SOPT, etc. in various States.

n) To give training to teacher educators, principals, administrators and teachers onthe contents and processes of school education.

o) To advise the MHRD on matters related to school education.

p) To keep liaison with international agencies like UNESCO, UNICEF, WORLDBANK, etc. for implementation of various projects.

q) To work for qualitative improvement of school education and teacher education.

r) To encourage innovation in school education, teacher education and education ofthe disabled.

s) To conduct, monitor and publish the results of NTS examination.

t) To run Kendriya Vidyalaya, Navodaya Vidyalaya, National Open Schools andother institutions and organizations financed by the MHRD.

u) To disseminate latest ideas and information on various aspects of school educationamong teachers, teacher educators and educationists.

With a view to achieve such objectives effectively, the council works in closecooperation with the education department in the states and the universities and generallywith all organizations in the country for furthering the objectives of school education.

Check Your Progress

Q.1. List out any six objectives of NCERT. What steps would you suggest to realize theseobjectives?

Ans._______________________________________________________________

___________________________________________________________________

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17.4 COMPOSITION OF NCERT

The NCERT was established as an autonomous organization in September 1961under the Societies Registration Act of 1860. It is concerned with all problems of schooleducation through developing various programmes of research, publication, extensiontraining. It is an autonomous organisation. It is the academic wing of the Department ofEducation, MHRD. It is headed by a Director. He is assisted by a Joint Director, a numberof Professors, Readers and Lecturers. Besides, there are various Field Advisers in differentStates.

It is fully financed by the ministry of education and acts as the principle academicadvisor to the ministry in matters relating to school education. It not only undertakesimplementation of the policies and programmes of the ministry, but also deals with specificproblems of educational importance on its own initiative. The union education ministers isthe president of the council. It has a general body on which all the state minister of educationare represented in addition to eminent educationists. Management of all the affairs andfunds of the council vests in the governing body or executive committee which is composedof officers of the council, representatives of the faculty of council, representatives of theministries of the education and finance, and eminent educationists. Its programmes arecarefully considered by a Programme Advisory Committee on which are representedseveral faculty members, representatives of state institutes of education and universitydepartments of education. It has several advisory committees for dealing with specificproblems in different fields like publications, science, etc. with men of repute and standingdrawn from all over the country. The functioning of NCERT is regulated by the articles ofits Memorandum of Association, and Rules and Regulations made under the Articles ofthe Memorandum.

NCERT has a large publishing house. It publishes model text books, hand books,guides \ books and children literature or supplementary reading materials. The publicationunit undertakes the publication of research monographs etc. the magnitude of the work ofthe public unit can be realized from the fact that it handled books worth 45 lakhs of rupeesduring the 1970-71. The guideline for the fixation of prices of books is to make the booksas cheap as possible. As such, all publications are sold on no-profit- no- loss basis.

NCERT possesses a production workshop with huge quantities of materials flowingin and flowing out. Hundreds of science kits are manufactured and sent out. Such production

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is reinforced and backed with massive developmental work. The estimated cost of theplant and machinery in the shops is about 40 lakhs of rupees and at any time hold materialsfor consumption worth lacks of rupees.

The success of the NCERT will depend on the extent to which it gains confidenceof the entire country and gets accepted by the professional group of various states in thefield of education. In this context, the Kothari Commission (1964-66) has very rightlysuggested, "it would, therefore, be desirable that there is a considerable interchange andflow of officers from the NCERT to state departments and vice versa. This could besecured by inviting selected officers from the state education departments to work in theNCERT on tenure appointments. Arrangements should also be made with the stategovernment under which officers of the NCERT could work in state education departmentsfor specified periods". Thus the NCERT should have a free flow of personnel havingnecessary experience and expertise between the NCERT and state education departments.

Besides, the council maintains close relations with similar national and internationalagencies through out the world. In order to implement its programmes efficiently it has notonly a large number of advisory bodies but also it has an array of executive as well asacademic institutions, departments and organizations through out the country. It alsomaintains a liaison with all the state governments through the network of offices of FieldAdvisers.

17.5 KEY FUNCTIONS OF NCERT

The state of affairs of education has been an issue of concern for every citizen ofIndia. The functions of NCERT relate to the changing needs of the country in the area ofschool education and teacher education. The National Council of Educational Researchand Training (NCERT) is an apex resource organisation set up by the Government ofIndia, with headquarters at New Delhi, to assist and advise the Central and StateGovernments on academic matters related to school education. In order to perform thefunctions the NCERT has to work in coordination with the SCERT in different States,State Education Departments and external agencies.

The NCERT has numerous academic and technical functions for improvement ofschool education which are as follows :

a) Research

As an apex national body for research in school education, the NCERT has taken

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up lead in performing the important functions of conducting and supporting research andoffering training in educational research methodology. The different Departments of theNational Institute of Education (NIE), Regional Institutes of Education (RIEs), CentralInstitute of Educational Technology (CIET) and Pandit Sunderlal Sharma Central Instituteof Vocational Education (PSSCIVE) undertake programmes of research related to differentaspects of school education. Besides conducting in-house research, the NCERT supportsresearch programmes of other institutions/organizations by providing financial assistanceand academic guidance. Assistance is given to scholars for publication of their Ph.D.theses. Research fellowships are offered to encourage studies in school education to createa research base for developmental, training and extension programmes and to create apool of competent research workers. It also organizes courses for educational researchworkers. The NCERT also organizes educational research in the country. It has computerfacilities for storing, processing and retrieval of data. It collaborates with internationalagencies in inter-country research projects.

b) Development

Developmental activities in school education constitute an important function ofthe NCERT. The major developmental activities include development and renewal ofcurricula and instructional materials for various levels of school education and makingthem relevant to changing needs of children and society. The innovative developmentalactivities include development of curricula and instructional materials in school educationin the area of pre-school education, formal and non-formal education, vocationalisation ofeducation and teacher education. Developmental activities are also undertaken in thedomains of educational technology, population education, and education of the disabledand other special groups.

c) Training

Another important aspects of NCERT's activities is the pre-service and in-servicetraining of teachers at various levels; pre-primary, elementary, secondary and highersecondary, and also in such areas as vocational education, educational technology, guidanceand counseling, and special education. The pre-service teacher education programmes atthe Regional Institutes of Education (RIEs) incorporate innovative features such as integrationof content and methodology of teaching, long-term internship of teacher trainees in theactual classroom setting, and participation of students in community work. The RIEs also

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undertake the training of key personnel of the states and of state level institutions andtraining of teacher educators and in-service teachers.

d) Publication and Dissemination

The NCERT publishes textbooks for different school subjects for Classes I toXII. It also brings out workbooks, teachers guides, supplementary readers, researchreports, etc. In addition, it publishes instructional materials for the use of teacher educators,teacher trainees and in-service teachers. These instructional materials, produced throughresearch and developmental work, serve as models to various agencies in States andUnion Territories. These are made available to state level agencies for adoption and/oradaptation. The textbooks are published in English, Hindi and Urdu.

For dissemination of educational information, the NCERT publishes six journals:The Primary Teacher is published both in English and Hindi and aims at giving meaningfuland relevant educational inputs to primary school teachers for direct use in the classroom;School Science serves as an open forum for discussion on various aspects of scienceeducation; Journal of Indian Education provides a forum for encouraging original andcritical thinking in education through discussion on current educational issues; IndianEducational Review contains research articles and provides a forum for researchers ineducation; and Bharatiya Adhunik Shiksha(published in Hindi) provides a forum forencouraging critical thinking in education on contemporary issues and for dissemination ofeducational problems and practices. Besides these, a house journal called NCERTNewsletter is also published in English and Hindi. The title of the Hindi version of thenewsletter is Shaikshik Darpan.

e) Exchange Programmes

The NCERT interacts with international organisations such as UNESCO, UNICEF,UNDP, NFPA and the World Bank to study specific educational problems and to arrangetraining programmes for personnels from developing countries. It is one of the AssociatedCentres of APEID. It also acts as the Secretariat of the National Development Group(NDG) for Educational Innovations. The NCERT has been offering training facilities, usuallythrough attachment programmes and participation in workshops, to educational workersof other countries. The NCERT also acts as a major agency for implementing the BilateralCultural Exchange Programmes entered into by the Government of India with the

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governments of other countries in the fields of school education and teacher education bysending delegations to study specific educational problems relevant to Indian requirementsand by arranging training and study visits for scholars from other countries. Educationalmaterials are exchanged with other countries. On request, the faculty members are deputedto participate in international conferences, seminars, workshops, symposia, etc.

f) Extension

The NCERT has comprehensive extension programmes in which variousDepartments of the NIE, RIEs, CIET, PSSCIVE and the offices of the Field Advisers inthe states are engaged in various ways. It works in close collaboration with various agenciesand institutions in the states and also works extensively with Extension Service Departmentsand Centres in teacher training colleges and schools with the purpose of providing assistanceto various categories of personnel, including teachers, teacher educators, educationaladministrators, question-paper setters, textbook writers, etc. Conferences, seminars,workshops and competitions are organised as regular on-going programmes as a part ofthe extension activities. Several programmes are organised in rural and backward areas inorder to reach out to the functionaries in these areas where special problems exist andwhere special efforts are needed. Special programmes are organised for the education ofthe disadvantaged sections of the society. The extension programmes cover all States andUnion Territories of the country.

Check Your Progress

Q.1. Describe any four functions of National Council of Educational Research andTraining (NCERT) with specific focus on the issues of educational research.

Ans.________________________________________________________________________

____________________________________________________________________

17.6 LET US SUM UP

Dear students, from the foregoing discussion you came to know about the growthand development of National Council of Educational Research and Training (NCERT)since its inception. You also came across with various aims and objectives of NCERT withspecific focus on its significance at national and state level. A Detailed description of itsvarious functions and programmes at state and national level has also been given with

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regard to some major as well as minor activities being organised by NCERT. A thoroughreading of this lesson will certainly make you well informed about various aspects NationalCouncil of Educational Research and Training (NCERT).

17.7 UNIT END EXERCISES

1. Give a brief description of growth and expansion of NCERT since its establishment

2. Describe main objectives of NCERT with specific mention of its relevance toacademic and research issues.

3. Discuss main functions of National Council of Educational Research and Training(NCERT) in context of innovative training and exchange programmes.

4. Give a brief description of major functions of National Council of EducationalResearch and Training (NCERT) with relevant illustrations.

17.8 SUGGESTED FURTHER READINGS

1. Aggarwal, J.C (2002) : Educational Administration, Supervision and SchoolOrganisation, Arya Book Depot, Karol Bagh, New Delhi.

2. Aggarwal, S.P (1992) : Educational Planning in India with a slant to EducationalFinancing and Administration Concept, New Delhi.

3. Bhatnagar, R.P (1996) : Educational Administration, Anupurna, New Delhi.

4. Gakhar, S.C (2006) : Educational Management, N.M. Publication, Panipat.

5. Goel, S.L & Goel, Aruna (1994) : Education Policy and Administration, Deepand Deep Publications, New Delhi.

6. Mohanty, Jagannath (2005) : Educational Administration, Supervision and SchoolManagement, Deep and Deep Publications, New Delhi.

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LESSON NO. 18 UNIT-IV

COMPOSITION AND FUNCTIONS : UNIVERSITYGRANTS COMMISSION (UGC)

18.0 STRUCTURE

18.1 Introduction

18.2 Objectives

18.3 Growth and Developmment of UGC

18.4 Objectives of UGC

18.5 Composition of UGC

18.6 Key Functions of UGC

18.7 Let Us Sum Up

18.8 Unit End Exercises

18.9 Suggested Further Readings

18.1 INTRODUCTIONThe University Grants Commission is the body through which the Government of

India discharges its constitutional functions of promoting, co-ordinating, and maintainingstandards of higher education in the country. The main function of the University GrantsCommission (UGC) is to ensure the promotion and co-ordination of university educationand the determination and maintenance of standards of teaching, examination and researchin universities. In the present lesson you will have the detailed deliberations on growth anddevelopment of U.G.C., its main objectives and the composition. You will also comeacross with information about the key functions of University Grants Commission (UGC)as a key agency for looking after standards of higher education in India.18.2 OBJECTIVES

After having studied this lesson you will be able to :

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Understand the growth and development of University Grants Commission (U.G.C.)

Analyze the main Objectives of University Grants Commission (U.G.C.)

Illustrate the composition of University Grants Commission (U.G.C.) as an agencyof coordination and maintenance of higher education standards of India

Describe key functions of University Grants Commission (U.G.C.)

18.3 GROWTH AND DEVELOPMENT OF UGCBefore Independence an advisory agency named as Inter University Board set by

Indian Universities was set up to ensure coordination and maintenance of educationalstandards in the field of higher education. This was taken over by University GrantsCommittee set up in 1945 in the response of the Sargent Report. From a Committee, itbecame a Commission in 1953 through an executive order of the Government of Indiabased upon the recommendation of the University Education Commission (1948-49) forthe purpose of allocation and disbursement of grants to the Universities as well as for thepurpose of co-ordination and maintenance of standards of higher education in India.. Itconsists of a full time Chairman, a Secretary and nine members generally selected fromamong eminent educators and administrators of the country. With the passage of UniversityGrants Commission Bill, 1956 of Parliament, it became a Statuatory Body when Sh. C.D. Deshmukh was appointed its first Chairman.

The New Education Policy (1986) suggested the creation of national body onHigher Education. It recommended that "In the interest of greater co-ordination andconsistency in policy, sharing of facilities and developing inter-disciplinary research, anational body covering higher education in general, agricultural, medical, technical, legaland other professional fields will be set-up."

The National Policy Education Review Committee (NPERC) did not agree withthis view. The CABE Committee on Policy agreed with NPERC. Following NPE, theDepartment of Education initiated the process of consultation with Planning Commission,the UGC and other Ministries concerned like Agriculture and Health. All these organizationsexpressed reservations about the proposal to set up an apex body as they felt that such abody would erode the autonomy of existing institutions.

18.4 OBJECTIVES OF UGCThe main aim of the University Grants Commission, U.G.C. as it is popularly

called, is to ensure the promotion and co-ordination of university education and the

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determination and maintenance of standards of teaching, examination and research inuniversities. Some main objectives of U.G.C. are listed as below :

to advise the Central Government on problems connected with the co-ordinationof facilities and the maintenance of standards in universities and to take suchexecutive action as may be necessary in that behalf;

to enquire into the financial needs of universities and to advise the CentralGovernment on the allocation of funds, for grants-in-aid to them;

to take all necessary executive action in the matter of deciding on the grants to theuniversities and in disbursing them out of funds placed at the disposal of theCommission;

to advise any authority, if such advice is asked for, on the establishment of newuniversity or on· proposals connected with the expansion of the activities of anyexisting university;

to advise the Central Government or any university on any question which may bereferred to the Commission by the Central Government or the University as thecase may be;

to advise the Central Government or a State Government in regard to therecognition of any degree conferred or granted by a University for the purpose ofemployment under the Central Government or the State Government or for anyother purpose;

to advise universities on measures necessary for the reform and improvement ofUniversity Education; and

to undertake such other duties and functions as may be prescribed or deemed bythe Government of India for advancing the cause of higher education in India or asmay be incidental or conducive to the attainment of the above objectives.

Check Your Progress

Q.1. Illustrate the growth and development of UGC as an agency of co-ordination andmaintenance of higher education standards of India.

Ans._______________________________________________________________

___________________________________________________________________

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Q.2. List out any five objectives of U.G.C.

Ans._______________________________________________________________

___________________________________________________________________

18.5 COMPOSITION OF UGC

UGC Act, 1956 provided for a Chairman and 9 members. The nine memberswere to be distributed as: not more than three should be from amongst the Vice-Chancellorsof the Universities, two members from amongst the Officers of the Union Government torepresent the Government; the remaining members were to be eminent educationists.

The Committee of the Members of Parliament (Sapru Committee) suggestedstrength of 15 members of whom at least 5 members should be full time and serving Vice-Chancellors should not be the members. The UGC Act was amended in 1968 and then in1972. According to the Amended Act, UGC consists of 12 members excluding a Chairmanand Vice-Chairman. The other members are drawn from:

(a) Officers of the Central Government,

(b) Teachers of the Universities, and

(c) Experts in the areas of Agriculture, Industry, Medical, Commerce, etc.

The National Policy Education Review Committee (NPERC) suggested in linewith the Sapru Committee the creation of full time members. In the opinion of the Committee,the Commission should consist of at least five full time members apart from the Chairmanand Vice-Chairman, with specialization in specific areas - teaching, research, extension,management and finance. This was not endorsed by CABE Committee. To quote CABECommittee "The NPERC suggested a change in the structure of the UGC by providing forat least five full-time Members, apart from the Chairman and Vice-Chairman, withspecialization in the specific areas of teaching, research, extension, management and finance(R. No. 200). Though the UGC Act was indeed amended in 1971 to provide for threefull-time Members the amendment was later repealed as it was felt that it would not bedesirable to have two categories of members, viz., full-time Members and part-timeMembers, with the latter having, by implication, lower role and status as compared to full-time Members. We appreciate this point of view and feel that there is no need forappointment of full-time Members."

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Both the NPERC and CABE Committee suggested the setting up of regional offices allover India.

Check Your Progress

Q.1. Illustrate the composition of UGC with a brief description of its historicalperspective.

Ans._______________________________________________________________

___________________________________________________________________

18.6 KEY FUNCTIONS OF UGC

The main function of the University Grants Commission, U.G.C. as it is popularlycalled, is to ensure the promotion and co-ordination of university education and thedetermination and maintenance of standards of teaching, examination and research inuniversities. In pursuance of this, the U.G.C. continues to give full grants to the CentralUniversities and also for the development grants approved by the Commission. Grantsare also given to State Universities for their various development projects. The U.G.C.also renders assistance for the development of existing post-graduate departments andestablishments of new ones in various universities and colleges. It contributes liberallytowards the improvement of salary scales of teachers, construction of students' hostelsand staff quarters and institution of fellowships and scholarships for post-graduate work.With a view to promoting researches not only a large number or junior and senior fellowshipsare given by the U.G.C., a number of grants are paid to universities to enable teachers andresearch workers to visit centres of learning in the country in pursuance of their work andto obtain specialised training in their respective fields. Similarly, grants are given to suchresearch workers and teachers for the purchase of books and journals to be used asreferences.

During recent years, a scheme has been introduced for utilizing the services ofretired teachers. Under the scheme, outstanding teachers are given assistance to continuetheir teaching/research after superannuation. The scheme of Exchange of Teachersimplemented by the U.G.C. provides a university with grants ranging from Rs.10,000 toRs.15,000 to enable it to invite teachers or experts from other universities or centres oflearning to deliver lectures, conduct seminars, or advise research workers. Besides,assistance from a number of foreign agencies and countries is made available to the

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universities through the U.G.C. Such assistance helps developing the programmes ofteaching and research in various fields of the universities. Foreign aid programmes areoperated by the U.G.C. in collaboration with the Department of Economic Affairs, theMinistry of Finance and other Union Ministries concerned. Such assistance usually comesfrom the foreign countries like, U.K., U S.A. and France for the benefit of the universitiesunder the specific agreements entered into by the Government of India. Exchange of visitsby educationists, teachers and scholars between India and other countries is arranged bythe U.G.C. under the programmes of cultural exchange finalized by the Government ofIndia with the Government of the countries concerned. Reports are normally receivedfrom the participants in the programmes and requisite action is taken on the reactions andrecommendations made therein.

Kothari Commission has rightly remarked that the U.G.C. should represent entirespectrum of higher education. It should be professionally concerned and adequatelyequipped to deal with all its problems. Because in the modern world no discipline can befully developed in isolation from the main stream of academic life. Agriculture, technology,medical sciences and teaching will all be richer for being part of this broad stream and bybeing concerned with the problems and needs of one another. The Commission also havefully supported the recommendation of the Committee of the Members of the Parliamentof Higher Education that all higher education should be regarded as an integrated whole,that professional education cannot be completely divorced from general education andthat it is essential to bring all higher education, including agriculture, engineering and medicine,within the purview of the U.G.C. This should be the ultimate objective, which was alsopointed out by the University Education Commission more than two decades ago.

The Kothari Commission (1964-66) has also suggested some measures forimprovement of its functioning. Important of them are as follows:

i) It is not desirable that Government should deal direct with the Universities. It isalways a great advantage to interpose between the Government and the universities,a committee of persons selected for their knowledge and standing.

ii) U.G.C. type of organisation should be set-up for dealing with technical, agriculturaland medical education.

iii) For purposes of co-ordination there should be a certain overlapping membershipbetween the U.G.C. and the U.G.C. type organizations.

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iv) It will be advisable for the U.G.C. to adopt a practice of working through anumber of standing committees set-up to deal with important responsibilitiesentrusted to it.

v) It is essential that U.G.C. should inspect the universities more frequently andmore intensively.

The Commission has been bringing out publications from time to time regardingthe development of University and collegiate education in the country. The reports ofvarious committees, conferences and seminars convened to consider important problemsrelating to teaching, research and allied matters in the field of higher education are publishedby the U.G.C.

18.7 LET US SUM UP

Dear readers, through the foregoing discussion you came across with the historicalgrowth and development of University Grants Commission (U.G.C.) since its inception.You also came to know about various aims and objectives of University Grants Commission(U.G.C.) with specific focus on improving standards of higher education in India. Youhave been made aware through this lesson about the composition of University GrantsCommission (U.G.C.) alongwith some recommendations of various committees andcommissions. I am sure a thorough reading of this lesson makes you well informed aboutvarious aspects of University Grants Commission (U.G.C.).

18.8 UNIT END EXERCISES

Q1. Give a brief description of genesis and expansion of U.G.C.

Q2. Describe main objectives of U.G.C. with specific mention of its relevance toadministrative issues.

Q3. Discuss main functions of University Grants Commission (U.G.C.) in context ofResearch and cultural exchange programmes.

18.9 SUGGESTED FURTHER READINGS

1. Aggarwal, J.C (2002) : Educational Administration, Supervision and SchoolOrganisation, Arya Book Depot, Karol Bagh, New Delhi.

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2. Aggarwal, S.P (1992) : Educational Planning in India with a slant to EducationalFinancing and Administration, Concept Publications, New Delhi.

3. Bhatnagar, R.P (1996) : Educational Administration, Anupurna, New Delhi.

4. Gakhar, S.C (2006) : Educational Management, N.M. Publication, Panipat.

5. Goel, S.L & Goel, Aruna (1994) : Education Policy and Administration, Deepand Deep Publications, New Delhi.

6. Mohanty, Jagannath (2005) : Educational Administration, Supervision and SchoolManagement, Deep and Deep Publications, New Delhi.

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LESSON NO. 19 UNIT-IV

COMPOSITION AND FUNCTIONS : NATIONALINSTITUTE/UNIVERSITY OF EDUCATIONAL PLANNING

AND ADMINISTRATION (NIEPA)/NUEPA

19.0 STRUCTURE

19.1 Introduction

19.2 Objectives

19.3 Growth and Development of NUEPA

19.4 Objectives of NUEPA

19.5 Composition of NUEPA

19.6 Key Functions of NUEPA

19.7 Let Us Sum Up

19.8 Unit End Exercises

19.9 Suggested Further Readings

19.1 INTRODUCTION

The National Institute of Educational Planning and Administration (NIEPA), anapex body of the Ministry of Human Resource Development, Government of India, is apremier organization dealing with capacity building and research in planning and managementof education not only in India but also in South Asia. It has been recognized for its pioneeringwork in the field of educational planning and administration, is actively engaged ineducational research, training and consultancy. The Government of India has empoweredit to award its own degrees by way of conferring it the status of Deemed to be Universityin August, 2006. Since then it is popularly known as National University of Educational

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Planning and Administration (NUEPA).In the present lesson you will have the detaileddeliberations on the growth and development of NUEPA, its main objectives and thecomposition. You will also come across with information about the key functions of NUEPAas an apex organisation of the Ministry of Human Resource Development, Government ofIndia.

19.2 OBJECTIVESAfter having studied this lesson you will be able to :

Understand the growth and development of National Institute ofEducational Planning and Administration (NUEPA)Analyze the main objectives of National Institute of Educational Planningand Administration (NUEPA)Describe the composition of National Institute of Educational Planningand Administration (NUEPA) as an apex organization of the Ministry ofHuman Resource Development, Government of IndiaExplain key functions of NUEPA for the capacity building, research andprofessional support services to governments

19.3 GROWTH AND DEVELOPMENT OF NUEPA

The National University has its origin dating back to 1962 when the UNESCOestablished the Asian Regional Centre for Educational Planners and Administrators whichlater became the Asian Institute of Educational Planning and Administration in 1965. After4 years of its existence, it was taken over by the Government of India and renamed as theNational Staff College for Educational Planners and Administrators. It has been the apextraining institute in our country for educational planners and administrators. Subsequently,with the increased roles and functions of the National Staff College, particularly in capacitybuilding, research and professional support services to governments, it was again renamedas the National Institute of Educational Planning and Administration (NIEPA) in 1979.

In recognition of the pioneering work done by the organization in the field ofeducational planning and administration, the Government of India have empowered it toaward its own degrees by way of conferring it the status of Deemed to be University inAugust, 2006. The National University of Educational Planning and Administration, NewDelhi is popularly known as NUEPA Like any Central University, NUEPA is fully maintainedby the Government of India.

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19.4 OBJECTIVES OF NUEPA

NUEPA has reorganized itself and drawn up its perspective plan which providesbroad guidelines for its development over the next decades. Its main areas of activityconsist of:

Training Educational Planners and Administrators Promotion of ResearchDiffusion of InnovationsProviding Consultancy Services.

NUEPA works with various objectives as mentioned below :-

To undertake, aid, promote and co-ordinate research in various aspects ofeducational planning and administration and allied disciplines, including comparativestudies in planning techniques and administrative procedures in the different Statesof India and in other countries of the world;

To provide academic and professional guidance to agencies, institutions andpersonnel engaged in educational planning and administration;

To offer M. Phil, Ph. D. and Post-Doctoral Programmes and award degrees ineducational planning, educational administration, educational finance, comparativeeducation, school education, higher education, professional education, policyresearch, gender in education, discrimination in education, education andglobalization, educational management and information system, etc.;

To act as a clearing house of ideas and information on research, training andextension in educational planning and administration services and otherprogrammes;

To prepare, print and publish papers, periodicals and books in furtherance ofthese objectives and especially to bring out a Journal on Educational Planning andAdministration;

To organize training, conferences, workshops, meetings, seminars and briefingsessions for educational personnel of the Central and State Governments andUnion Territories;

To offer, on request, consultancy service to Governments, including State

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Governments, educational institutions and institutions/organizations in India &abroad.

To organize orientation and training programmes and refresher courses for teacher-educators and for University and College Administrators engaged in educationalplanning and administration;

To organize orientation programmes, seminars and discussion groups for personsincluding legislators in the field of educational planning and administration at thelevel of policy making in Central and State Governments;

To award consultancy work/services to other organizations/individuals;

To collaborate with other agencies, institutions and organizations, including theUniversity Grants Commission, the Universities, Institutes of Management andAdministration and other allied institutions in India and abroad, in such a way asmay be considered necessary for the promotion of these objectives;

To provide, on request, facilities for training and research in educational planningand administration to other countries, especially of the Asian Region, and collaboratewith them in programmes;

To offer fellowships, scholarships and academic awards in furtherance of theobjects of the National University;

To confer honorary fellowships on eminent educationists for their contribution inthe field of educational planning and administration;

To undertake extra-mural studies, extension programmes and field outreachactivities to contribute to the development of society;

To disseminate and advance knowledge by providing instructional, research andextension facilities in such branches of learning as it may deem fit and to provide tostudents and teachers the necessary facilities and atmosphere for the promotionof innovations in education leading to restructuring of courses, new methods ofteaching and learning, and integral development of personality, studies in variousdisciplines, inter-disciplinary studies, and National Integration & InternationalUnderstanding;

To conduct the above-mentioned programmes and courses in its off - Campuses,and off-shore campuses; and

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To do or perform all such other acts, functions and things as may be deemednecessary, desirable or incidental by the National University in furtherance of theabove objectives of the National University.

Check Your Progress

Q.1. Illustrate with a flow chart the growth and development of NUEPA as an apexbody of the Ministry of Human Resource Development, Government of India .

Ans.________________________________________________________________

___________________________________________________________________

Q.2. List out any five objectives of NUEPA.

Ans.________________________________________________________________

___________________________________________________________________

19.5 COMPOSITION OF NUEPA

The National University of Educational Planning and Administration (NUEPA),established by the Ministry of Human Resource Development, Government of India, is apremier organization dealing with capacity building and research in planning and managementof education not only in India but also in South Asia.

The National University of Educational Planning and Administration (NUEPA),comprises ten Departments, which are:(i) Department of Educational Planning;(ii) Department of Educational Administration;(iii) Department of Educational Policy;(iv) Department of Educational Finance;(v) Department of School and Non-formal Education;(vi) Department of Higher & Professional Education;(vii) Department of Comparative Education & International Cooperation;(viii) Department of Inclusive Education;(ix) Department of Educational Management Information System(x) Department of Foundations of Education;

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It has an outstanding multi-disciplinary faculty and a library which is well stockedwith a large number of books, national and international journals and official documents inthe area of educational planning and administration.In addition to its multifarious activities,the National University offers Full-time Integrated M.Phil.-Ph.D., Full-time Direct Ph.D.and Part-time Ph.D. programmes in educational policy, planning and administration froma broader inter-disciplinary social science perspective. The research programmes of NUEPAcover all levels and types of education from both national and international developmentperspectives.

Chancellor

Vice-Chancellor

NUEPA COUNCIL (Headed by Hon’ble Union Minister of HRD)

Board of Management

SUPPORT SERVICES i) Library and

Documentation Centre ii) Computer Centre iii) Publication Unit iv) Cartography cell v) Hindi Cell vi) Training Cell vii) Hostel

Registrar

DEPARTMENTS (i) Department of Educational

Planning; (ii) Department of Educational

Administration; (iii) Department of Educational

Policy; (iv) Department of Educational

Finance; (v) Department of School and

Non-formal Education; (vi) Department of Higher &

Professional Education; (vii) Department of Comparative

Education & International Cooperation;

(viii) Department of Inclusive Education;

(ix) Department of Educational Management Information System

(x) Department of Foundations of Education;

ADMINISTARTION i) Academic Administration

Section ii) Personal Administration

Section iii) General Administration

Section iv) Finance and Accounts

Section

ADMINISTRATION

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19.6 KEY FUNCTIONS OF NUEPA

The National University of Educational Planning and Administration (NUEPA) isactively engaged in educational research, training and consultancy. Its core activities include:Full-time M.Phil. Programme, Full-time & Part-time Ph.D. Programmes, National leveland International level Diploma Programmes, training of educational planners andadministrators; research; consultancy services at national and international levels; clearinghouse for dissemination of knowledge and information; and providing a forum for exchangeof views and experiences between practicing educational administrators, planners andacademics. NUEPA also sponsors research in educational planning, policy andmanagement.

NUEPA offers, every year, about four dozen professional programmes. It includeslong-term and short-term training programmes, seminars, and conferences, meetings withsenior national and international education policy-makers, planners and administrators. Itoffers two (six-month) diploma programmes in educational planning and administration -one each for the national and international participants. On an average, each year, aboutthousand five hundred senior planners and administrators participate in these programmes.NUEPA uses a combination of modern methodologies in training delivery includingstructured presentations, practical work, syndicate work, case studies, group discussionsand modern audio-visual methods. All training programmes are supported by professionallydeveloped training material.

The National University of Educational Planning and Administration, New Delhi ispopularly known as NUEPA. It is the apex training institute in our country for educationalplanners and administrators. In order to discharge its functions properly, NUEPA hasreorganized itself and drawn up its perspective plan which provides broad guidelines forits development over the next decades. Its main areas of activity consist of: (1) trainingeducational planners and administrators (2) research (3) diffusion of innovations (4)consultancy services.

The NUEPA performs mainly six types of functions which are mentioned below:(a) Training(b) Research(c) Innovation

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(d) Consultancy Service(e) Publication(f) Collaboration

The detailed descriptions of the key functions of NUEPA are as under:-

1. Training :

NUEPA organizes a large number of seminars and workshops and trainingprogrammes each year for various educational functionaries of India on educationalplanning and administration. The seminars and workshops are intended to generatediscussion and provide forums for preparation of work plans on important issuesconcerning educational policies and programmes and their implementation. Thetraining programmes are generally aimed at sensitizing for Indian personnel andOverseas Personnel to new educational management enhancing their capabilitiesand bringing about an attitudinal change in them with a view to having greaterefficiency in educational planning and administration. NUEPA is also engaged inthe organisation of diploma courses in educational planning and administrationand associative courses for post-doctoral work.

There are a few diploma courses organized by NUEPA. One of them is Diplomain Educational Planning and Administration (DEPA). It is a six month pre-inductionprogramme for district education officer who have either been newly recruited orpromoted or are likely to be promoted as such in near future. Out of six monthperiod three months are spent by the trainees on intensive curricular work in NUEPAand the remaining three months are spent on e supervised project work on thejob. The curricular work in NUEPA lays stress on various themes like moderntechniques of inspection and supervision, horizontal and vertical linkages,involvement of community education norms for opening schools, mobilization andutilization of resources, district and block level planning, formulation of projectsand district level plans, monitoring and evaluation etc. there are also field visits,practicums and syndicate work.

2. Research :

One of the major thrusts of NUEPA is its research programme. This programmeis intended on one hand, to link research and training so that the former serves asa vital input into the institute's various training programmes and on the other to

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provide a useful aid to policy-makers, planners and educational administrators intheir decision-making and chalking out the future course of action.The NUEPA'sresearch activities are varied and includes surveys, analytical studies and researchprojects having policy implications for different sectors of education. While someof the researches carried out by it are basic and fundamental in nature, someothers are formative or summative in character.

3. Innovation :

In order to serve as a catalytic agent in the matter of diffusion of innovative practicesadopted by various states in the area of educational planning and administration,the NUEPA in 1982 undertook an in-depth study of the innovative Rapport-Based Programme of school complexes in Maharashtra. The study is particularlyrelevant in the context of the challenging task that lies before the schools, to achieveuniversalisation of elementary education, increasing the rate of retention of pupils,improving the quality of education and optimum utilization of available resources.National University of Educational Planning and Administration (NUEPA) hasreflected Its main concern for creating innovative practices in the field of educationalplanning and administration to orient educational planners and administrators.

4. Consultancy :

NUEPA has provided consultancy services to various states and UTs forreorganization of their departments of education. Particular mention may be madeof the service rendered by it to Sikkim, Jammu and Kashmir and Dadra andNagar Haveli and many other states and UTs. It has evolved norms for openingand upgrading of schools, transfer of teachers, construction of school buildingsetc.. It has evolved a model financial code for the universities of India. It hasevolved a comprehensive scheme of monitoring and evaluation of theseprogrammes. Several faculty members providing their expert services to variousorganizations, states governments, central governments and other agencies likeUNESCO in different aspects of educational planning and management. NUEPAalso gives advices to the Government of India from time to time on mattersrelating to decentralization of educational planning and management, universalizationof elementary education, removal of adult illiteracy, monitoring and evaluation ofeducational programmes etc..

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5. Publication :

National University of Educational Planning and Administration has taken a leadin the publication of relevant materials for educational planners and administrators.Its main function is to bring out publications relating to educational planning andadministration and also to publish quarterly journal/periodicals, research papersand occasional papers on different aspects of school education, higher educationand University education. Some of the publications on which the institute is currentlyworking are an Atlas of Indian school education, Atlas of Tribal literacy, Five yearplans on education, and government support for higher education and research.

The institute has been bringing out a quarterly journal providing information andideas on training, research and extension in the field of educational planning andadministration including articles, summaries, documents and books abstracts, etc...The NUEPA has taken up a new venture of preparing a series of books on differentissues of educational planning and administration in India.

6. Collaboration :

To have collaborations with various other agencies and bodies is the key functionof National University of Educational Planning and Administration. NUEPA hasclose links with key level national organizations such as the University GrantsCommission (UGC), National Council of Educational Research and Training(NCERT), Council of Scientific and Industrial Research (CSIR), PlanningCommission, Indian Institute of Public Administration (IIPA), Indian Council forSocial Science Research (ICSSR), National Institute of Applied ManpowerResearch, Kendriya Vidyalaya Sangathan (KVS) and Central Board of SecondaryEducation (CBSE) etc.. The main purpose of having collaborations is to take fulladvantage of the resources and expertise of various experts in the field ofeducational planning and administration for its furtherance.

The NUEPA has also been organizing several programmes for overseas participantstoo. These include Regional workshops on educational future and long termeducational planning sponsored by UNESCO regional office, Bangkok, seminaron contribution of education to new international order sponsored by IIEP, Parisand inter country workshop on exchange of experiences in the field of educationalfacilities. It organized in Bangkok at the instance of UNESCO a training programme

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for Rectors of teacher training colleges in Thailand on the subject of resourceutilization. It also organized a two and a half month programme in Delhi for senioreducation officer and Papua New Guinea which was sponsored by common wealthsecretariat, London and another programme of three months duration for Srilankaeducational personnel has also been held by NUEPA in 1983. A programme forAsian trainees was also held last year in collaboration with IIEP, Paris. It has beenorganizing a series of orientation programmes for supervisors and curriculumconsultants in social studies from USA on Indian history and culture, in collaborationwith USFEI for past few years.

Check Your ProgressQ.1. Illustrate the composition of NUEPA with a brief description of its administrative

structure.Ans.__________________________________________________________________________________________________________________________________Q.2. Describe any three functions of NUEPA with specific focus on the issues of

educational administration.Ans.__________________________________________________________________________________________________________________________________19.7 LET US SUM UP

Dear students, through the foregoing discussion you came across with the growthand development of National University of Educational Planning and Administration(NUEPA) since its inception. You also came to know about various aims and objectivesof NUEPA with specific focus on its significance at national and state level. A glimpse of itsvarious functions at state and national level has also been given with illustrative descriptionof some major as well as minor activities being organised by NUEPA. I am sure a thoroughreading of this lesson makes you well informed about various aspects of National Universityof Educational Planning and Administration (NUEPA).19.8 UNIT END EXERCISES1. Give a brief description of growth and expansion of NUEPA since its inception.2. Describe main objectives of NUEPA with specific mention of its relevance to

administrative issues.

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3. Discuss main functions of National University of Educational Planning andAdministration (NUEPA) in context of innovative practices and publication.

4. Give an outline of major administrative functions of NUEPA with illustrations.

19.9 SUGGESTED FURTHER READINGS

1. Aggarwal, J.C (2002) : Educational Administration, Supervision and SchoolOrganisation, Arya Book Depot, Karol Bagh, New Delhi.

2. Aggarwal, S.P (1992) : Educational Planning in India with a slant to EducationalFinancing and Administration, Concept, New Delhi.

3. Bhatnagar, R.P (1996) : Educational Administration, Anupurna, New Delhi.

4. Gakhar, S.C (2006) : Educational Management, N.M. Publication, Panipat.

5. Goel, S.L. & Goel, Aruna (1994) : Education Policy and Administration, Deepand Deep Publications, New Delhi.

6. Mohanty, Jagannath (2005) : Educational Administration, Supervision and SchoolManagement, Deep and Deep Publications, New Delhi.

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LESSON NO. 20 UNIT-IV

DISTRICT INSTITUTE OF EDUCATION AND TRAINING(DIET)

20.0 STRUCTURE

20.1 Introduction

20.2 Objectives

20.3 Historical Background

20.3.1 Functions of DIET

203.2 Functions of Academic Branches of DIET

20.3.3 Role of DIET

20.4 Questions For Self-Evaluation

20.5 Let Us Sum Up

20.6 Unit End Exercises

20.7 Suggested Further Readings

20.1 INTRODUCTION

In order to overhaul the teacher education programmes in the country, the MHRD(Ministry of Human Resource Development) has evolved the centrally sponsored schemesfor the orientation of primary school teachers, secondary school teachers, college anduniversity teachers, the agency which is responsible for providing pre-service and in-service education to elementary school teachers, non-formal and adult education instructorsis termed as DIET.

20.2 OBJECTIVES

To make the students aware of DIETs.

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To give them the knowledge of the functions of DIET.

To give them the knowledge of historical background of Diets.

To give them knowledge of functions of academic branches of DIET.

To explain them the role of DIET.

20.3 HISTORICAL BACKGROUND

National Policy on Education (1986) states DIET will be established with thecapability to organize pre-service and in-service courses for elementary school teachersand for the personnel working in non-formal and adult education.

Programme of Education (1986) observes keeping in view the central place ofteacher education, NPE calls for its overhaul as first, step towards educationalreorganization. It is envisaged that selected institutions would be developed as DistrictInstitute of Education and training both for pre service and in-service courses of elementaryschool teachers and for continued education of the personnel working in non-formal andadult education programmes. The DIET would be the major agency to conduct theprogramme of in-service education for primary teachers.

20.3.1 Functions of DIET

According to Ram Murti Committee Report following are the functions of DIET.

(1) Early Childhood Care and Education (ECCE)

(2) Women’s education with stress on giving a gender perspective to theentire educational process.

(3) Examination reforms, modularization, multiple entry and exit points.

(4) Vocationalisation of the entire educational process.

(5) Universalisation of elementary education.

(6) Education for promoting equity and social justice among SCs/STs andother educationally backward sections of society, including minorities.

A. Academic and Resource Support to the elementary education and adult educationsystem within district in other ways e.g. by :

(1) Extension activities and interaction with field.

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(2) Development of locally relevant available materials, teaching aids,

evaluation tools etc.

(3) Serving as an evaluation centre for elementary schools and programmes of non-formal education.

(4) Provision of services of a resource and learning centres to teachersand instructors.

B. Training and Orientation of the following groups :

(1) Headmasters, heads of school complexes and officers of educationdepartment;

(2) Elementary school teachers (both pre-service and in-service teachereducation).

(3) Instructors and supervisors of non-formal and adult-education.

(4) Resource persons - who will conduct suitable programmes for the target groupsat the centres other than DIETs.

(5) Members of District Boards of Education (DBEs), Village EducationCommittees (VECs), Community leaders, youth and other volunteerswho wish to work in the educational activities.

C. Action Research and Experimentation to deal with specific problems of districtin achieving the objectives in the areas of elementary and adult education.

20.3.2 Functions of Academic Branches of DIET

DIET has 7 Academic Branches :

(1) Pre-service Teacher Education Branch

(2) Educational Technology Branch

(3) District Resource Unit

(4) Curriculum Material Development and Evaluation Branch

(5) Work-Experience Branch

(6) In-service programmes, Field Interaction and Innovation Coordination.

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(7) Planning and Management Branch.

1. Pre-service Teacher Education (PSTE) Branch

A To serve as a nodal branch for the following :

(1) Propagation of (a) learner-centred education (b) education for personalitydevelopment including values and cultural development (c) throughtraining, extension, preparation of suitable teaching aids, action research etc.

(2) Providing guidance and counseling services to schools/Non-FormalEducation Centres of the District.

(3) General matters related with teaching methodology and specific methodsdealing with teaching methodology of the school subjects representedin the branch.

(4) Education of handicapped children and gifted children.

(5) All matters related to learning by children of disadvantaged groups.

(6) Organisation of pre-service course for elementary school teachersincludes admission, instruction and evaluation) and to provide input insuch academic subjects.

B. To conduct such in-service programmes contents of which are relatedexclusively to the subject represented in the branch.

C. To provide input into programmes and activities of all other branches of theinstitutes related with subjects or areas handled or represented with branch suchas.

(1) In-service programmes for elementary teachers.

(2) Training programmes for NFE (Non-Formal Education) personnel.

(3) Development of locally relevant curriculas, teaching learning material,low cost teaching, aids, testing and evaluation tools, techniques etc.

(4) Field interactions including extension activities.

(5) Action research, especially to improve learning by disadvantaged groupsand in education of gifted.

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D. To promote and support co-curricular activities in areas related toliterature, science fairs, visual and performing arts, sports, physicaleducation competitions, yoga, hobbies etc.

2. Educational Technology Branch :

(1) To correlate the branch with other branches.

(2) To prepare simple, effective and low cost teaching aids, tools, new

innovation aids by using locally available material with the help of other branches.

(3) To maintain audio-visual components, computer lab and cassettes.

(4) To conduct the workshop for the production of simple, effective and low costteaching aids.

3. District Resource Unit for Adult Education and Non-formal Education.

(1) To serve as nodal branch for organizing.

(1) Orientation programme for the resource persons of the following type:

(a) Who will organize the programme at other centres of the district e.g.Personnel from Nehru Yuvak Kendras, NFE/AE projects, Non-govt.organizations.

(b) Resource persons for the successful implementation of non-formal education programmes as a whole e.g. community leaders, retiredteachers, ex-service men, NSS volunteers, others involved in MassLiteracy Mission, Programme.

(2) Programme of induction, training and continuing education for instructors/supervisors of non-formal education/adult education to be organized in the DIET.

(3) To evaluate the quality and efficiency of programmes for non-formal education/adult education personnel. Outside DIET and strive for continuous improvement

(4) To maintain the data of training personnel of non-formal education/ adult educationat institutes and to organize follow-up activities to such training.

(5) To provide instructional input into core areas :

(i) the programme of need, philosophy, objectives, methodology,evaluation, problems etc. in non-formal education/adult education.

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(ii) Teaching of individual subject/areas such as languages, arithmetic,functional skills.

(6) To undertake with the help of other branches, activities like curriculum,

post-literacy teaching-learning material, low cost teaching evaluation tools foradult education/non-formal education.

(7) To help District Board of Education and non-formal education authorities inorganizing media support for non-formal education/adult education

programmes.

4. Curriculum Material Development and Evaluation Branch :

(1) To help the District Resource unit to prepare curriculum for it.

(2) To conduct the workshops for teaching-learning material with the help of otherbranches.

(3) To help the schools to get media support.

(4) To adopt existing items and develop new items for framing the curriculum of newunits.

5. Work Experience Branch :

1. To help educational authorities, schools/non-formal education centres inplanningthe work-experience activities in schools/centres.

2. To relate work-experience input into all other programmes, activities of

the institutes.

3. To conduct appropriate in service programmes for the teachers in the work-

experience are as.

4. To survey work experience areas in co-operation with nodal branches

for the development of sample curricular units, teaching- learning

material, low cost teaching aids, evaluation tools and techniques in these areas.

5. To maintain workshop / farm / garden for work-experience activities.

6. To promote work related hobbies among trainees of the institute.

7. To organize community service activities and to study visits to work centre as a

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part of training programmes and to promote such activities on co-curricularbasis.

8. To organize activities for cleanliness, upkeep, development of the institute campus.

6. In-service Programmes, Field Interaction and Innovation Co-ordination(IFIC) Branch

1. To evaluate and monitor the quality and efficacy of in-service programmes held inand outside the DIET and strive for continuous improvement.

2. To maintain data base on all persons except non-formal education and to organizefollow-up activities to such training through correspondent, visits, transmissionprinted material.

3. To act as a nodal branch for all action research and field interaction activities ofthe institute:

(i) Acting as a clearing house confirmation on results of all studies, researches,innovations etc. in the area of elementary education wherever undertaken.

(ii) Publication of materials, journals and to be sent to every elementary school,non-formal education and adult education centre in the district.

4. To serve as a reference and resource centres for teachers who wish to continuetheir education.

5. To serve as nodal branch for organizing :

(i) In-service education programmes for teachers, headmasters,institutes whose content doesn’t relate to any one branch.

(ii) In-service education programmes for teachers in the distance/distance cum contact modes.

(iii) Orientation programmes for resource persons who would conductin-service programmes.

6. To assist educational authorities in planning and co-ordination of in-service education programmes for elementary teachers throughout the district,and to plan and co-ordinate such programmes held in DIET etc., this branchwould :

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(i) Identify training needs of elementary teachers in the district.

(ii) Help the concerned authorities in preparing an annual calendar of in serviceprogramme to be held outside the DIET.

(iii) Prepare calendar of all programmes to be held in the DIET.

7. Planning and Management Branch

1. To give technical assistance to educational authorities for school, mapping, microplanning for elementary education for specific area.

2. To conduct investigation to give advice to educational planners, administrators oreducational authorities.

3. To make involvement in community programme.

4. To prepare the annual report of educational institutions.

5. To evaluate all the educational institutions and their programme.

6. To maintain the data at a district level for use of exercise and mass education andadult education.

7. To frame the programme and activities of school complexes.

20.3.3 Role of DIETs

DIETs have following significant role to play in the field of education :

(1) DIETs Pace Setting InstitutionsDIETs have two aspects(i) Excellence in the institute’s own work.(ii) Helping the elementary and adult education systems in the district in achieving

excellence.

As far as the first aspect is concerned, efforts are being made to equip DIETs withall necessary physical and manpower resources. It is for the DIETs to learners, these andother resources in the rest possible manner to achieve excellence. Thus, DIETs are expectedto act as models for other teacher training institutions in the district in terms of meticulous,efficient and effective planning and execution of functions, harmonious and creativeorganizational climate and maintenance of a clear and attractive campus, etc.

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2. DIETs as Linking agency

DIETs are supposed to establish a close and continuing, dialogue with the ‘field’.Field means elementary schools, school complexes, teachers, headmasters, ‘schoolsupervisors or B.Ed. adult education functionaries and district level officers in primary,non-formal and adult education sectors. DIETs have to establish link with organizationsand institutions of national, state, divisional and district levels whose interest and aimsmatch with its own. Some of these institutions are as given below :

(a) At District Level: NGO’s colleges, secondary teacher education institutions,local radio stations.

(b) At Division Level : Colleges of teacher education, institutes of AdvancedStudy in Education (IASE), NGOs etc.

(c) At National level : NCERT, NIEPA, CRT, Central Institute of Indianlanguages (Mysore), Kendriya Hindi Sansthan (Agra), Directorate ofAdult education, other premier organizations and institutions and NGO’s workingin the area of elementary education, non-formal education and adult education.

This linkage would be established through a meaningful and continuous dialoguein which institutions share problems, experience, achievements, information and resources.

3. DIETs are part of larger design

DIETs are part of larger strategy of MHRD to achieve national goals as envisagedin NPE and POA and are listed below :

(1) Achievement of Universal Elementary Education for all.

(2) Adoption of a National system of Education enrichment of cultural contentof the curricula readjustment in the curricula to make education a forcefultool for the cultivation of social and moral values oriented towards theachievement of unity and integration of our people.

(3) Achievement of the objectives set form by National Literary Mission (NLM).Objective of the NLM is to provide functional literacy to illiterates in the 15-35 age group.

(4) DIETs as promoters of Equality of Educational Opportunity for all :–National system of education implies that upto a given level all students,

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irrespective of caste, creed, location or sex have access to education of acomparable equality. Therefore in order to promote equality, it will benecessary to provide for equal opportunity to all not only in access, but alsoin the condition for success. This is what is meant by universalization ofeducation and it implies that the needs of disadvantaged groups would beconsidered.

5. DIETs as promoters of child centred approach in Education :

DIETs are supposed to perform the following four main functions:

(1) Pre-service education

(2) In-service education

(3) Resource support

(4) Conducting of Research

The basic approach in performing these functions must be child/ centredness. Thechild centred approach necessitates a fundamental change in the manner ofcurriculum transaction. The role of a teacher here becomes role of a designer andfacilitator of learning experience and an active contributor to an all rounddevelopment of the learner. For this, DIET will itself adopt an attitude of a life -long learner. It would receive as much from the field as it would endeavour to giveto it.

6. DIETs as Institutions Promoting :Autonomy and Accountability : –

In NPE, it has been said that an overhaul of the system of planning andmanagement of education will receive top priority. In this process two of theguiding considerations will be :(i) Decentralization and Creation of a spirit of autonomy for educational

institutions.(ii) Establishing the principle of accountability in relation to give objectives and

norms.

In view of this statement, DIETs have been accorded an adequate loss of functionalautonomy/financial, administrative and academic. At the same time, DIET would be

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answerable to the DBEs and state Govt. or U.T. Administration, wherever they are located.DBEs and state Govt. or U.T. Administration, wherever they are located. DBEs will setlongs medium and short term goals and performance norms for the DIETs where DBEshave not been set up, SCERT, will evaluate their functions.

To conclude, it can be said that DIETs have crucial role to play in the field ofeducation in order to make it more and more productive.

Check Your Progress

(NOTE : Please put √ √ √ √ √ at an appropriate alternative)

1 DIETs have to provide academic and resource support to elementaryand adult education throughout the country. (Yes or No)

2 DIETs have no responsibility to give training to educational personnel.

(Yes or No)

3 DIETs conduct action research to deal with problems which come in the way ofachieving objectives in the area of elementary and adult education.

(Yes or No)4 DIETs have several academic branches. (Yes or No)5. DIETs prepare low cost teaching aids. (Yes or No)6. DIETs help schools in plainning the work-experience activities. (Yes or No)

7. DIETs work as linking agency between schools and district level officers.

(Yes or No)

8 DIETs work to promote equality of educational opportunity for all.

(Yes or No)

9. DIETs promote child-centered approach in education. (Yes or No)10 DIETs are not concerned with MHRD (Ministry of Human Resource and

Development. (Yes or No)

20.4 LET US SUM UP

It can be concluded that DIETs have a significant role to play in the sphere ofeducation. DIETs have many important functions to perform. DIETs have to provide

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academic and resource support to elementary and adult education within the district. Theyhave to give training to various educational personnel. DIETs have several academicbranches viz pre-service teacher education branch, educational technology branch, districtresource unit, curriculum material development and evaluation branch, work experiencebranch, in-service programmes, field interaction and innovation coordination, planningand management branch DIETs have to work as pace-setting institutions, as linking agencybetween schools and district level officers. They have to promote equality of educationalopportunity. They have to promote child centred approach in education. They have topromote autonomy and accountability among educational institutions.

20.5 UNIT END EXERCISES (Long Questions)Q.1 What is DIET? Describe its historical background and functions.Q.2 What do you understand by DIET ?Q.3 What is its role in the field of education ?Q.4 Describe role and function of DIETs.

Short Questions :Q.5 Discuss functions of academic branches of DIETs in detail.1. Discuss the meaning of DIET in brief.2. Name the academic branches of DIET and discuss the functions ofany one

branch.3. Briefly discuss the role of DIETs.

20.6 SUGGESTED FURTHER READINGS

MHRD, Govt. of India : District Institutions of Education and TrainingMHRD (1986) : Programme of Action.MHRD (1986) : National Policy of Education, 1986 with modifications undertaken in

1992.MHRD (1992) : Programme of Action.Ministry of Education, Govt. of India (1986) : Programme of Action.

Key Check Your Progress

Answers : (1) No (2) No (3) Yes (4) Yes (5) Yes (6) Yes (7) Yes(8) Yes (9) Yes (10) No

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LESSON NO. 21 UNIT-IV

COMPOSITION AND FUNCTIONS OF CENTRAL BOARDOF SECONDARY EDUCATION (CBSE) AND STATE BOARD

21.0 STRUCTURE

21.1 Introduction

21.2 Objectives

21.3 Historical Background

21.4 Composition of CBSE

21.5 Functions of CBSE

21.6 State Board21.6.1 Historical Background21.6.2 Composition of the Board21.6.3 Functions of the Board

21.7 Let Us Sum Up

21.8 Unit End Exercises

21.9 Suggested Further Readings

21.1 INTRODUCTION

The Central Board of Secondary Education is an apex body which is functioningin the Country for the Education of the Children up to the level of 10+2 . It prepares thesyllabus for students from lower K.G. to Class 12th. for Schools affiliated with it . ItConducts two board examinations : the All India Secondary School Examination forclass 10th and the All India Senior School Certificate Examination for Class 12th ,which is a school leaving Examination . The Medium for education prescribed by CBSE

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is either Hindi or English .The jurisdiction of the Board is extensive and stretches beyondthe national geographical boundaries. As a result of the reconstruction , the erstwhile “Delhi Board of Secondary Education “ was merged with the Central Board and thus allthe educational institutions recognized by the Delhi Board also became a part of theCentral Board . Subsequently , all the schools located in the Union Territory of Chandigarh,Andaman and Nicobar Islands , Arunachal Pradesh and the state of Sikkim got affiliationwith the Board. From a group of 309 Schools in 1962 the Board today has approx.9000 schools which include Kendriya Vidayalayas , Government and Government AidedSchools , Independent Schools , Jawahar Navodaya Vidyalayas and Adhoc Schools.

21.2 OBJECTIVES

After Studying this lesson, the Students should be able to :-

Understand the Historical Back ground of the CBSE and its present form.Understand the structural design of the Board (CBSE)

Understand the different functions of the Board.

21.3 HISTORICAL BACK GROUND

The Central Board of Secondary Education is a board of School Education inIndia, whose short form is CBSE . The present status of the board has a Historicalbackground which can be described in two periods of History i.e. History of theboard in Pre Independence period and History of the board after the Independence ofIndia . A trial of developments mark the significant changes that took place over theyears in shaping up the Board to its present status .U.P. Board of High school andintermediate Education was the first set up in 1921. It had under its jurisdictionRajputana. This included Ajmer, Marwana, Central India and Gwalior in response to therepresentation made by the government of United provinces , the then Government ofIndia suggested to set up a Joint Board in1929 for all the areas and this was named asthe “ Board of High school and Intermediate Education , “Rajuputana”. This includedAjmer, Marwana, Central India and Gwalior.

The Board witnessed rapid growth and expansion at the level of secondaryeducation resulting in improved quality and standard of education in its institutions . Butwith the advent of state Universities and state Boards in various parts of the country the

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juridiction of the board was confined only to Ajmer, Bhopal and Vindhya Pardesh later.As a result of this in 1952, the constitution of Board was confined where in itsjurisdiction was extended to part –C and part-D territories and the board was given itspresent name "Central Board of Secondary Education", it was in the year 1962 finallythat the board was reconstituted . The main objectives were those of serving the EducationalInstitutions more effectively, to be responsive to the educational needs of those studentswhose parents were employed in the Central Government and had frequently transferablejobs. Now the Board is a full fledged body working through out the country in the fieldof School Education.21.4 COMPOSITION OF CBSE

The Board has a full time Chairman , who is the Chief Executive of the Board.He is assisted by the Three Heads of the Departments : Secretary , Controller ofExamination s, Director ( Academic) . The Chairman and Heads of Departments areappointed by the Controlling Authority of the Board , the Secretary Education , MHRDGovt. of India.

The Secretary of the Board is the Chief Administrative Officer and is responsiblefor all matters pertaining to general Administration, Establishment , Vigilance, Legal ,Accounts, Public Relations, Grievances Redressal , Affiliation and property of the Board.He also looks after the PMT and JNV examinations.

The Controller of Examinations & Director is responsible for all mattersConcerning Examinations administrative as well as confidential. The Director ( Academic )is responsible for all matters pertaining to the development of syllabi , textual and othermaterials including publications of the Board. He also handles Inservice teacher trainingand other academic projects.Check your ProgressQ.1. Explain the composition of CBSE in brief.

Ans. ___________________________________________________________

___________________________________________________________

21.5 FUNCTIONS OF CBSE

As we have already discussed that the board functions under the overallsupervision of the Controlling Authority which is vested with the Secretary Education,

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Government of India, Ministry of Human Resource Development, New Delhi. Besidesthis the Board has various statuatory committees which are advisory in nature. TheGoverning Body of the Board is constituted as per its rules and regulations the committeesand their functions are as under :-

1. To prescribe conditions of examination and conduct publicexaminations at the end of Class X and XII . To grant qualifyingcertificates to successful candidates of the affiliated schools.

2. To fulfill the educational requirements of those students whoseparents were employed in transferable jobs.

3. To prescribe and update the courses of instructions for examinations.4. To affiliate institutions for the purpose of examination and raise the academic

standards of the country.5. Reforms in examinations and evaluation practices.6. Skill of learning by adding job oriented and job linked inputs.7. Regularly updating the pedagogical skills of the teachers and administrators

by conducting in-service training programmes, workshops, etc

21.6 STATE BOARD (Ref. J&K State Board of School Education )

21.6.1 Historical Background

After the submission of report in the year 1966 by the Indian EducationCommission 1964-66, the Government of J&K state appointed a High Power Committeeunder the chairmanship of Sh. Bhagwan Sahay , the Governor of the state to review thedevelopment of education in Jammu and Kashmir state and to make recommendations inthe light of recommendations made by IEC 1964-66. The committee submitted the reportin 1973. The committee has given a number of recommendations. Out of that one wasrelated to the reconstruction of J&K Board of Secondary education in order to make itsfunctions effectively. However, the Board of School Education (J&K) has been constitutedby an act of the legislative assembly, to look after Academic supervision , examinations ofthe state to look after the affairs of the school education up to the level of Higher SecondaryPart 2 of the state.

Objectives

After studying the lesson the student should be able to:-

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To explain and understand Historical Background of the Board.To explain and understand the composition of the Board.To explain and understand the different types of functions of the Board.

21.6.2 Composition of the Board :

Each state has the following constitution of the Board except for some slightvariations. But so far as the constitution of Jammu and Kashmir Board of school educationis concerned ,it is constituted with the following structure:-

1. Chairman : -

The Chairman is the head of the Board and is appointed by the

State Govt. The chairman is also administrative head and holding

superior type of responsibilities of the Board. It is the duty of the chairman toensure that the board is functioning in the best possible manner. All the meetings ofthe Board are required to be presided by the chairman.

2. Secretary :-

The secretary is appointed by the State Govt.. He is the chief executiveofficer of the Board. He is given the administrative and financial powers to managethe affairs of the Board. Besides the Secretary, there are many other executiveslike Joint Secretary, Deputy Secretary, Assistant Secretary etc. who look afterdifferent types of affairs of the Board.

3. Members of the Board :-

The Board has three types of members who are called upon in

order to take some important decisions. They are :-i. Ex-officio membersii. Nominated membersiii. Co-opted members

Check Your Progress

Q.1. List the functions of J&K Board of School Education in brief.

Ans. ___________________________________________________________

___________________________________________________________

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21.6.3 Functions :

The Board performs the following functions :-

1. Academic functions

(a) Prescribing syllabi, courses of study and text books for school education.

(b) Conducting examination based on such courses as prescribed by the Board.Determining the eligibility of the candidates appearing for examinations,evaluation of scripts and declaration of results.

(c) Prescribing syllabi for certain diploma and certificate courses that areconducted in the state.

(d) Prescribing standards that the school and other institution seeking affiliationwith board ought to observe. The standards may be in terms of thenumber of teachers, their qualifications, curriculum implementation,equipment, building and other educational facilities.

2. Administrative functions

(a) Demanding and receiving such fees as may be prescribed .

(b) Placing before the government the views of the Board on any matterwith which the Board is concerned.

(c) Providing recognition to institutions engaged in imparting schooleducation on the basis of the prescribed norms. The Board has the powerto de-recognize an institution if it does not fulfill the prescribed norms.

21.7 LET US SUM UP

Evaluation is an important component of the teaching-learning process. It helpsthe teachers and learners to improve teaching and learning. In learning, it contributes to theformation of objectives, designing of learning expression and assessment of learningperformance. Evaluation is a continuous process not a periodic exercise. It helps in formingthe values of judgement educational status or achievement of students. It is inevitable inteaching and learning process in one form or the other. In the same regard, Govt. of Indiaas well as State Governments have constitution, independent organization namely CentralBoard of Secondary Education and State Board for the conduct, making laws at state

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levels, evaluation, results and other associated activities of the school education up toHigher Secondary level. In the present lesson, we have tried to explain a brief historicalbackground, composition and function of both the organization viz. CBSE (Central Boardof School Education) and SB (State Boards) with special reference to J&K State Boardof school education.

21.8 UNIT END EXERCISES

1. Discuss the composition, functions and role of CBSE.

2. Discuss the composition, functions and role of State Board(especially J&K State Board of School Education).

21.9 SUGGESTED FURTHER READINGS

1. Aggarwal, J.C : Land mark in the History of Modern IndianEducation, Vikas Publishing House, New Delhi.

2. Bhatnagar, R.P & Agarwal, Vidya (1999) : Educational Administration,Surya Publication, Meerut, Delhi.

3. Mukerjee, S.N (1962) : Administration of Education in India, Baroda,Acharya Book Depot.

4. Verma, Romesh (2005) : Educational Administration, Anmol Publications,New Delhi.

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LESSON NO. 22 UNIT - IV

PROBLEM OF SECONDARY SCHOOL ADMINISTRATIONIN GOVERNMENT SCHOOLS

22.0 STRUCTURE

22.1 Introduction

22.2 Objectives

22.3 Historical Background

22.4 The Present Pattern of Secondary Education

22.5 Problems Related to Governing Government Secondary Schools

22.6 Let Us Sum Up

22.7 Unit End Exercises

22.8 Suggested Further Readings

22.1 INTRODUCTION

Secondary Education gives desired direction to the Nation’s power, an idea ofwhich the government has always been conscious. Moreover, Secondary Education is thebackbone of the country’s entire Educational Programme. Full benefit of education cannothowever be desired if the preparation at secondary stage has been incomplete SecondaryEducation has therefore, a big role to play in any programme of education for the community.This is the stage, where teachers for both elementary and adult education are produced. Italso prepares students for the universities and other institutions of higher learning. Besides,it is the stage in which all countries mark the completion of education for the vast majority.Even the Minority which goes for higher education cannot take full advantage of the wideropportunities offered by the Universities unless they have received their groundings in asystem of sound Secondary Education. Therefore, these considerations alone demand

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that secondary education must be of the highest quality if it is to satisfy the needs of themodern society.

22.2 OBJECTIVES

The present lesson is based upon the following objectives whereas students are ina position to :-

Understand the Historical Background of Secondary education in India.

Understand and explain the present structure of the Secondary Education.

Understand and explain various problems in administering the GovernmentSecondary schools.

22.3 HISTORICAL BACKGROUND

By 1853, education in India had come to suffer from numerous problems.Consequently a survey was organized under the leadership of “Wood”. Its conclusionsare contained in a declaration known as Wood’s Despatch of 1853. On the basis of itsrecommendations, new educational policies were framed, under which a Public InstructionDepartment, a post of Director, Public Instruction and Universities which conductedexaminations came to be established . These universities began to organize Secondaryand Higher Education in the country. After a couple of years i.e. In 1857, the first bloodyrevolution for the country’s independence took place and it put an end forever to theadministration of the company. Now the reins of India’s administration passed into thehands of the British Parliament. The revolution of 1857, was responsible for far-reachingchanges in Indian education. Therefore, keeping in view the educational interests of theIndian masses, Lord Rippon appointed an Indian Education Commission on Feb.3, 1882,under the leadership of William Hunter. The Commission had made various recommendationson the different aspects of education including Secondary Education. For SecondaryEducation, the Commission put forward the following suggestions :-

1. Secondary Education should be propagated through Local Bodies.2. A system of providing aid should be introduced.3. The Government should establish at least one Secondary school

in every district of the Country. Therefore right from the Indian Education Commission of 1882 to

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the day of India’s Independence in 1947. Number of changes took place inthe field of Secondary Education.

After Independence, the progress of Secondary Education was charted by somecommittees and commissions. Out of which Secondary Education Commission of 1952-53 was considered to be important because this commission was purely appointed tostudy the organization of Secondary education in the Country.

On the whole, Secondary Education from 1853 to 1953 passed through numerousTypes of ups and downs. With the result the objectives, organization and programmes ofSecondary education underwent various types of changes from time to time.

22.4 THE PRESENT PATTERN OF SECONDARY EDUCATION

Secondary education is not a type of education. It is a stage in the formalsystem of Education which starts after elementary education and terminates with theentry of the student in the three years degree course of Education. According toSecondary Education Commission’s report, Secondary Education covers the childrenwho are between the age span of 11-17 years. The break up of seven years schoolingis further divided as junior secondary stage of three years and higher secondary stageof four years. According to Kothari Education Commission (1964-66) about SecondaryEducation it said,+2 stage should be introduced. Vocationalisation of Education shouldbe done at +2 stage and standard of teachers should be raised. Regarding SecondaryEducation National Policy of Education 1968 speaks on; educational opportunities at thesecondary level should be extended to all classes of people as it is an effective instrumentfor bringing about social change and transformation, Facilities for technical and vocationalEducation should be Increased and it should be related to Employment opportunities.Covering the areas of agriculture, Industry trade etc. However by 1986, the situation hadimproved a little more and the National Policy on Education 1986, felt that the mostnoticeable development had been the acceptance of a Common structure of Educationthrough out the country and the Introduction of 10+2+3 pattern was recommended,which has now been accepted in all parts of the country. The break up of the 10+2+3 islike this 10 year General type of School Education (Comprises of 5 year Primary Education,3 year upper primary followed by 2 years of High School Education) 2 years HigherSecondary Education and 3 year degree course Education.

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At present this structure of Education is being followed at the country levelboth by the Institutions of state and centre with very small variations.

22.5 PROBLEMS RELATED TO GOVERNING GOVERNMENTSECONDARY SCHOOLS

Since India is a developing nation in the world. All the Systems of the CountryIncluding Education is at the Developing stage. Though, country had made a enormousprogress in the field of Education in general and secondary Education in specific after itsindependence, but still a lot of efforts are required in this regard. As we all are aware thatthe expansion of education at secondary level is going on along with other levels. Beingat the Expansion stage Secondary Education has been confronted with a number ofproblems which are responsible for its poor Governance particularly in Government sector,few of them are stated as under :

Aim lessness :

Today majority of the students at secondary school stage are Joining theEducational institutions only with the aim of getting Education in order to get employmentor for getting admission in an Institution of Higher Education. Their aim is very limited.The purpose of Education is not solved. Moreover, the present design of SecondaryEducation is not in accordance with the changing needs of our society. It does not createself confidence in the students. Therefore, the Schools where such types of students arestudying, it becomes very difficult to control and manage them.

Unsuitable Curriculum :

The Present Curriculum of Secondary Education is not suitable to the growingneeds of the adolescents of the Country like India. Who is in the developing stage. Thepresent Curriculum is narrowly conceived, more bookish in nature lacking practical andjob oriented Courses. Moreover, all the students have to study on prefixed Curriculum,where students do not get opportunity to select subjects of their own Interests and desires.

Problem of Expansion :

Jawahar Lal Nehru, once remarked, that the prevailing system of Education mayhave been unsuitable in past Circumstances, but in the Modern Circumstances, at a timewhen stratification is taking place, it could cause nothing but harm. The Newgeneration is the future hope of the country. The manner in which we developed their

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innate powers and the directions in which we bent their minds would determine thefuture of the country. Therefore, the highest priority must be given to their education.

Today, the Problem of growth and Expansion of secondary education is confrontingall of us directly or in directly. The expansion has been unplanned and unsystematic. Theinfrastructure and trained man power are not available for such an increase which isstill going on. Consequently a large number of sub standard Educational Institutionshave come up, which are simultaneously affecting the standard of Higher Education atlarge in the Country.

Problem of Teachers :

The Success of any Scheme of Education depends on the Quality of teachersengaged in the process. “Without good teachers even the best of system is bound to fall,with good teacher even defects of a system can be largely over come.”( Prof. HumayunKabir). But today, Secondary School stage is suffering for want of qualified, trainedand experienced teachers on one hand and need base number of teachers on thesecond hand, because of shortage of teachers. Therefore, required number of qualifiedteachers at present is the dire need of the Secondary Schools.

Inadequate Teachers Training Programmes :

For Academic and professional growth of the teacher, training from time totime both in academic as well as in professional areas is must for him. For this purposegovernment has constituted a number of Institutions at all levels of the Teachers forImparting training to them. But the present Training institutions are in adequate in manyrespects. There is a shortage of man power both skilled and un skilled, lacking requisiteInfrastructure, no definite Policies and Programmers of training, no fixed calendar ofactivities, shortage of funds etc. With these implications, the training institutions are notable to provide training to the teachers on need basis, which is affecting directly tothe standard of teaching and Education.

Problem of Vocationalisation :

The Education Commission (1964-66) had suggested, that Vocationalisation ofSecondary Education should be linked to man power planning with employmentopportunities available. But our system of Secondary Education is not linked to it. Itlacks vocational back ground. It has created a large number of Educated unemployed

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youths which is the matter of great concern for the planners of the country Moreover,in the absence of Vocationalisation of Secondary Education Problem of unemploymentwill remain as it is rather it would increase. Thus in order to bring Education closer forthe process of productivity, It is necessary to give strong vocational bias to SecondaryEducation .

Problem of Examination :

Examination and Evaluation have an important place in the Educational sphere.The Evaluation of the Degree to which the student has progressed during his period ofstudy is of value both for the teacher and the parents. Examinations have alwaysexisted in one form or the other. But the existing system of examination of our SecondaryEducation is full of defects . It fails to test the real knowledge of the students. Theelement of subjectivity is very high. Generally, students consider Examination as a meansof passing the class only. Knowledge aspect is neglected in it. The students depend uponhelp books. Moreover, the worth of the teacher is measured in terms of the number of hisstudents who pass from his class. Therefore there is a strong need to remove thedefects in the system of examination so that knowledge aspect is developed in the students.

In addition to the problems discussed above, there are certain other problemswhich secondary education is facing, such as problem of medium of Instructions, Problemsrelated to the text books, administration and supervision etc.

Check Your Progress

Write short notes on :

1. Present pattern of secondary education in brief.

Ans. ___________________________________________________________

___________________________________________________________

2. Problems of Expansion and Vocationalisation in brief.

Ans. ___________________________________________________________

___________________________________________________________

22.6 LET US SUM UP

The above discussion can be concluded with the words that the present system

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of Secondary Education is more than 150 years old. Its foundation was laid down in theyear 1853 by Wood. Many changes had taken place from the year 1853 till date in thefield of Secondary Education. Number of Committees and Commissions were constitutedfrom time to time in order to bring reforms and desireable improvements in the field ofSecondary Education. But still the system of Secondary Education is suffering from anumber of problems both at administrative and at functional levels, which are responsiblefor the poor governance of the Government Secondary schools. The problems may be :-lack of trained man power, poor infra structure, defective curriculum, problems relatedto expansion, defective system of Examination etc.

As we all know that Secondary Education is the backbone of the entire systemof Education of the country. It needs to be strengthened both at administrative and functionallevels. Its strength and success is possible only when we would look in to the problemsof Secondary Education and try to find out the Solutions with core of hearts. Much careis required at this stage because Secondary Education is the linking stage betweenelementary and Higher Education.

22.7 UNIT END EXERCISES

1. Give a brief note on the history of Secondary Education of India

2. Discuss the present pattern of Secondary Education of the country

3. Discuss various problems which are related to governing of GovernmentSecondary Schools.

22.8 SUGGESTED FURTHER READINGS

1. Dash, M (2000) : Education in India – Problems and Prospectives, AtlanticPublishers and Distributors, Delhi.

2. Kochhar, S.K (1991) : Secondary School Administration, Sterling PublishersPvt. Ltd., New Delhi.

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LESSON NO. 23 UNIT - V

EDUCATIONAL SUPERVISION : MEANING, NATURE,SUPERVISION AS SERVICE ACTIVITY, SUPERVISION AS APROCESS, SUPERVISIONS AS FUNCTION, SUPERVISION

AS EDUCATIONAL LEADERSHIP

23.0 STRUCTURE

23.1 Introduction

23.2 Objectives

23.3 Meaning of Supervision

23.3.1 Nature of Supervision

23.3.2 Supervision as Service Activity

23.3.3 Supervision as a Process

23.3.4 Supervision as Function

23.3.5 Supervision as Educational Leadership.

23.4 Let Us Sum Up

23.5 Unit End Exercises

23.6 Suggested Further Readings

23.1 INTRODUCTION

The concept of supervision is based upon the belief that the improvement ofinstruction is a cooperative enterprise. It is intended to stimulate, coordinate, guide andmake the teachers self-directive.

Supervision can be called superior vision. It is vision with a mission. It is lookingforward and to have a broad outlook for the growth of education.

Retrospect :- It began at the time of Wood’s despatch. To provide grant-in-aid,

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supervision was done for the first time.

Zakir Hussain changed the old concept of supervision which had a fault findingattitude. It was negative in nature. But now it has a positive nature. It aims at improvementin teaching-learning process.

23.2 OBJECTIVES

To give knowledge of Meaning of Supervision to the students.

To tell the students about Nature of Supervision.

To discuss Supervision as Service Activity, Process, Function and EducationalLeadership.

23.3 MEANING OF SUPERVISION

1. Definitions :- In the words of DICKY supervision is a “plannedprogramme for improvement of instruction.

2. According to Wiles, “Supervision is assistance in the development of a betterteaching/ learning situation.”

3. According to A.S. Barr, “Supervision is an expert technical service primarilyconcerned with studying and improving the conditions that surround learningand pupil growth.”

4. According to Harold Spears, “Supervision has gradually moved fromimprovement of instruction to improvement of learning.”

5. According to Briggs and Justman, “In general supervision means to co-ordinate, stimulate and direct the growth of the teachers in the power tostimulate and direct the growth of every individual pupil through the exerciseof his talents towards the richest and the most intelligent participation in thecivilization in which he lives.”

To conclude it can be said that supervision is “to see” or to “oversee” the workingof the schools. It is a cooperative group effort. It is both a means and an end in itselfSupervision is a special service, the aim of which is to help according to the need. It is anexpert technical service, primarily concerned with studying and improving the conditionsthat surround learning and pupil growth. It is concerned not only with pupil and teacher

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but also with supervisory staff itself as well as parents and other lay men. It is concernedwith teacher, pupil, the curriculum, the materials of instruction, the socio-physical environmentof the school. It evaluates the objectives, methods and brings improvement.

23 3.1 Nature of Supervision1 Supervision is democratic :

It is democratic leadership. It is a social force concerned with the development ofhuman personality and of a stable democratic social order.2. It is Scientific :

Supervision adopts scientific method and influenced by science of education.Scientific supervision means securing as complete and accurate a picture as possible ofcurrent school practices. Then all scientific knowledge about learning material and methodof learning to be utilized to improve conditions.3. It is creative and constructive :

Supervision is creative and constructional because it aims at bringing improvementin all the aspects of education which are overtly or covertly related with teaching andlearning. Democratic supervision which provides ample opportunities for participatorydiscussion and group formulation of policies and plans, stimulates creative expressionfrom all.4. It is professional :

Supervision is moving steadily towards professional status. A specialized body ofknowledge is growing up, together with a body of techniques. Obligations and responsibilitiesare self-recognized and beginning to be stated in code of ethics.5. It is based on philosophy :

Good supervision is based on philosophy and sensitive to the ultimate aims andvalues, to policies etc.6. It is progressive :

It means supervision aims at the promotion of pupils and teachers growth andthrough them the improvement of society. It coordinates and integrates all availableresources, materials and efforts.

23.3.2 Supervision as Service Activity

Supervision is a service activity. It is a service which is provided to help teachers

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to do better job. Earlier education was considered inspection which had a fault findingattitude and which checked whether the teachers were doing their jobs satisfactorily ornot. But now its function has changed. Now it aims at improving teaching-learning situationand achieving the goals of education. This is a very comprehensive activity which meansdoing every thing that contributes to teaching-learning effectiveness. In this capacity, thesupervisor is required to help and guide the teachers for improved teaching in identifyingbetter methods of teaching, in the ways to motivate the students, in getting adjusted inschool situations, in solving personal and professional problems, in identifying and usingrelevant teaching material, in keeping themselves abreast of the upto-date developmentsin the field of teaching and the subject of his own speciality, he is also required to raise themorale of teachers and students. Supervisor may be a principal, a specialist Inspector ofschools, a head of the Department or a Vice Chancellor, he has to make all possibleefforts to improve the teaching- learning situation.

The emphasis in the concept of service activity” is on doing something and helpingothers as opposed to just sitting, thinking, telling, directing controlling and pointing outfaults of subordinates.

Modem supervision is a highly responsible position linked with the responsibilityfor doing everything needed for effective teaching-learning. Supervision is assistance inimprovement, not only supervisor’s own activity and efforts but a combined activity orefforts of all others who are involved in the process of teaching-learning.

23.3.3 Supervision as a Process

Supervision is based on social, psychological and educational process Teaching -learning can’t be improved until the teacher’s quality improves. Interaction between thesupervisor and teacher is necessary for developing teachers. The supervisor is required tostimulate, nurture and appraise the professional growth of teachers. Desirable knowledge,skills and attitudes have to be developed in them. This happens in a social context andthrough a social process. The kind of learning of teachers is a social process which isinfluenced by the kind of people around them, the way they are treated by their supervisorsthe way they are rewarded by their institution, the roles they are required to play. Whatthey will learn depends very much on their interaction with others. Teacher developmentand improvement of teaching learning is thus a social process. Modern approach to

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supervision is democratic, innovative and oriented-towards human relations. It dependson cooperation and team work. Modern supervision stresses the need for supervisor’screating social situations in which teacher can develop those behavioural skills which canlead to improvement of teaching-learning. Modern supervision emphasizes developinginsight on teachers as a result of their own experience. Supervision is a process whichemphasizes using interaction with people and participation in social situations as importanttools of developing teachers and other subordinates for improving teaching-learning.

Psychological process are also involved in modem supervision Modern supervisionis based on psychological principles of behaviour modification and behaviour technology.Supervision mean motivating and bringing about desirable changes in the behaviour ofteachers and all others involved in teaching-learning improvement directly or indirectly.Curriculum construction or renewal, teaching methodology, testing and evaluation, managinghuman relations and conflicts effective communication are some of the jobs in which themodern supervisor has to engage himself frequently. All these tasks involve psychologicalprocess. Modern supervision rightly stresses the use of workshops, institutes, seminars,group discussions, independent studies, school visits etc. for the development of teachers.

23.3.4 Supervision as Function

Modern supervision has many functions to perform. These are to improve thelearning situation, by working with teachers to help teachers grow professionally, to developmaterials for instruction and learning to improve the curriculum and to arrange for in-service education of teachers and other persons. A few more functions of modem supervisionare co-ordinating instructional services over schools of several towns, districts, states,upgrading evaluation, study of problems, getting new schemes and decisions successfullyimplemented, managing reward system for teachers, helping teachers define their rolesand role of others in the context of teaching-learning, facilitating cooperation and interactionamong faculty and staff. Modern supervision has to help teachers to conceptualize teachingas a global activity consisting of a number of other activities related to one anothersequentially as well as functionally.

23.3.5 Supervision as Educational Leadership

It is considered today that supervision is leadership. In democratic societiesfreedom to teach and to learn to experiment and to innovate is considered quite important.Hence, the personal professional influence emanating from leadership qualities of supervision

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is preferred for bringing about educational improvement as compared to the authoritarianmethods of old time inspection. Modern supervisor pays attention towards achievementof goals through positive human relationships and effective communication resulting fromsupervisor’s better interaction skills. These skills consist of planning skills, organizationalskills, co-ordination skills, communication skills, power delegating skills and evaluationskills. According to Jane Franseth “Today supervision is generally seen as leadership thatencourages a continuous involvement of all school personnel in a co-operative attempt toachieve the most effective school program.

Check Your Progress

(NOTE : Please put √ √ √ √ √ at an appropriate alternative)

1. Supervision is also known as superior vision. Yes/No

2. Supervision began at the time of Wood’s despatch. Yes/No

3. Supervision is never planned. Yes/No

4. Supervision is aimed at finding faults of teachers. Yes/No

5. Supervision is democratic, scientific & psychological. Yes/No

6. Modern Supervision emphasizes creating social situations fordeveloping behavioural skills in teachers. Yes/No

7. Modern supervision is based on psychological principles of behaviourmodification and behaviour technology. Yes/No

8. Modern supervision is against the use of seminars, workshops,group discussions etc. for the development of teachers. Yes/No

9. In modern supervision, supervisor works alone and does not co-operatewith teachers. Yes/No

10. Modern supervision disregards old authoritarian methods. Yes/No

23.4 LET US SUM UP

Supervision started at the time of Woods despatch to provide grant-in-aid. Itmeans to oversee the working of schools. It is concerned with improving whole teaching-

learning situation. It is, democratic, scientific, creative, constructive, professional and

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psychological. It is based on philosophy. It is a technical service which is provided to helpteachers to do better job. It is based on social, psychological and educational process.Modem supervision stresses the need for supervisor’s creating social situations in whichteachers can develop those behaviour skills which can lead to improvement of teaching-learning. It stresses developing insight in teachers as a result of their own experience.

Supervision has to improve the learning situation by working with teachers. It has to helpteachers to grow professionally and has to develop material for instruction and learning, toimprove the curriculum and to arrange for in-service education of teachers and otherpersons. Supervision is considered leadership. Personal professional influence emanatingfrom leadership qualities of supervision can bring about educational improvement.

23.5 UNIT END EXERCISES

Long Questions :

Q.I What do you mean by supervision ? Discuss supervision as service activity.

Q.2 Define supervision. Discuss its nature.

Q.3 Define supervision and explain supervision as educational leadership.

Q.4 What do you understand by the term “supervision” what are its functions?

Short Questions :

Q.I Define Supervision.

Q.2 Describe Nature of Supervision.

Q.3 Briefly Discuss Functions of Supervision.

Q.4 Briefly explain Supervision as Service Activity and Educational Leadership.

23.6 SUGGESTED FURTHER READINGS

1. Aggarwal, Y.P, Sachdeva, M.S, Kaur, Manjeet : Educational Management, Planning& Administration

2. Dr. Bhatnagar, R.P., Dr. Aggarwal, Vidya : Educational Administration

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3. Mrs. Shukla, S.P. : Principles of Educational Supervision

4. Vashist, S.R : Educational Administration.

Key Check Your Progress

Answers : (1)Yes (2) Yes (3) No (4) No (5) Yes (6) Yes

(7) Yes (8) No (9) No (10) Yes

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LESSON NO. 24 UNIT - V

FUNCTIONS OF SUPERVISION : PLANNING &ORGANIZING , SUPERVISORY PROGRAMMES

24.0 STRCUTURE

24.1 Introduction

24.2 Objectives

24.3 Functions of Supervision

24.3.1 Planning the Supervisory Programme

24.3.2 Objectives of Planning

24.3.3 Principles of Planning the Supervisory Programme

24.3.4 Steps in Planning the Supervisory Programme

24.3.5 Organizing the Supervisory Programme

24.3.6 Types of Organization

24.3.7 Principles of Democratic Organisation

24.4 Let Us Sum Up

24.5 Unit End Exercises

24.6 Suggested Further Readings

24.1 INTRODUCTION

Supervision can be described in terms of functions Supervision has many functionsto perform. These are to improve the learning situation, by working with teachers, to helpteachers grow professionally, to develop materials for instruction and learning to improvethe curriculum and to arrange for in service education of teachers and other persons.Modern supervision coordinates instructional services over schools of several towns,

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districts and the state, upgrades evaluation, gets new schemes and decisions successfullyimplemented, manages rewards system for teachers, defines role of teachers and role ofothers in the context of teaching-learning, facilitates co-operation and interaction amongfaculty and staff. Besides that, functions of supervision can be further categorized.

24.2 OBJECTIVES

To give the knowledge of Functions of Supervision to the Students.

To tell them about Planning and Organising Supervisory Programmes.

To give them Knowledge of Principles, Objectives and Steps of Planningthe Supervisory Programme.

To give them Knowledge of Need, Types Principles of DemocraticOrganization.

24.3 FUNCTIONS OF SUPERVISION

Functions of Supervision are as follows :

1. It provides Leadership : Leadership is the process of formulation andachievement of the goals and purposes of the group. For success it is imperativeto maintain the unity of the group. Leadership is essentialbecause it is the totalprocess through which appropriate human and material resources are madeavailable and made effective for accomplishing the purpose of an enterprise. Whenwe talk of leadership in educational supervision, we mean to emphasize thatleadership is not an exclusive quality of officially appointed leader but that it is aquality of group activity in which every /worker can and should participate andcontribute. So leadership can be exercised by any member of the group.

2. Policy Formulation : Education aims at the development of individuals powersand capacities and meeting the needs and demands of society so as to developa better self and an improved and richer democraticsocial order. For this definitepolicies have to be formulated, aims and objectives have to be laid down andproper planning has to be done. It is for the realization of these policies andgoals that society establishes schools, the state invests resources and the teachersand administrators strive hard. Supervision is charged with the task of improvingeducation in all its aspects, so it should be responsible for formulating educational

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policies.

3. Studying : Teaching Learning Situation : Modern supervision isconcerned with the total teaching-learning situation. It aims at bringing all roundimprovement in learning programme and activities. For this supervision shouldfirst survey the present state of the situation which includes pupils, teachers, class-rooms, the curriculum and materials of instruction as well as the administrativefactors such as funds, equipment, time-table, evaluation of pupils, their progressreport and records etc.

4. Improving the Teaching Learning Situation : Having studied andobserved, supervision has to take positive step for the improvement of teaching-learning situation. There should be proper planning for it and cooperation amongall workers. Instruction should be adapted to the individual differences of thelearners. Teachers should be kept abreast of the latest researches and developmentsin educational theory and practice. Curriculum should also be constantly revised.It should be life- centred i.e. related to the nature and needs of the learners andfactors in their current family and community life. Supervision should be concernedwith the improvement of equipment, facilities and servicesand also of socio-physicalenvironment.

5. Improving the Personnel : E.C. Elliott defines supervision, “supervisory controlis concerned with what should be taught’ when it should be taught ! To whom, bywhom how and to what purposes.” Improvement of teachers is possible onlywhen they realize the need for it. It has been well said that “the improvement ofteachers is not so much a supervisory function in which teachers participate as it isteachers function in which supervisor participates. Improvement of staff can beeffected through in-service training in which both the teachers and supervisorsparticipate on the basis of the following well established principles of learning.(i) Learning is occurring all the time.(ii) Learning is determined by purpose; needs and past experience.(iii) When force is applied, the learning that occurs may be the opposite of

what is desired.

(iv) Supervisor and teachers learn simultaneously.

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6. Improving Human Relations : The significant function of supervision is to developand maintain good human relations with and among all the educational, workers.Good relations can be built by living and working with fellow staff members insuch a way that they can practice good human relations. Supervisor should havespirit of service towards others and he should treat his co-workers as his equals.He should have faith in other person’s worth and honesty. He must share withothers the credit for the groups success. He should generate atmosphere ofcooperation and live upto others expectations.

7. Improving Group Interaction : It is the function of supervision to secure andmaintain cooperation so that each worker is enabled to make his best contributionto group effort towards the desired goals. For good group interaction, workersshould know each other’s duties and responsibilities. Decisions should be madeby the group after discussion. There should be free and frank communicationamong the members.

8. Improving the Product of Education : Educative process is launched to achievecertain aims and objectives. Supervision is also done to achieve these goals ofeducation. Supervision has to assess the extent to which the aims are beingachieved. It has to find out what has been done and what remains to be done. Itshould adopt remedial measure whenever and wherever needed. Supervision hasto depend on the modern techniques of measurement such as rating scales, checklists, interview, objective testing etc.

9. Improving Supervision : Supervision sets forth its own purposes and proceduresand so it is essential constantly to evaluate whether and how far it is fulfilling itsappointed tasks. This would involve appraisal of its results or outcomes,modification of its techniques and methods and improvement of the supervisorypersonnel. Efforts should be made by teachers and supervisors towards self-direction, self-guidance and self- supervision.

10. Improving Morale of Teachers : It is essential for a supervisor to understandthe role of morale in teaching- learning situation and the ways it can be improved.A teacher whose morale is low does great harm to the student. His low moraleresults in criticising authorities, policies, programmes, showing temper tantrums,running away from facing responsibility and so on. Since supervisor is responsible

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for improving teaching learning situation it becomes his duty to do everything thatkeeps the morale of teachers high. Supervisor must understand what affects teachersmorale adversely and how such factors and conditions can be controlled.

11. Generating Favourable Learning Climate : Climate means psycho- socialfeatures of the atmosphere. These features greatly influence learning of studentand teaching by teachers. Supervisor should study, analyze and improve theteaching-learning climate. By providing needed facilities, by enlisting teachers’participation and involvement in decision making by talking to teachers bysupporting them and rewarding them by providing effective counselling, byminimizing chances of conflict among teachers, by stressing goal achievement, byimproving human relations it is possible to generate a favourable climate.

24.3.1 Planning & Organising : Supervisory Programmes Planning theSupervisory Programme / Need for Planning :The following reasons may be advanced in support of planning in supervision.

(1) To analyze needs and resources : A planning program ensure that staff hasexamined the situation, analyzed needs and resources. It ensures a realistic appraisalof whole teaching-learning situation.

(2) Essential for all purposeful activities : Supervision involves many differentpersons and things. There are learners of different backgrounds and have differentoutlook and philosophy of life. There are different types of teachers who vary inknowledge of subject-matter and various other aspects. There is wide variety ofavailable resources and rapid development of educational theory. All these factorscombine to make the problem of coordination and integration of educational effortvery complex and call for planning of the supervisory programme.

(3) Source of professional stimulation : The educational workers should have aclear idea of the aims and objectives of education they are striving to achieve.They have to design appropriate activities and experiences, analyse and systematizethem so that when undertaken they run smoothly in desired direction.

(4) Clarification of What & Why of educative process : Through planning theworkers come to understand both the nature and purpose of the requirededucational effort. It helps to secure the co-operation of the workers and thecoordination of their efforts.

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(5) Security & Confidence to the Workers : Planning gives a definite course ofaction and knowledge of what and why of educative process. It makes workerssecure & self-confident.

(6) Provides the criteria for evaluation : Planning provides an opportunity forevaluating the abilities of the staff since it gives a real basis for evaluating successof supervisory activities.

24.3.2 Objectives of Planning of Supervisory Programmes

Following are the objectives of planning :

1. To unify and integrate educational effort : Supervisory programme shouldbe planned with the objective of coordinating various resources and materialsand unifying the efforts of all workers.

2. To improve knowledge and skills of teachers : Supervisory programme shouldbe planned around the work, the thinking and the attitudes of teachers. Supervisoryprogramme should offer all possible opportunities to participate in co-operativeplanning of policies and procedures to exercise leadership and creativity by tryingout new ideas experimentally.

3. Incorporation of new trends : Improvement in instruction can be accomplishedonly of school practices, keep abreast of the changes in educational thinking andpractice. Educational workers should keep upto date with the new educationalliterature.

4. Improvement of Teaching-Learning Situation : The main purpose ofsupervisory programme is the assessment and improvement of theteaching-learning situation, the constituent of which are the pupils,teachers, curriculum materials and equipment and physical & socialenvironment.For effective supervision it is necessary to appraise and improve these matters.

5. Promotion of good relationship : Supervision depends for full effectivenessupon the existence between teachers and supervisors of a common agreement.Healthy relationships between teacher-to-child, child-to-teacher and child-to-child must exist. Similarly, for good supervisions, supervisor-administrator, teacher

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supervisor-administrator-teacher relationship must be developed.

24.3.3 Principles of Planning the Supervisory Programme

Following are the principles of planning the supervisory programme :

1. Supervisory, programme should be formulated Co-operatively : DemocraticPhilosophy of education demands that administrators, supervisors, teachers, pupilsand the members of the community all should participate in formulating theprogramme.

2. The supervisory programme should be derived from the situation: Thesupervisory programme should be based on the facts of the situation, the physicaland material setting and the needs of the persons involved standard tests andother techniques should be used to obtain a clear and complete picture of situation.Situation is best studied by observing the activity, noting the continuous on-goingchange and analyzing its complexity. For all this supervision has to provide aneffective leadership.

3. The supervisory programme should be planned with an experimentaloutlook : The modern supervision is experimental in nature. It is believed nowthat current practices should always be questioned, examined, evaluated and placedunder the searching light of critical analysis and such analysis should be applied tosupervisory practice itself.

4. The supervisory programme should be flexible : Supervisory programmeshould be flexible. It should be modified in the light of experiences gained. Toincrease flexibility, cooperative planning is essential. Free communication betweenthe members also help flexibility because mutual consultation and re-adjustmentbecomes easier. Objectives should also be small and definite in number.

5. Built in system of evaluation in supervisory programme : The programmeshould have built in system of evaluation. Criteria of its effectiveness should belaid down before hand. Evaluation should be done co-operatively.

24.3.4 Steps in Planning the Supervisory Programmes :

Following are the steps of supervisory programme.

1. Evaluation of Educational Product : At the time of policy making and before

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launching the educational programme, aims and objectives in terms of pupil growthand achievement should be formulated. Generally, accepted outcomes of educationare knowledge, understanding, skills, abilities, interests, attitudes appreciationvalues, application and transference of learning and experiences.

2. Analysis and Appraisal of Teaching-Learning Situation : To understand theteaching-learning situation, teachers curriculum and socio-physical environmentshould be studied. Those conditions should be studied which help or hinder thelearner’s development and growth. In light of these facts a tentative programmeshould be formulated for improving the situation.

3. Improvement of the Situation : The study of situation should be supplementedby new ideas and experiments in educational theory and practice. List ofimprovements that can be introduced should be made.

4. Selection of Problems Requiring Attention : Those needs, difficulties andproblems which require attention should be selected through group discussion.

5. Development of a Programme of Action : A programme of activities shouldbe launched to improve the conditions and product of learning. The activitiesshould be cooperatively planned under supervisoryleadership.

6. Evaluation of the Effectiveness of the Supervisory Programme : Thesupervisory programme is of value to the extent of its effectiveness in achieving itsown accepted objectives. This should be judged through standard methods ofappraisal to determine the degree and direction of the success of the programme.

24.3.5 Organizing the Supervisory Programme

Organization refers to the responsibilities and relationships allocated to the variousexecutive and supervisory positions in a field of employment.

Need for organizing the supervisory programmes :

1. To meet the ever-increasing demands of the educational enterprise : Theschool has to perform multifarious duties, for which it has to set up an appropriatemachinery and offer an ever-increasing number of services to children andcommunity. Due to complexities of demands, the school system has to be dividedinto 2 departments. One dealing with the services and the other with subjects and

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curriculum. Organisation is needed separately for each of these departments andalso collectively to coordinate these activities.

2. Organization is needed to combine various youth services : The variousschool services should be coordinated with similar other outside agencies, such aschild guidance clinics, public health and recreation agencies, boy scouts, museums,zoos, public libraries etc. A move should be made to combine both school andcommunity into one department which may be named the department of youthwelfare.

3. To integrate the academic activities of the school : More and more subjectsarc being added to school studies due to growing complexity of life. These shouldbe integrated in order to produce a better total effect. The services of non-professional personnel, teachers, supervisors, administrators must be pooled off.

4. To realize the goals of supervision and education : The main purpose forestablishing an organizational patterns is to clarify functions and relationshipsbetween various persons involved in organizational operation. The aims ofeducation can be realized only when the workers know what others are doing andwhen they put together their talent and efforts.

24.3.6 Types of Organization

Organization of Supervisory Programmes can be of two types :

1. Autocratic or Authoritarian Organization : This is traditional type oforganization. The authority is centralized in the key person or head. He doeseverything according to his whims and desires. He runs the institution, and thepolicies and techniques including instruction are directed by him. There is a hierarchyof positions defined by seniority, determined by the sweet will of the administratorand not by superiority of knowledge, skill or capacity. This type of organizationresults into conflicts and friction. All headache of carrying on the work is oneman’s show and is wholly his responsibility. In his absence, there is likely to be“no work” and “no man’s responsibility”.

2. Democratic Organization : In this type of organization, authority is based onsuperiority of knowledge, skills, and capacity. Authority instead of being centralized

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in one person is shared by all. Channels of communication are kept wide open.There is maximum participation of all workers in determining policies, proceduresand final evaluation. There is no hierarchy of positions. Equality is practiced in allmatters. It is basically leadership-oriented. It is able to achieve better productionand higher satisfaction and morale of the workers.

24.3.7 Principles of Democratic Organisation

1. Participation of all : Democratic head of a supervisory programme makes thewhole show a common platform of all concerned where each and every teacher,administrator, headmistress and students can participate in every body’s advice,suggestion, ideas, are respected and are taken up in a common pool on the basisof which the supervisory programme is made to function.

2. Democratic leadership : Leaders should encourage initiative in leading authorityis derived by person from the situation. Here the responsibility does not lie withthe central figure rather it is shared by all those who occupy position of leadershipat various levels.

3. Rotation in leadership : Continued exercise of authority brings deterioration inthe administrator’s behaviour. It is, therefore, better when leadership is shared bymany on the basis of rotation. Principle of rotation involves transfer from oneplace to another, both of administrators and teachers. Leadership can be muchimproved if administration is carried on by a committee instead of a single individual.

4. Principle of Co-operation and Co-ordination : Co-operation is to be givenand co-operation is to be taken for the success of supervisory programmes. Itneeds combination of many heads and hands. In every organization, there are alarge number of functions, duties, services, policy matters, decision making, planningprocedures etc. All these, need coordination which is to be initiated and materializedby the Head or the chief co-ordinator.

5. Principle of Flexibility : Democratic organization is dynamic and flexible. Thesupervisory organization should be adaptable to the teaching-learning situationwhich is continuously changing. It should provide for co-ordination and integrationof plans, procedures and outcomes.

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6. Principle of Group discussion : Democratic organization, relies on theformulation of policies and plans and their implementation through group discussion.First of all, a problem arises, then it is stated and solutions are considered. Amachinery is set up and discussion is held and the decision is tried out. Finally,re-discussion takes place.

Check Your Progress

(NOTE : Please put √ √ √ √ √ at an appropriate alternative)

1. Supervision provides leadership (Yes/No)

2. Supervision aims at improving teaching-learning situation. (Yes/No)

3. Supervisor creates fear in the institution. (Yes/No)

4. Supervisors destroy relationship of educational personnel. (Yes/No)

5. Traditional type of organization is authoritarian organization. (Yes/No)6. In authoritarian organization, authority is shared by all. (Yes/No)

7. Democratic Organization is modern type of Organization. (Yes/No)

8. Democratic Organization is dynamic and flexible. (Yes/No)

9. Supervisory programmes are organized to meet ever increasing demands of educational enterprise. (Yes/No)

10. Supervisory Programmes are planned to analyze needs and resources. (Yes/No)

24.4 LET US SUM UP

Supervision has several functions to perform. It provides leadership,

formulates policies, studies teaching-learning situation and improves the same. It improvesthe educational personnel, human relations, group interaction and product of education. Itimproves the morale of teachers and creates congenial learning environment.

Supervision programmes should be properly planned and organized on democraticprinciples. It needs to be planned to unify and integrate educational efforts, to improveknowledge and skills of teachers, to incorporate new trends and promote goods relations.Theprogramme should be formulated cooperatively and it should be flexible. It should be

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derived from the situation. It needs to be organized to meet the ever increasing demandsof the educational enterprise, to combine various youth services, to integrate academicactivities, to realize the goals of supervision and education. Organization of supervisoryprogramme is of 2 types. (1) Autocratic organization in which authority is centralized inone person. Democratic organization in which authority is based on superiority ofknowledge, skills and capacity and authority is shared by all.

24.5 UNIT END EXERCISES

Long Questions :Q.1 Discuss Functions of Supervision in Detail.Q.2 What is the Need of Planning and Organizing Supervisory Programme?Q.3 Discuss Principles & Objectives of Planning Supervisory Programme.Q.4 What are the Steps followed in Planning the Supervisory Programme?Q.5 Discuss types of Organization of Supervisory Programme and its Democratic

Principles.

Short Questions :

Q.1 Discuss types of Organization of Supervisory Programme.

Q.2 Briefly discuss Principles of Planning Supervisory Programme.

Q.3 Briefly discuss Objectives of Planning Supervisory Programme.

Q.4 Discuss Democratic Principles of Organising Supervisory Programme.

24.6 SUGGESTED FURTHER READINGS

1. Aggarwal, Y. P., Sachdeva, M.S., Kaur, Manjeet : Education Management

2. Dr. Bhatnagar, R.P., Dr. Agarwal, Vidya : Educational Administration

3. Mrs. Shukla, S.P. : Educational Administration

4. Sh. Vashist : Principles of Educational Supervision

Key Check Your Progress

Answers : (1) Yes (2) Yes (3) No (4) Yes (5) Yes (6) No

(7) Yes (8) Yes (9) Yes (10) Yes

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LESSON NO. 25 UNIT - V

TYPES OF SUPERVISION AND DRAWBACKS INPRESENT SUPERVISION

25.0 STRUCTURE

25.1 Introduction

25.2 Objectives

25.3 Types of Supervision

25.3.1 Drawbacks in Present Supervision

25.4 Let Us Sum Up

25.5 Unit End Exercises

25.6 Suggested Further Readings

25.1 INTRODUCTION

Supervision is an expert technical service primarily concerned with studying andimproving the conditions that surround learning and pupil growth. Supervision is leadershipand the development of leadership within groups. Supervision has become objective andexperimental in its methods. This stems from the scientific movement in education. Butsupervision has many different types. It is not same in all kinds. Different types of supervisionhas different objectives and different advantages. Types of supervision can be given asfollows.

25.2 OBJECTIVES To Introduce the students with Supervision.To give them knowledge of types of supervision its advantages andobjectives.To give them knowledge of drawbacks in present supervision.

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25.3 TYPES OF SUPERVISION

Following are the types of Supervision :

1. Corrective Type : In this type of supervision, the supervisor is always trying tofind fault with different things. He makes a record of the drawbacks of the teacher,classroom situation, institution etc. He is ever-ready in the preparation of list ofdrawbacks and then he brings them to the notice of the higher authorities. Herarely gives any suggestion for improvement. “Fault-finding” is another name forthis type of supervision. This type of supervision does not serve any useful purpose.It makes improvement neither in the teacher nor in the teaching-learning situationor curriculum which is the ultimate aim of all supervision.

Objectives : To find fault with the system, with the personnel, administ-rators, teachers, students, ministerial staff and class four servants.

To bring to light the various drawbacks.

To find fault with the administrative programme of the institution.

To find fault with the institution.

Advantages :

1. It makes teachers and students more regular and punctual because they knowthat they will be corrected by the supervisor.

2. Everybody in the institution comes well prepared.

3. They remain conscious of their shortcomings and try to cover up their

deficiency.

4. There will be no scope for any type of learners or lethargy on the part of differentpersonnel.

5. Overall climate of the institution will remain toned up.

6. There will be less chances for the growth and development of serious

type of problems because every evil will be nipped in the bud.

Disadvantages :

1. It is not healthy type of supervision.

2. It discourages the teachers.

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3. It created atmosphere of fear due to which justice can’t be done with the work.

4. Teachers develop negative attitude which is harmful in teaching-learning situation.

5. Due to lack of academic climate there is lack of growth of teachers and learnersand they will fail to do their duties with zeal and vigour.

2 Preventive Type : This type of supervision helps the teachers and the head ofthe institution to prevent themselves from any problem. It leads the teachers toanticipate new situations and find appropriate ways and means to removedeficiencies. The supervisor is an experienced person who can foresee, problemsof all types in the functioning of the schools. This type of supervision is helpful tothe teachers and the head of the institution. But the problem is that the personswho can provide leadership for this type of supervision are rarely seen. It is betterthan corrective type of supervision.

Objectives :

1. To formulate do’s and don’ts for the prevention of mistakes which can becommitted in the running of the educational institutions.

2. To check the carrying out of institutions already sent for the smooth

running of educational institutions.

3. To improve the teaching-learning programme.

4. To make the institution develop without any problem.

Advantages :

1. Solutions of the problems are thought beforehand therefore, Jobs of teachers andof the head becomes carefree.

2. It develops good qualities in teachers like imagination and forecasting, properplanning and finding out solutions etc.

3. It makes the process of teaching/learning more effective.

4. There is no scope of spread of any type of illness in the institutions.

Disadvantages :

1. Teachers have more workload and they have to think a lot about the problemsand their possible solutions before teaching and during the process of teaching.

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2. Due to thinking about future their present suffers.

3. It makes teachers problem ridden and they may fail to become creative.

3 Creative Type : In this type of supervision, supervisor comes down tothe levelof the teachers. He appreciates teachers who initiates new things and experimentsin the field of education. Its impact on the features is very sound and healthy. Itencourages teachers to feel free, to think for themselves in matters pertaining toobjectives, curriculum, organization and content, methods of teaching and methodsof evaluation.

Objectives :(1) To inspire the administrators, the teacher and the students to work more and

more.

(2) To show true leadership to the teaching personnels.

(3) To encourage all types of research in the institution.

(4) To free the teaching personnel from set traditional procedures of working.

(5) To make the institution develop.

Advantages :

1. It makes teachers creative.

2. Teachers become independent and work freely.

3. It makes teachers research-minded.

4. It reduces the problems of the institution.

5. It provides healthy social climate in the institution.

Disadvantages :

1. There is possibility of misuse of freedom.

25.3.1 Drawbacks in present supervision

Following are the drawbacks in present supervision.

1. Unsuitable supervisors : The supervisors are generally much below the expectedstandards. A number of them don’t have experience of school education. So theydon’t understand problem of teachers and the schools.

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2. An eyewash : The inspection is nothing better than an eyewash. For supervisionthe school authorities make preparation for many days. The day of inspection isreally the day of pomp and show. The whole show is on as long as the supervisoris there. The moment the inspection is over, everything reduces to the daily routinewithout any speciality about it.

3. Centralization of Policies : The plans and policies of supervision are fullycentralized. The whole, planning and formulating of policies is done by the higherauthorities. Teachers who are the actual workers in the field, are not taken intoconfidence.

4. More concerned with administrative work : Supervisors are busy in checkingof registers, office work etc. They don’t have much time for academic work.Sometimes supervisors are not even introduced to the teachers.

5. Lack of subject experts : One supervisor can’t do full justice to his dutiesunless supported by a team of supervisors. It is expected from one inspector thathe should inspect the work of each teacher in the school. This tradition iseducationally backward because he can be an expert of one subject and canguide the teaching of those particular subjects only.

6. Autocratic Position of the Supervisor : The present system of supervision hasput the supervisor as an authoritative officer instead of a friend and a cooperativeleader. He neither gives a chance to the teachers to talk to him about their problemsnor provides them an opportunity to put forward their idea for the improvement ofthe school.

7. Excess of Workload : The supervisors are over burdened with work. There area large number of schools under the charge of each supervisor. Moreover thework assigned to a supervisor is of such a varied nature that he has to take morecare of that work where he has to put down his signatures.

8. Interference by private, management : There is a lot of interference by themanaging committees. Head cannot implement the suggestions given by supervisorsdue to the domination of managing committee.

9. Incomplete Supervision : Ideally the supervisor of schools should include allaspects of school like teaching / learning activities, students, participation in games,

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medical creating of students, Moveable medical aid etc. but he finds that all thesethings are not examined at the time of inspection.

10. Distrust between the supervisory staff and the school staff : The inspectingteam visits the school with suspicion and disbelief in there mind. It becomesharassment of the school staff. Instead of being creative and helpful, they areunsympathetic and destructive. They conduct the supervision with a view to criticizeand find defects. After the inspection, they prepare a long list of short-comingsand submit a report to the government that’s why their visit becomes an occasionof fear rather than that of pleasure.

Thus we see that prevailing system of supervision has many loopholes whichshould be removed to make it effective and really beneficial.

Check Your Progress

(NOTE : Please put √ √ √ √ √ at an appropriate alternative)1. Corrective type of supervision is best form of supervision. (Yes/No)2. Fault finding is another name of corrective type of supervision. (Yes/No)3. Preventive type of supervision helps the teachers to prevent themselves

from any problem. (Yes/No)

4. Preventive supervision aims at formulating do’s & don’t for the preventionof mistakes . (Yes/No)

5. Creative supervision is modem type of supervision. (Yes/No)

6. In creative supervision, supervisor comes down to the level of teacher. (Yes/No)

7. Generally, supervision in schools is nothing more than an eyewash.(Yes/No)

8. All supervisors are subject experts. (Yes/No)

9. Supervisors are generally in autocratic position. (Yes/No)

10. Supervisors have a lot of workload. (Yes/No)

25.4 LET US SUM UP

Supervision is of different kinds corrective, preventive and creative type. Different

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types of supervision has different objectives and different advantages. In correctivesupervision, supervisor is always trying to find fault with different things and itdiscourages teachers. Preventive type of supervision helps the teachers and thehead of the institution to prevent themselves from any problem. This kind ofsupervision helps in improving the teaching learning situation but in this type ofsupervision, teachers have more workload. In creative type of supervision,supervisor comes down to the level of the teachers, he appreciates teachers whobegin new things and experiments in the field of education. This kind of supervisionmakes teachers independent and creative, but modern supervision has somedrawbacks also. Supervisors are generally below the expected standards.Supervision is merely an eye-wash. Plans are centralized. Supervision is moreconcerned with administrative work instead of academic work. Supervisors arenot subject experts and their position is autocratic. They have a lot of work load.Private managements interfere a lot in their work and there is lack of trust betweensupervisors and school staff.

25.5 UNIT END EXERCISESQ.1 What is supervision ? Give types of supervision.Q.2 What is supervision ? What are the types of supervision and their objectives.Q.3 Discuss different types of supervision with their objectives, advantages and

disadvantages.Q.4 Discuss drawbacks of modem supervision.Q.5 What are the different types of supervision. Discuss any one type in detail.

25.6 SUGGESTED FURTHER READINGS

1. Aggarwal, Y.P, Sachdeva, M.S., Kaur, Manjeet : Educational Management, Planningand Administration

2. Dr. Bhatnagar, R.P, Dr. Aggarwal, Vidya : Educational Administration3. Mrs. Shukla, S.P : Educational Administration4. Vashist, S.R : Principles of Educational Supervision

Key Check Your Progress

Answers : (l) No (2) Yes (3) Yes (4) Yes (5) Yes (6) Yes (7) Yes (8) No (9) Yes (10) Yes

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LESSON NO. 26 UNIT -V

PROBLEMS OF FINANCING EDUCATION IN INDIARESOURCES AND EXPENDITURE OF EDUCATION

26.0 STRUCTURE

26.1 Introduction

26.2 Objectives

26.3 Problems of Financing Education in India

26.3.1 Resources of Education

26.3.2 Expenditure of Education.

26.4 Let Us Sum Up

26.5 Unit End Exercises

26.6 Suggested Further Readings

26.1 INTRODUCTION

The field of educational finance is as broad and wide as education itself. Everycountry spends a sizeable portion of her gross national income on education. The annualexpenditure on education across the countries of the world varies from 6 to 25% of publicbudget. The rate of growth of educational budget makes financing of education a complexproblem faced by policy makers. This calls for careful consideration of hard realities offinancial resources and financing methods, such considerations constitute what is, nowknown as educational financing. Educational finance is a means and not an end. It has itsown problems and purposes. Expanding educational needs, rising costs and many otherdifficulties make the problem of educational finance very complex. Problems of educationfinance can be enumerated as under :

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26.2 OBJECTIVES

To give Knowledge of Problems of Educational Finance to the Students.

To give them Knowledge of Resources of Education to the Students.

To tell them about Expenditure of Education.

26.3 PROBLEM OF FINANCING EDUCATION IN INDIA

Problems of educational finance can be of two types.

A. Internal problems.B. External Problems.

A. Internal Problems

1. Maintenance of Normal Services : Education can discharge its responsibilityonly when it is provided with its basic minimum needs. It needs building, equipmentand other material facilities. These constitute the initial expenditure. Then there isneed for funds for recurring expenditure for the upkeep of material facilities andthe maintenance of the teaching and other staff.

2. Expansion of Educational Facilities : Due to freedom & democracy, pupilsfrom all strata of society have entered the schools and colleges, demanding moreand more widely spread educational facilities, both physical and personal. Thisrequires more & more funds.

3. Expansion of educational services : Today’s school can’t rest contented withinstructors alone. There is demand of more services like psychological service,guidance & counselling, work experience, vocational & technical education,education of the gifted & handicapped reduction in class size, individualization aswell as socialization etc. All this require increased financial investment in education.

4. Removal of disparities in Educational Opportunities : Democracy demandsequality of education. Good educational practice exists in schools which spendmore money per pupil. Liberal funds are spent on the education of children of richcommunities who have better cultural - intellectual status and higher living standardswhile meager support is provided for the education of children of poor communities.In a democracy, education should eradicate social stratification, class, regionaland other distinctions. Thus he needs more finance.

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5. Priorities : With limited availability of funds some kind of priorities have to bedecided. It means that expenditure on primary & secondary education is moreimportant than that on higher education. Financial discipline requires funds to beallocated in order of relative importance.

6. Efficient Utilization of Funds : Due to scarcity of funds, (the question of efficientutilization of available funds arises. Efficiency can be improved if there is a long-term planning and planning should include educational objectives, orderly expansionand improvement of the programmes and the activities. All resources should bepooled together.

B. External Problems :

1. Unemployment of Youth : Due to lack of opportunities of gainful employmentyouth proceeds to the secondary schools and the colleges. It is, therefore,responsibility of both the central & state government to provide funds for meaningfuleducational facilities.

2. Population Mobility : There is a large scale movement of young people from thevillages to the big cities so more funds for education have to be found for thegrowing population of cities. To solve this problem, government has to adoptappropriate measures both at the economic and educational levels. Educationalfacilities related to employment possibilities have to be expanded in the villages.

3. Age Distribution of Population : Due to an increase in the span of life and thepopulation explosion there is an increase in the number of people dependent onothers. Gainful employment for the retired people has to be found to reduce theirburden of dependence on the young.

4. Extension of Educational Opportunities : More schools and serviceshave tobe provided for meeting the educational need of rising population. Industrialdevelopment also demands extended educational facilities. Therefore, institutionsfor continuing education have to be established. The purpose is to improve thepeople socially, culturally and professionally through increased training. But theinequalities of wealth in different areas make the problem of financing extendedprogrammes a complex matter. A new finance structure has to be evolved tosolve these problems.

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6. Concentration of Wealth : Modern industrial development has caused economicimbalances. Educational opportunities are better in some states and localities andpoor in others. Democracy demands these inequalities and it must be corrected.

7. Level of National Income : Maintenance of a higher level of national incomeis essential for better financing of education. For this a higher level of economicachievement & production is necessary.

8. Financial Control : The control of finance is very important problem. The laymanhas little knowledge of finance and profession, with his specialized knowledge hemay easily attain a position of dominance and may misuse the power so his authorityshould be limited to keeping the fiscal accounts and records, preparing the technicalbudget and non public revenue auditing.

9. Centre-state Local Relationship : There are 3 main agencies financing educationin India viz. the central government, the state government and the local bodies.These 3 are unequal partners. The resources of centre are very wide, states havelimited resources and local bodies have still less means for supporting education.Local and state enterprise have been hesitant to secure more central aid foreducation for fear of losing their autonomy. Educational opportunity should expandto meet the growing and changing demands of modern society. Whenever localresources are insufficient for this purpose, the centre must step in and providenecessary funds.

10. Educational Personnel : The main part of the educational machinery is theteacher. The number and quality of teachers, administrators and other workers,their qualifications, preparation, adjustment, devotion to work etc. are fundamentallyimportant for success of the educational enterprise. Teachers have to be benefittedfrom the salary revisions and their emoluments deserve utmost consideration.

11. Research in Educational Finance : Research is needed in the field ofeducational finance because it is a dynamic, complex and a broad field whichkeeps changing. Some profitable areas are the type of personnel needed, theirpreparation and professional growth, salaryschedules central-state, local fiscalrelations etc.

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26.3.1 Resources of Education :Resources are of two kinds :A) Human resourcesB) Physical resources

Human resources include skilled manpower and qualified personnel requiredfor various purposes.

Physical resources include material resources and capital resources. Materialresources refer to building, equipment, classrooms and furniture, playgrounds,laboratories, text-books, teaching aids etc. capital resources are the finances.Money received from the capital resources is called receipts as opposed toexpenditure which simply means the financial charges incurred in organizingeducation. Receipt refer to cash received or made available including grants,allotments, fees, donations and cash value of property received as gifts. Revenueincludes government grants, allotments of local bodies, education fee, tuition andother fees, income from school funds endownments, gifts and bequests from privatepersons & organizations proceeds from rent and sale of school property. Capitalresources or the finances for education are acquired in several ways. They can beclassified as public & private sources.

A. Public Funds : Public funds are also known as government funds. These includethe amounts of money received from central government; state government, UGC& NCERT. The central government may give grants either directly or throughtheir autonomous bodies such as U.G.C., N.C.E.R.T. etc. These grants are alwaysshown separately in budget. Public funds also include local bodies funds. Localbodies include municipal boards and corporations, district boards, cantonmentboards notified area committees, zila parishads and panchayat samities. The moneyreceived from these bodies out of their general funds or special taxes served bythem for education are known as local body funds. Their source of income is acess or a tax levied in the local area. The source of finance in case of municipalitiesis called municipal funds. In case of district boards, zila parishads, gram panchayatand panchayat samities is called district board funds or local funds. The allocationmade by these bodies are known as allotment or grants.

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B. Private Funds :

(1) Fee : Fee includes all kinds of money collected from the students. The variouskinds of fee charged are tuition fee, magazine fee, games fee, laboratory fee,library fee, reading room fee, building fee etc. The govt. lays down that a fewstudents of different categories may be exempted from charging fee. Thegovernment herself reimburse this amount. Fee charged on the account of boardof education, or the university examination and registration, fee etc. do not comeunder this source.

Similarly special fee charged for specific purposes such as bus fee, mid-day mealfee are excluded from deposits of this source. Refundable fee like caution money,hostel mess, laboratory fee, library caution money etc. are not included in this.

(2) Endownments and Land Grants : This practice of financing education prevailedin ancient India & also in medieval times. It is prevalent in India even today. Thesecan be utilized for meeting the recurring and non-recurring expenditure and alsofor specific purposes such as scholarship to the poor and deserving students andmaintaining special teachers. The advantage of this method of securing financesare the permanence of institution is assured and they enjoy great autonomy, makingexpansion and improvement easily possible. The disadvantages are that financialhelp from endownments depend on the whims of rulers and feudal lords whomake no systematic attempts for financing education. Endownments are sums ofmoney, the principals of which are to be maintained intact and only the incomefrom the interest on the principal amount may be consumed.

C Other Sources : Other sources include donations, gifts, subscriptions, bequests,fines, sale proceeds, interests on bank balances and securities, rent from buildingsand loans etc. Raising donations from public has certain advantages. The advantagesof this method are that it makes the donors take keen interest in the well being ofthe institutions and their cooperation is secured. But it has some disadvantagesalso. Donors may misuse the institutions for personal benefit.

D. External Sources : These various forms of finance can spring from internationalorganizations such as IBRD, IFC, IDA, UN and its agencies such as UNESCO,UNICEF, regional organizations such as OECD, EEC, non-governmental

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organizations such as Rock-feller Foundations. The Carnegie Foundations, PeaceCorps or private panics of the foreign countries. The role of external aid educationalbills of the developing economies is quite significant. Throughout the world aidaccounts for 8% of total educational bills.

26.3.2 Expenditure of Education

1. Appropriation of Funds : The total amount of money which is received by thecentral Government out of which expenditure on various items of different fields isto be met is known as the consolidated funds. Funds are appropriated for variousitems in the budget from this consolidated fund for this purpose a budget is preparedwhich is placed before the parliament in the form of a money or financial bill. Thebudget is prepared yearly. It contains a detailed description of the needs of comingyear. Appropriation act permits withdrawal of money from the consolidated fundsof India for expenditure on different items.

The act has two types of grants :

(1) Voted

(2) Non-voted

Non-voted grants or items include such expenditures as salaries of the President,Speaker, deputy speaker & the Judges of supreme court. Supplementary grantsare also considered voted and passed by the Parliament in a similar manner.Supplementary grants are those which are proposed by the Departments whenthe amount already sanctioned in the appropriation Act falls short of the requirementsof the Departments & they propose to have more funds.

2. The Expenditure : Nature & Types : Expenditure includes all financial chargesincurred by or on behalf of schools for goods & services.

Expenditure are of various types.

– Current or recurring expenditure

– Gross or capital expenditure Debt Charges.

1. Current or recurring expenditure : Means expenditure on the current ongoingprogrammes and activities. This includes all payments made in respect of the

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operation and maintenance of the school plant, general administration and control,salaries of the staff, library, yearly supplies for teaching and other services. Theseexpenditures are incurred every year.

2. Gross or Capital Expenditure : refers to charges on acquiring fixed assets oraddition to fixed assets. These are also known as capital out- rays and include allexpenditure incurred on acquiring sites, buildings, equipment, play ground, hostels,canteen, cooperative store etc. These expenditures are also known as non-recurringexpenditures because they are not incurred every year.

3. Debt Service or Charges : Usually include payment of principal & interest onthat taken as loan. It is of 2 kinds:

– Current or recurring

– Carried over

When the loan is paid back in the same financial year it is termed as current orrecurring.

When it is extended beyond that to the following years it is termed as carried overdebt charges.

4. Public & Private Expenditure : Public expenditure is that charge which is metout of the government funds.

A. Private Expenditure is that which is met out of private endownments, donations,fees and other contributions. Both of these expenditures can be further divided as.

B. Public Expenditure on Private Education : It is found in the form of subsidies,aids. grants etc. to private schools & colleges.

C. Private Expenditure on public education

D. Private Expenditure on private education.

5. Direct & Indirect Expenditures : Expenditures incurred directly for runningthe institutions and which can be identified with specific activities such as salaries,allowances, contribution to provident fund, badges, prizes, recurring contingencies,excursions, examination, extra curricular activities, extension programmes, scoutingNCC, games & sports etc. maintenance of school plant involving expenditure on

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library, laboratories, furniture, repair of building etc. are in the category of directexpenditure.

The indirect Expenditure : include expenditure on items like inspection building,scholarships, hostel, canteens, furniture and other miscellaneous items. These areknown as indirect expenditure as they are not directly connected with the runningand maintenance of the main activities.

There can’t be a rigid distinction between these 2 types of expenditures. It is amatter of policy and philosophy that determines whether the item of expenditureshould be considered direct or indirect expenditure.

6. Expenditures are also classified on the basis of purpose and the type of education.They are known as expenditure by purpose & expenditure by level & type ofeducation.

1. Educational Expenditure by Purpose (Public & Private)

A Recurring expenditure :

For instruction-for salaries, text-books, other instructional expenditure.

B Other Recurring Expenditure :

Scholarships & grants for studies in the country and abroad, welfare services suchas canteens, transport, boarding and sport, maintenance of building/equipment,operations of building, light, water, gas etc.

2. Capital Expenditure :

Purchase & development of Land, school building, classrooms, laboratories andfixed equipments, other durable instructional equipment tools, microscopes,televisions etc. welfare facilities, residence halls, sport installations etc.

B Expenditure by level and type of education : Public & Private.

Debt Services :

Level & type of Education : Pre-primary, primary, secondary, general,vocational, teacher training, higher education, university, non-university, other special(for the handicapped, gifted, maladjusted etc). Adult, administration etc.

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Check Your Progress

(NOTE : Please put √ √ √ √ √ at an appropriate alternative)

1. Problems of Educational Finance are of 2 types (Yes/No)

2. Centre - State relationship is related to External Problems (Yes/No)of Finance.

3. Resources of Education are of 2 kinds. (Yes/No)

4. Human Resources refer to building, equipment, (Yes/No)furniture etc.

5. Capital Resources are the Finances. (Yes/No)

6. Public Funds is the amount of money received from (Yes/No)Central Govt, State Govt. UGC, NCERT, etc.

7. Fee, Land grants, Endowments etc. are Private Funds. (Yes/No)

8. UNESCO, UNICEF etc. are domestic sources of finance (Yes/No)

9. Current Expenditure is also known as recurring expenditure (Yes/No)10. Expenditure Incurred directly for running the institution is (Yes/No)

Direct Expenditure

26.4 LET US SUM UP

Problems of educational finance are of 2 types :- Internal and External problems.Maintenance of normal services, expansion of educational facilities, expansion ofeducational services, removal of disparities in educational services and efficientutilization of funds etc. are some of the internal problems. Unemployment of youthpopulation mobility, age distribution of population, level of national income, financialcontrol, centre-state relationship etc. are some of the external problems. Resourcesof education are of 2 kinds. Human resources and physical resources. Skilledmanpower and qualified personnel are considered human resources. Physicalresources include material and capital resources. Public or govt funds and privatefunds like fee, endowments, land grants etc. come under capital resources. IBRD,IFC, IDA, UNESCO, UNICEF etc. are external sources of finance. Expenditureis of 3 types current or recurring expenditure means expenditure on current

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activities. Gross expenditure refers to charges on acquiring fixed assets, Debtservice include payments of principal and interest on that taken as loan. Othertypes of expenditure are public and private expenditure, direct and indirectexpenditure etc.

26.5 UNIT END EXERCISES : (Long Questions)

Q.1 Discuss Problems of Educational Finance in detail.

Q.2 Explain Resources of Education in detail.

Q.3 Discuss, Expenditure of Education in detail.

Short Questions :

Q.1 Discuss Internal Problems of Educational Finance.

Q.2 What are the External Problems of Finance?

Q.3 Briefly Discuss Resources of Education.

Q.4 Which are the Private Funds?

Q.5 What is the Expenditure of Education ?

Q.6 Differentiate between Public and Private Expenditure.

Q.7 Differentiate between Direct and Indirect Expenditure.

26.6 SUGGESTED FURTHER READINGS

1. Dr. Bhatnagar, R.P, Dr. Agarwal, Vidya : Educational Administration

2. Dr. Bhatnagar, R.P, Dr. Agarwal, Vidya : Educational Administration

3. Mrs. Shukla, S.P : Educational Administration

4. Vashist, S.R : Principles of Educational Supervision.

Key Check Your Progress

Answers : (l) Yes (2) Yes (3) Yes (4) No (5) Yes (6) Yes

(7) Yes (8) No (9) Yes (10) Yes

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LESSON NO. 27 UNIT - V

MONITORING AND EVALUATION IN TERMS OF MODERNMANAGEMENT TECHNIQUES-CASE STUDY

27.0 STRUCTURE

27.1 Introduction

27.2 Objectives

27.3 Concept of Modern Management Techniques

27.4 Monitoring and Evaluation as the Techniques of Modern Management

27.5 Let Us Sum Up

27.6 Unit End Exercises

27.7 Suggested Further Readings

27.1 INTRODUCTION

Within 60 years of independence, India, witnessed unprecedented expansion ofeducational system, followed by phenomenal rise in number of students and subsequentrise in teachers; but no major change has been brought about in administration of educationalinstitutions. The administration has become extremely complex and is required not only toundertake arduous and challenging work, but is exposed to various types of hazardoussituations. Therefore, administrators are now required to face more problems of variednature involving greater imagination, courage, creativity and leadership than ever before.Time has come when it is urgently required to transform the existing administrative methodsinto modern management techniques.

Dear students, through this present lesson you will come to know about conceptof the modern Management techniques and its relevance to Indian settings. Thecomprehensive reading of this lesson will also help you in analyzing the role of monitoringand evaluation as a modern management technique with specific implications to Indiansituations.

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27.2 OBJECTIVESAfter having studied this lesson you will be able to:

Understand the concept of modern management technique.Analyze the significance of modern management technique with specificreference to Indian setting.Analyse the role of monitoring and evaluation as the modern managementtechnique.

27.3 CONCEPT OF MODERN MANAGEMENT TECHNIQUES

The educational systems all over the World are growing in size and scope as wellas in complexity. Education is fast becoming a major national endeavour. The traditionaladministration, handed down from a colonial past in most of the countries in the AsiaRegion, following the age-old routine, is dilatory and time consuming. It is largely orientedtowards controlling. A mere quantitative increase in the system will not be able to meet theneeds of the new challenges. Time has come when it is urgently necessary to transform thepresent maintenance administration into developmental administration and to make greateruse of the modern management techniques which have proved so successful in businessand industry, in defence and military complexes and in a wide variety of other situations.

All human beings in the educative process- students, teachers, administrators andsupervisors-are individuals with unique talents and capacities. In the modern managementtechniques the basic purpose is to give due recognition to their potential to make it fullyutilized. It can be defined as a set of techniques requiring the use of intellectual faculty,imagination, foresight and sound judgment. It involves problem solving and decision makingin the field of educational management. Most of decisions should be taken on the basis ofthe results drawn from evaluation and monitoring of educational activities at different levels.

27.4 MONITORING AND EVALUATION AS THE TECHNIQUES OFMODERN MANAGEMENT

Educational administrators are now required to face more problems of variednature involving greater imagination, courage, creativity and leadership than ever before.The present system, sensitive to futuristic planning will have to be evolved, as the presentadministration system is too much hierarchical, inflexible and conservative in its approach.The processes and procedures in administration have become ineffective, antiquated,

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complicated overly burdened with bureaucracy and time consuming. Anyone looking closelyat administration procedure will realize that almost all activities taking place on the campusinvolve a high degree of interdependence and that these cannot be carried out within amutually supportive framework, without a well designed and efficient system of monitoringand management of information functioning under the auspices of an effective system ofplanning.

The administration, in most cases, is carried on by people, who have neither anytraining nor any insight into the diversity of managerial functions involved in runninginstitutions. The prevailing administrative setup in the field of education is in a state ofcrisis. Our experience during the last 58 years has demonstrated that the developments,plans, policies have not been satisfactorily implemented because of lack of properidentification and use of evaluation and monitoring as the modern management techniques.

Following purposes of monitoring and evaluation may be summarized : Identification of weaknesses and strengths of various programmes and activitiesbeing planned and organised in educational institutions at different levels ; Assessment of requirement of the resources (both human and material) for thesmooth conduct of day-to-day activities in educational institutions at various levels;Formulation of need-based policies and programmes essential for the realizationof pre-established goals and objectives at local and block/state levels;Provision of better facilities for the welfare of students and the teachers so thatthey can work more efficiently and effectively in the whole process of education ;Proper utilization of all the available and likely to be available resources for resolvingvarious issues of day-to-day classroom activities and other institutional programmes.

Check Your Progress(NOTE : Please put √ √ √ √ √ at an appropriate alternative)1. Education is fast becoming a major national endeavour (T/F)2. Purpose of monitoring and evaluation is the formulation of need based policies

and programmes essential for the realization of pre-established goals and objectivesat local and state levels. (T / F)

3. Our experience during the last 58 years has demonstrated that the developments,plans and policies have been satisfactorily implemented. (T / F).

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27.5 LET US SUM UP

So, students from the forgoing discussion we can infer that modern managementtechniques especially evaluation and monitoring are very effective and result -oriented ifplanned and adopted properly by the persons involved in educational administration. Inmodern times these techniques are being effectively used and satisfactory results havebeen noted.27.6 UNIT END EXERCISES1. Give a brief illustration of the modern management techniques.2. Describe significance of evaluation and monitoring the modern techniques of

management in the field of education.27.7 SUGGESTED FURTHER READINGS1. Aggarwal, J.C.(2002): Educational Administration, Supervision and School

Organisation, Arya Book Depot, Karol Bagh, New Delhi.2. Aggarwal, S.P. (1992) : Educational Planning in India with a slant to Educational

Financing and Administration, Concept Publishers, New Delhi.3. Bhatnagar, R.P. (1996) : Educational Administration, Anupurna, New Delhi.4. Gakhar, S.C.(2006): Educational Management, N.M. Publication, Panipat.5. Goel, S.L.& Goel, Aruna (1994) : Educational Policy and Administration, Deep

and Deep Publications, New Delhi.6. Mohanty, Jagannath (2005) : Educational Administration, Supervision and School

Management, Deep and Deep Publications, New Delhi.7. Sears, J.B. (1950) : The Nature of Administrative Process, Mc Graw Hill Book

Co., New York.8. Sharma, R.A. (2005) : School Management & Pedagogics of Education, R Lall

Book Depot, Meerut.9. Sidhu, K.S. (2002) : School Organisation and Administration, Sterling Publishers

Private Ltd., New Delhi.10. Shukla, S.P. (1982) : Educational Administration ,Vinod Pustak Mandir, Agra.

Key ToCheck Your Progress

(1) True, (2) True, (3) False

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LESSON NO. 28 UNIT - V

MONITORING AND EVALUATION IN TERMS OF MODERNMANAGEMENT TECHNIQUES-MANPOWER SURVEYS

28.0 STRUCTURE

28.1 Introduction

28.2 Objectives

28.3 Concept of Manpower Surveys

28.4 Significance of Manpower Surveys in Educational Planning

28.5 Procedures in Manpower Surveys as a Technique of Modern Management

28.6 Let Us Sum Up

28.7 Unit End Exercises

28.8 Suggested Further Readings

28.1 INTRODUCTION Economic development stands for the technological transformation of aneconomy to the complex modern structure; it means that its productive structurewill be more interwined than it is at lower levels of economic achievements. Thiswill greatly depend on the quality of labour force available at different levels. Therequirements of the system to come out with maximum efficiency will certainlydepend on quantity and quality of human resources employed in various routesand paths of success. This undoubtedly needs a comprehensive manpower surveywith a purpose to make a justified balance between demand and supply. Dear learners, in this lesson you will be made aware about concept ofmanpower survey and its significance. You will also come to know about someprocedures which are generally adopted in manpower requirement situations.

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28.2 OBJECTIVES

After having studied this lesson you will be able to:

Understand the Concept of Manpower Survey

Describe the Significance of Manpower Survey in Educational Planning

Explain the Procedure in Manpower Survey as the Modern Management Technique

28.3 CONCEPT OF MANPOWER SURVEYS

Planning is nothing but using the available assets for the effectiveimplementation of the production plans. After preparing the plans, people aregrouped together to achieve organizational objectives.

Planning in education is concerned with coordinating, motivating andcontrolling of the various activities within the organization. Time required foracquiring the material, capital and machinery should be taken into account.Educational manager has to reasonably predict future events and plan out theproduction. Educational manager has to guess the future business and to taketimely and correct decisions in respect of company objectives, policies and costperformances. The plans need to be supported by all the members of the institution.Planning is making a decision in advance what is to be done. It is the willpower ofcourse of action to achieve the desired results. It is a kind of future picture whereevents are sketched. It can be defined as a mental process requiring the use ofintellectual faculty, imagination, foresight and sound judgment. It involves problemsolving and decision making. Management has to prepare for short term strategyand measure the achievements, while the long term plans are prepared to developthe better and new products, services, expansion to keep the interest of the owners.

For meeting requirements of manpower, advance planning of education isinevitable, but the link between the economic and educational planning is forgedthrough manpower requirements for realizing the targets of economic development.If the future pattern of manpower requirements guide today's educational decisions,the approach is called the manpower requirements approach to educationalplanning, Educational planning in this sense, is scheduling the inputs of studentsinto various educational processes and out into the economy as output of variouskinds of manpower in right numbers and of right types.

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Manpower survey is an integral part of educational planning, but the needfor manpower survey arises because

Economic development often occurs as a result of technologicalimprovements in production techniques which are brought about generallyby the substitution of capital for labour and the systematic improvementsin the existing capital equipment. The introduction of new techniques ofproduction and their proper exploitation requires labour force havingmastered the new technology.

Efforts are made to place medium term plans in the long run perspectiveso that the structure of the economy, and hence of labour force, can beinfluenced.

Decisions of individuals about the future courses and careers are likely tobecome much more realistic if the requirements of the educated manpowerto meet the needs of the economy could be known in advance.

28.4 SIGNIFICANCE OF MANPOWER SURVEYS IN EDUCATIONALPLANNING

Manpower survey is one of most significant aspects of educational planning.Its significance may be described as under :

It is assumed that the future structure of labour force can be estimatedfrom the projected growth and structure of the gross output or final demand.It is further assumed that the educational system can be adapted to bringabout the requisite changes in labour supply with a comprehensivemanpower survey.

If the manpower requirements change slowly and smoothly, decisions canbe taken in the light of the choices of the students and there will be noneed for detailed man-power projections to guide educational expansion.It is, therefore, assumed that the manpower requirements change rapidlyand irregularly and that critical educational decisions have to be takenwhich entail large amounts of investments that are both indivisible andspecialized in their educational uses.

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It is assumed that long lead time is required to provide facilities in plantand personnel for training the manpower. Besides, the process of trainingitself is a long term job. The future obsolescence is also assumed.

The Co-efficients of production of each type of manpower are assumedto be fixed. It is, in a way, an extension of the assumption of fixedmanpower requirements and inelastic demand for skills without substitutionpossibilities. This simply implies that there is no chance of substitutingteacher of one category by that of another and there is no chance ofsubstitution between teaching and other economic activities. It also impliesinflexible students-Teacher ratios, laboratory and class room space perstudent, and other equipment per student, etc. However, it is often difficultto expand education, particularly in developing countries, without makingallowance for adjustments in the use of such inputs, at least in the shortrun.

Manpower surveys also project the current market imperfections into thefuture. Due to paucities or surpluses of various types of manpower, actualqualificational pattern that obtains in occupations of various sectorsgenerally deviates from the pattern desired by the employers.

Check Your Progress

Q. 1. Describe the concept of manpower survey with examples.

Ans._______________________________________________________________

___________________________________________________________________

Q. 2. Explain the significance of Manpower survey in educational planning.

Ans._______________________________________________________________

___________________________________________________________________

28.5 PROCEDURES IN MANPOWER SURVEYS AS A TECHNIQUE OFMODERN MANAGEMENT

There is no single and universally accepted method of projecting manpower

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requirements. Most of the exercises have been concerned mainly with theprojections of specific high level manpower such as engineers, doctors, scientistsetc., and numerous methods have been used in deriving such projections. Thesemethods include asking employers to estimate their prospective requirements,assuming all the firms of an industry to reach the level of utilization of high levelmanpower that has already been attained by the best firms of the industry, inter-country comparisons, extrapolation of the past trends into the future, andcorrelating the number of employees in the occupation with total employment,population, per capita or total national income or such other variables, usingregression equations thus derived to estimate the total stock of the specifiedcategory of manpower. But educational planning, in principle, should cover theentire educational system and should be related to the needs of the entire economy.Therefore, special projections are of limited use for educational planning.

For projecting the requirements of manpower of all types for the entireeconomy, the first step is to determine the target for national income and its sectoraldistribution. Sectoral distribution can be made directly or can be derived fromthe estimates (or targets) of the pattern of final demand. Then total employmentand its occupational structure can be projected in any of the three ways:

Employment for the entire economy is estimated first and then its sectoraldistribution is determined. Employment in each sector is then distributedamong various occupational/educational categories;

Future level of employment in each sector is directly determined first thenits occupational/ educational composition is estimated. Summation overoccupations and sectors will yield the total employment and its occupationalstructure for the entire economy ;

Employment by occupational/educational groups is estimated directly foreach sector separately. Summation over occupations and sectors will giveglobal employment and its structure.

Manpower requirements could be projected in any of the three aboveways by using anyone of the alternative techniques which have been used

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in various studies.

Manpower survey has now become very essential to maintain a balancedemand and supply of desirable human resources required at different levels ofeducation. This also helps for making some objective policy of educationalrestructuring and modification. This should be used as an important tool fordevising some result oriented educational planning.

28.6 LET US SUM UP

So from above discussion, you might have learnt about concept and needof man power survey as a modern management technique with special referenceto developing countries. Through this lesson you also came to know about basicprocedures we generally adopt in manpower survey as a significant component ofeducational planning in Indian context. I hope this discussion will make you wellversed with the related concepts of manpower survey.

28.7 UNIT END EXERCISES

1. Give a brief description of the concept of manpower survey.

2. Describe significance of manpower survey with specific mention of itsrelevance to Indian settings.

3. Discuss main procedures of manpower survey by highlighting the majorassumptions as a modern technique of educational management .

28.8 SUGGESTED FURTHER READINGS

1. Aggarwal, J.C (2002) : Educational Administration, Supervision andSchool Organisation, Arya Book Depot, Karol Bagh, New Delhi.

2. Aggarwal, S.P (1992) : Educational Planning in India with a slant toEducational Financing and Administration, Concept, New Delhi.

3. Bhatnagar, R.P (1996) : Educational Administration, Anupurna, New Delhi.

4. Gakhar, S.C (2006) : Educational Management, N.M. Publication, Panipat.

5. Goel, S.L. & Goel, Aruna (1994) : Educational Policy and Administration,Deep and Deep Publications, New Delhi.

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6. Mohanty, Jagannath (2005) : Educational Administration, Supervision andSchool Management, Deep and Deep Publications, New Delhi.

7. Sears, J.B (1950) : The Nature of Administrative Process, McGraw HillBook Co., New York.

8. Sharma, R.A (2005) : School Management & Pedogogics of Education,R. Lall Book Depot, Meerut.

9. Sidhu, K.S (2002) : School Organisation and Administration, SterlingPublishers Private Ltd., New Delhi.

10. Shukla, S.P (1982) : Educational Administration, Vinod Pustak Mandir,Agra.

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