Educational
management
Introduction
Management
is universal in the modern industrial world. Every individual organisation
requires the making of decisions, the co-ordination of activities, the handling
of people, and the evaluation of performances directed towards group
activities. Numerous managerial activities have their own particular approach
to specific types of problems and are discussed under such headings as farm
management, hospital management, production management, and others. All have
elements in common.
Meaning
Experts
agree that management is a district type of activity different from all other
types of human activities and al true managers in any field of human efforts
perform the typical managerial functions irrespective of what they are
managing. In other words, managerial functions have universal application.
Definitions
“Management
is management of people, not things. It emphasises personal management”
-
James
“Management
is the art and science of organising and directing human efforts applied to
control the forces and utilise the materials of nature for the benefit of man”.
-American Society of
Mechanical Engineers
“Management
is an activity involving responsibility for getting things done through other
people”.
- Cuthbert Ross
“Management
is the art of knowing exactly what you want to do and seeing that they do it in
the best and cheapest way”. -
F.W. Taylor
Educational
management
The
origin of the concept of educational management as a field of study may be
traced back to the 1880’s with the publication of the “practical handbook of
school management by authored by Harding (1872).
The
development of educational management as a field of study began in the United
States in the early part of the 20th century. In the UK, the concept
of educational management found its place in educational literature in the
1960’s.
Educational
management is a field of study and practice with the operation of educational
organisations. There is no single, generally accepted definition of educational
management because its development has drawn heavily on several more family
established disciplines like economics, political science and sociology. In the
words of Tony Bush (1986), “Most of the definitions of educational management
which have been offered by writers are partial because they reflect the
particular stance of the author. Those which attempt a broader approach are
often bland.”
Educational
management has been defined in International Dictionary of Education (1978) by
G.Terry, page and J.B.Thomas as, “Theory and practice of the organisation and
administration is of existing educational establishments and system”.
Educational
management is concerned with spelling out the educational objectives, planning
process, staffing pattern, organisational process, budgeting, financing,
directing activities and evaluating performance.
Definitions
Educational
management has been defined variously. Some important definitions explaining
this concept are given below:
“Educational
management is a distinct process consisting of planning, organising, actuating
and controlling, performed to determine and accomplish state objectives by the
use of human beings and other resources. -
George R, Terry
“The
management process is concerned with helping the members of an organisation to
attain individual as well as organisational objectives within the changing
environment of the organisation.” -Gray H.L
Scope
of management
The
school management has to perform different kinds of activities to achieve its
goal and for providing good education to the pupils. Those activities which a
school manager performs come under the scope of management. They may be
described as follows;
1. The
management prepares the school budget and secures revenues for financing the
school.
2. It
ensures that all school money is economically spent and every expenditure is
accounted for.
3. It
selects and purchases school sites.
4. It
is concerned with the selection, supervision and other employees. It also pays
the teachers and other employer and promotes them.
5. It
arranges for in-service education and refresher courses for the teaching staff.
6. It
ensures co-operation with the staff and promotes in them esprit de corps.
7. It
selects and arranges the supply of textbooks.
8. It
provides assistance in curriculum.
9. It
provides health services and medical supervision.
10. It
makes provision for extracurricular activities.
11. It
takes school census, organises and makes proper use of them.
12. It
ensures the regular attendance of the pupils in school.
13. It
arranges for the guidance of pupils.
14. It
maintains school records and accounts.
SCOPE OF EDUCATIONAL MANAGEMENT
|
|
INPUT
|
PROCESS
|
OUTPUT
|
|
1.
MEN
|
Students,
teachers, parents, community, school management committee
|
Planning
|
Aesthetic
development of the student
|
|
2.
MONEY
|
School funds
|
Organising
|
Cultural
development of the students
|
|
3.
MACHINES
|
School
workshop, Laboratories, T.V., computers etc.
|
Staffing
|
Intellectual
development of students
|
|
4.
MATERIALS
|
Furniture,
stationery and craftwork.
|
Directing
|
Moral
development of students
|
|
5.
METHODS
|
Teaching
management evaluation
|
Co-ordinating
|
Physical
development of students
|
|
|
|
Reporting
|
Social
development of students
|
|
|
|
Budgeting
|
Spiritual
development of students;
Vocational
development of students.
|
Aspects
of Management of school
Management
of a school has five aspects, i.e. management of 5M’s. These are as under;
1. Management
of men: This includes school staff, students and their
parents, members of the community, members of the governing body and
departmental officials.
2. Management
of money: This is concerned with school finances.
3. Management
of Machines: the present day schools are expected to
possess different kinds of machinery for carrying out programmes related to
work experience and socially useful productive work.
4. Management
of Material: A variety of material in the form of
furniture and stationary etc. exists in the school. School plant also comes
under this category.
5. Management
of Method: This means organisation of ideas and principles
into school system-curriculum, method of teaching etc.
Objectives
of educational management
Fundamentally
the purpose of educational management is to enable the right pupils to receive
the right education in the right way at the right time from the right teachers
by bringing them together at a cost within the means of the state at a place
specifically designed for the purpose of education. This objective can be
achieved only when four categories of relationships within the school
community, i.e. relations between organisers and teachers, relations between
teachers and teachers, relations between pupils and pupils and relations
between pupils and teachers are pleasant and constructive based on mutual
goodwill and co-operation.
The
objectives of educational management may be seen from the point of the society,
the students and their parents.
Broadly
speaking the objectives of school management from the point of view of society
are;
1. Consolidating
the spiritual strength of the society.
2. Maintaining
the historic continuity of the society.
3. Securing
the past achievements of the society.
4. Ensuring
modernisation of the society.
5. Guaranteeing
bright future of the society.
Objectives of the educational management
from the point of view of the students and their parents are:
1. To
develop aesthetic sense.
2. To
refine cultural values.
3. To
cultivate appropriate ethical values.
4. To
sharpen intellect by training various faculties.
5. To
build strong physical strength.
6. To
train in spiritual values.
7. To
form suitable habits.
8. To
strengthen vocational efficiency.
9. To
develop values of democracy, socialism and secularism.
Education
needs to be managed in an atmosphere of utmost intellectual rigour, seriousness
of purpose and freedom essential for innovation and creativity. While far
reaching changes will have to be incorporated in the quality and range of
education, the process of introducing discipline into the system will have to
be started, here and now, in what exists.
The
country has placed boundless trust in the educational system. The people have a
right to expect concrete results. Therefore the management should try fulfil
the following objectives.
1. The
school life should be organised in such a way that it can provide social life
to the students so that they may learn to live together and develop outstanding
characteristics of an ideal citizen.
2. The
allocation of resources such as finance, equipment and staff should be properly
made. This allocation work is to be made on the basis of an agreement between
the headmaster and the senior teachers of a school.
3. Attempts
should be made to make the school a community centre.
4. Teachers
and the students should be encouraged to take initiative in different school
activities. They should also be allowed freedom.
5. Co-curricular
activities should be organised with a view to make the school a bee-hive of
activities.
6. While
implementing some important policy matter, all the interested parties of the
school should be duly consulted.
7. Instructional
strategies should be planned keeping in view the needs, interests and
aspirations of the students.
8. To
get effective results in teaching learning activities, the human and material
resources must be properly used.
9. Students
should be trained to develop scientific
attitude towards life and its problems.
10. Students
should be trained to develop a sense of ethical judgement and aesthetic
appreciation based on right philosophy of life.
11. Students
should be provided with such education, which would help them in getting
vocations according to their abilities and aptitudes.
12. The
headmaster should supervise the work of the teaching and non-teaching staff
members and allot them work on the basis of their worth, interest and aptitude.
13. The
headmaster should maintain a cumulative record-card to study the progress of
the students in academic and non-academic fields.
14. There
must be adequate provision of financial resources and the financial resources
should be properly utilized by adequate budgeting process.
15. There
must be provision to discover the innate potentials of the students.
16. In
all fields of work, principles of democratic administration should be followed.
Persons involved in school management should have freedom to work in all fields
of life objectively, fairly and justly.
17. Efforts
must be made for efficient use of the school machinery.
18. All
the organisational agencies of the school should be inspired to work with a
team spirit to achieve the fixed objectives.
Principles of
educational management
A principle is a
generally accepted truth, which is based on experience and the available
information.
Henri
Foyal’s14 principles of management (1916) are given below.
a. Division
of work
b. Parity
of authority and responsibility
c. Discipline
d. Unity
of command
e. Unity
of direction
f. Subordination
of individual interest to general interest
g. Fair
remuneration
h. Centralisation
and decentralisation
i.
Scalar chain of employees in ranks
j.
Order
k. Equity
l.
Stability of tenure of personnel
m. Initiate
(eagerness to work)
n. Esprit
de corps (team spirit)
Generally the principles of educational management
could be viewed on the following two aspects
1. Principles
based on democracy
a.
Principle of sharing responsibility
b.
Principle of freedom
c.
Principle of co-operation
d.
Principle of justice
e.
Principle of recognition of individual
worth
f.
Principle of leadership
g.
Principle of democracy
h.
Principle of research
i.
Principle of flexibility
j.
Principle of dynamism
k.
Principle of participation
2. Principle
based on management
a.
Planning
b.
Execution
c.
Evaluation
General
principle of educational management
According
to Albert Ozigi, the general principles of educational management are;
1. Goal
oriented: educational management is concerned with the aims
and objectives of the school.
2. Leadership:
Educational management is concerned with the leadership responsibilities of the
principal or headmaster.
3. Definite
structure/ functions: Educational management is concerned with
the definite roles of teachers, students and non-teaching staff.
4. Personnel
policies: educational management concerned with
staff-selection policies and staff promotion, development, welfare and pension
schemes.
5. Co-ordination
: Educational management is concerned with the co-ordination of all the
activities in the school so that works should go on smoothly and efficiently
without delay or conflict.
6. Security:
educational management is concerned with personal conduct and staff morale of
teachers in discharging their duties without any fear or insecurity.
7. Stability
and flexibility: Educational management is concerned
with the stability as well as the flexibility of school policies and
programmes. Sound policies are made stable and old policies are reviewed.
8. Co-operation:
Educational management is concerned with the establishment and maintaining of
co-operation among the principal, his deputy, departmental heads and teachers.
9. Planning
and Decision-making: Educational management is concerned
with the short and long-term plans for the school.
10. Evaluation:
Educational management is concerned with the periodical evaluations of school
programmes and policies.
Types
of educational management
1. Based
on the type of participation of educational leader
a.
Participatory management
b.
Non-participatory management
2. Based
on the nature of organisation goals
a.
Autocratic management
b.
Democratic management
3. Centralised
management
4. Decentralised
management
5. Direct
authority
6. Advisory
authority
Difference
between administration and management
Nature
of work
Administration:
it is concerned about the determination of objectives and major policies of an
organisation.
Management:
it puts into action the policies and plans laid down by the administration.
Type
of function
Administration:
it is a determination function.
Management:
it is an executive function.
Scope:
Administration:
It takes major decisions of an enterprise as a whole.
Management:
it takes decisions within the framework set by the administration.
Level
of authority:
Administration:
it is a top-level activity.
Management:
it is a middle level activity.
Nature
of status;
Administration:
it consists of owners who invest capital in and receive profits from an enterprise.
Management:
it is a group of managerial personnel who use their specialised knowledge to
fulfil the objective of an enterprise
Nature
of usage
Administration:
it is popular with government, military, educational, and religious
organisations.
Management:
it
is used in business enterprises.
Decision
making
Administration:
its decisions are influenced by public opinion, government policies, social,
and religious factors.
Management:
its decisions are influenced by the values, opinions, and beliefs of the
managers.
Main
functions
Administration:
planning and organising functions are involved in it.
Management:
motivating and controlling functions are involved in it.
Abilities
Administration:
it needs administrative rather than technical abilities.
Management:
it requires technical activities.
Administration:
handles the business aspects such as finance.
Management
handles
the employers.
Administrative structure in India
The pattern in which administration has
been set up plays an important role in the effectiveness of the management and
implementation of the educational plans and objectives from the natinal to the
local level in educational settings. in our country the following ways of the
administrative system has been established.
Localised system of administration
Decentralised administration is localised
adminstration. in this system, the entire implementation power lies with the
local authorities and all the norms and rules are fixed and exercised by the
local officers.
Merits:
1.
The
local needs of education could be easily understood. for e.g. the local school
problems from one state to other state differs and hence this system could be
of diagnostic value of the real needs and problems.
2.
The
maintenance and managerial activities is good in this system, since the
monitoring system is near.
3.
A
democratic initiative is entertained by the local authorities and this
increases the participation of the people and community. this leads to the
linking of school with the society.
Centralised system of administration
In this system, the central government
plays a vital role. all the policies and plans that are devised by the central
government and the state government or authorities had to just implement the
centrally devised policies in education.
Merits
1.
Uniformity
of structure, standard and syllabus is maintained throughout the country. this
gives equity of opportunities to all students in the country.
2.
In
this system, an economic use of human and other resources are used.
3.
All
the implementation strategies could
be closely monitored by a single system.
Functional system of administration
This approach uses the method of both the above said
systems. The practical merits of both the systems are used by this system and
hence it is eclectic in nature. In this system both the centralised and
decentralised system are used.
Educational administrative agencies in India
Further the three different agencies that are involved in
the educational administration in our country are discussed below.
Role of central government
The educational standards and norms are dictated by the
central government. The central allots funds for the projects like universal
primary education, adult education etc.. Several projects are initiated by the
central, based on the needs of the society and time. Apart from providing funds
and grants, central government also plays vital role in developing centralised
universities, agencies, and research centres etc. majority of the central
agencies look after higher educational system in our country.
Several central agencies like national council for
educational research and training, national council for teacher education, all India
council for technical education, central board for secondary education etc. are
some of the several bodies that are involved with the education in the country.
Central government also co-operates with international projects in education
like UNICEF; Ministry of education has direct governance on the central
activities in education. With respect to educational administration, a central
organisation called National Institute of Educational Planning and
administration was established.
Role of state government
State ministry of education and the department of
education look after the education. The state ministry of education is
responsible for initiating and controlling the educational policies. The
department of education, consisting of one or more directorates executes the
policies, opens and manages schools and colleges, implements the rules and
regulations to all educational institutions.
The entire school education is controlled and
co-ordinated by the state government. The existing framework in each state is
that each state has the head of Educational department, at district level there
is a district education officer or chief education officer who is assisted by
number of functionaries at lower levels. Each district is divided into a number
of zones, each of them headed by zonal educational officer. There are more than
4000 zones in the country.
Role of local bodies
Any policies that is devised by the central or state
becomes effective only when it is effectively implemented and this done with
the aid of the local authorities. But the fact is that the successful
functioning of the local bodies depends upon the extent to which the people are
educated and trained in democratic methods.
All the policies and planning that are devised by the
government must be implemented by the local authorities. In a culturally
diversified country like India, the government cannot have control over the
entire process of education, and hence small initiatives taken at the local
authorities also do plays a vital role in the effectiveness of education.
Role of private agencies
The growth of education in our country has been considerably
contributed by the private agencies. The educational need of an overpopulated
country could be met only by the establishment of private agencies. Several
schools and colleges are opened over a decade. Due to the process of
globalization several types of educational institutions have been started in
the country and these changes lead to the development of the country’s
education.
Privatisation of education in India is still in doubt
since it leads to commercialization of education and education becomes a
product of consumers market. Yet the expansion of the sphere of education takes
place to the initiation of several private institutions in the country.
Ministry of human resource development
இந்தியாவில் கல்வி மேலாண்மையில் மனித வள மேம்பாட்டு அமைச்சரவையின் பங்கு மிக முக்கியத்துவம் வாய்ந்தது. மனித வள மேம்பாட்டு அமைச்சரவை இந்திய அரசாங்கத்தால் 1945 ம் வருடத்திற்கு பிறகு தன தனி அமைப்பாக ஏற்படுத்தப்பட்டது. இந்த அமைப்பானது சுதந்திரத்திற்கு பிறகு தனிப்பெரும் அமைப்பாக உருவெடுத்தது. 1957 ல் அறிவியல் ஆராய்ச்சிகள் செய்யும் அமைப்பாக உருவெடுத்தது. இந்த அமைச்சரவை இரு பிரிவுகளாக பிரிக்கப்பட்டது. அவை.
கல்வி அமைச்சரவை
அறிவியல் ஆராய்ச்சி மற்றும் கலாச்சாரத்துறை அமைச்சரவை
இந்த இரு அமைப்பும் இரு தனித் தனி மந்திரிகளின் தலைமையில் நடைபெறுகிறது. மீண்டும் 1963 இல் இந்த இரண்டு அமைச்சரவையும் ஒன்று செர்கபட்டு பின்பு இரண்டு துறைகள் உருவாக்கப்பட்டது அவை, கல்வித்துறை மற்றும் அறிவியல் துறை ஆகும். மேலும் அமைச்சரவையின் வளர்ச்சி கருதி 1964-65 வருடத்தில் ஐந்து துறைகளாகப் பிரிக்கப்பட்டது. அவை: பள்ளிகல்வி, மேல்நிலைக்கல்வி, உதவித்தொகை வழங்கும் துறை, திட்டம் மற்றும் துணைகல்வி மற்றும், மொழி மற்றும் இலக்கியம் மற்றும் கலாச்சாரத்துறை. இது மேலும் நான்கு துனைத்துறைகளாக பிரிக்கப்பட்டது. அவை: உடற்பயிற்சி, மனமகிழ்வு, வெளிவுறவுத்துறை, அறிவியல் ஆராய்ச்சி மற்றும் மேலாண்மை, இவை அனைத்தும் தனித்தனித்துறைகளாக செயல்படுகின்றன.
1966-68 இல் இந்த அமைச்சரவை மேலும் ஏழு அமைப்பாக பிரிக்கப்பட்டது அவை: கலைநிகழ்ச்சிகள் சம்பந்தப்பட்டதுறை, திட்டமிடுதல் மற்றும் ஒருங்கிணைத்தல், மேலாண்மை, பொதுக்கல்வி, அறிவியல் மற்றும் தொழிற்கல்வி, உதவித்தொகை மற்றும் இளைஞர் பணிக்குலுமங்கள் மற்றும் மொழி மற்றும் மற்றும் புத்தக மேம்பாட்டுதுறை.
தற்கால சமுதாயத்தில் ஒரு நாட்டில் பொருளாதார வளர்ச்சி உடலியற்குறு வளர்ச்சியை சார்துள்ளது. கல்வி வளர்ச்சியானது மனித வளத்தை சார்ந்துள்ளது. இதனால் கல்வி அமைச்சரவை செப்டம்பர் 26,1985 இல் மனிதவள மேம்பாட்டு அமைச்சரவையாக மாற்றப்பட்டது. இது ஐந்து துறைகளை கொண்டது. அவை: கல்வித்துறை, கலாச்சாரத்துறை, கலைத்துறை, விளையாட்டு மற்றும் இளைஞர் சார்ந்த துறை, பெண்கள்நலத்துறை.
Educational administration at the national level
MHRD
Prior to 1945, education as a department had no separate
existence at the national level. It remained attached with health and
agriculture. In 1945, however each of all these subjects formed a separate
department. The Department of Education just after independence was upgraded to
the status of a Minority and in 1957, it was also given the charge of
scientific research.
In the year 1958, the ministry of education and
Scientific research was divided and two independents ministers were formed as:
1. The Ministry of Education, and 2. The Ministry of scientific Research and
Cultural affairs, each under the charge of a separate Minister of State.
In 1963, both the Ministry of Education and the Ministry
of scientific Research and Cultural Affairs were amalgamated and formed a
combined Ministry of Education with two Departments, namely, the Department of
Education, and the Department of Science. Since the 29th February
1964, the Ministry of Education was placed under the charge of an Education
Minister assisted by two Deputy Education Ministers and one Minister of State.
During the year 1964-65 the Ministry was reorganised into
five bureaux and four Divisions. The Bureaux were those of 1. School Education,
2. Higher Education, 3. Scholarships, 4. Planning and Ancillary Educational
services, and 5. Languages, Literature and Fine Arts. These Bureaux were
further divided into Divisions and Units. Besides these Bureaux, four
Divisions, viz., 1. Physical Education and Recreation, 2. External relations 3.
Scientific research, and 4. Administration functioned as independent units.
During the 1967-68, the work of the ministry was
reorganised and reoriented again. Two more Bureaux were opened in the Ministry
and all the Bureaux were renamed. The changes were as follows; 1. Bureau of
Cultural Activities, 2.Bureau of planning and co-ordination 3. Bureau of
Administration, 4. Bureau of General Education, 5. Bureau of Technical
Education and Science 6. Bureau of scholarships and youth services, and 7.
Bureau of Languages and book Promotion. Each bureau was headed by a Joint
Secretary or an adviser, Under Secretaries, Assistant Educational Advisors,
Senior Scientific officers, Education Officers, Assistant Education Officers,
Section Officers and others in various numbers according to the volume of work
in the Bureau.
During the next decade there was an increasing awareness
that the people of the country should be looked upon as its most valuable
resources and that our growth process should be based on the integrated
development of the citizen beginning with childhood and going right through
life. It was increasingly realised that all relevant instruments and agencies
contributing to, or responsible for, this growth should be integrated in order
to ensure all-round development. A comprehensive approach was, therefore,
adopted in which science and technology, arts and crafts humanities and human
values should all be woven into a comprehensive pattern of development.
In pursuance of this idea, a new Ministry was created
under a suggestive name. Ministry of Human Resource Development, on 26Th
September, 1985 through 174th Amendment to the Government of India
(Allocation of Business) Rules, 1961. The new Ministry of Human Resource
Development constituted by this Amendment consisted of 5 departments, namely,
Department of Education, Department of Culture, Department of Arts, Department
of Youth Affairs and Sports and Department of women’s Welfare. The conceptual
framework of this Ministry of human resource development since then has been
followed for building up the all-round personality of human beings and to this
end, integrating under one umbrella as many relevant activities as possible
with a view to evolving a package of inputs. “The Process”, as reported by the
Ministry of Human Resource Development, Department of Education (1986), “has
just started, and initial steps have been taken.”
Accordingly, the department of education, one of the
constituted parts of the Ministry of Human Resource Development has been
working under the Minister of State with the overall charge of Minister for
Human Resource Development.
In Secretariat of the Department is healed by the
secretary who is assisted by one special secretary (Higher Education),
Additional Secretary and Educational Adviser (Technical). The Department is
organised into Bureaux, Divisions, Desks, Sections and Units. Each bureau is
under the charge of a Joint Secretary/Joint Educational Adviser assisted by
Divisional Heads.
Administrative set-up of the Ministry of Education
existed as on 1.1.1986.
The minister for Education is in the overall charge of
the entire Minister and the State Minister and the Deputy Minister are to
assist him in the work. They have to play an important role in providing
leadership and implementing the general policies laid down by the concerned political
party and the cabinet. The central minister of Education has to co-ordinate the
educational policy and programmes of various states.
The Educational Adviser is the Administrative head of the
Ministry and the Secretary to the Government of India. He works as the
principal adviser to the Minister on various matters of educational policy and
administration. This post of the secretary is usually not filled up from the
ICS or IAS pool and given to an eminent educationist. Due to importance of the
post this tradition is found to be quite desirable.
The Kothari Commission (pp. 453-54), therefore, have
rightly remarked, “It is also necessary to make it clear that this is a
‘selection post’ and that it should not go, as a matter of routine, by
promotion to the present advisory service or even to the proposed IES. This
should be tenure post, given only for six years in the first instance with an
extension, in exceptional cases, for three or four years, but not renewable
further. The selection should be made from amongst all persons available
official, non-official, IES, university men, etc. So, much depends upon the
selection of the right man for this post that no vested interest of any service
should be allowed to stand in the way and through a proper machinery for
selection, the best man available in the country should be recruited on a
tenure basis. We should like to mention that the present status of the Ministry
of Education in the academic world is largely due to the fact that its
Secretaries were selected in the post-independence period from outside the
services and from among eminent educationists.”
Since the Ministry of Education is expected to provide
leadership and to command confidence of the public and teaching community
throughout the country, it is immensely significant to give it an all-India
colour and spirit in right earnest. Hence, distinguished educators, renowned
educationists of schools, colleges and universities, outstanding officials from
the State Educational Departments should be associated with the Ministry. The
Kothari commission, with this important objectives in view, have eloquently
suggested a feasible solution. We, therefore, recommend that all the posts at
the level of additional or joint secretaries and joint educational adviser should
be divided into two categories.
1.
About half the
posts should be filled from among the official ranks by promotion, i.e., from
the present education advisory service (or the IES when it is constituted) and
officers seconded from the state education departments.
2.
The remaining half
should be filled from the ranks of eminent educationists and outstanding
teachers in universities and schools. The term of each tenure should be five
years to be renewable at the most for a second term.
Advisory and Autonomous Bodies
The Ministry is advised on educational matters and
assisted to perform many of its activities by a number of Advisory and
autonomous Bodies like the Central Advisory Board of Education, National
Council of Educational Research and training, University Grants Commission.
These organisations not only guide the Ministry in formulation of its plans and
policies, but also help implementing its programmes and Schemes in their own
way. Here, we will discuss briefly about the constitution and functions of some
such bodies.
Central Advisory Board of Education
This board is a statutory body set-up in 1921. It is the
main advisory body of longstanding in the field of education. The Board
popularly known as CABE consists of the following members; representatives of
the Union and State Governments (generally the State Education Ministers),
representatives of the universities and parliament, representatives of various
educational bodies. The Union Minister for Education is the chairman and the
Secretary of the Board is appointed by the Government of India.
The tenure of office of the non-official members of the
Board is three years. They, however, cease to be members of the Board as soon
as they cease to be members of the organisations, for which they are representatives.
Similarly, the ex officio members of the Board will continue in their position
as long as they hold the office by virtue of which they are members of the
Board. All temporary vacancies in the memberships, other than ex officio members
are filled by the organisations who nominated or elected the members whose
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 person whose place he fills would have been a member (as per the
government of India, Ministry of Education, Notification No. 6-2 50D, dated May
25, 1950).
On the whole, the board provides a common platform for a
nation-wide cross-section of representatives hailing from various sectors of
education whose deliberation and decisions emerge out of the
cross-fertilisation of rich ideas and long experiences. This helps immensely
the formulation of sound educational policies and programmes keeping aloof from
hot-bed of nasty politics and partisan verbal fights.
Functions
a.
To advice on any
educational question which may be referred to it by the government of India or
by any local government.
b.
To call for
information and advice regarding educational development of special interest
and value of India; to examine this information and evaluate it with
recommendations to the government of India and the local governments.
Central Board of Secondary Education
The central board of secondary education was established
to cater to the educational needs of those students who had to move from state
to state due to their parents transfer, etc. it has been making significant
contribution towards the standard of education specially secondary education,
improvement of curricular, text-books, methods of teaching and evaluation.
In September 1971, it had 781 higher secondary schools
mostly central school affiliated to it. The board conducts the all-India higher
secondary examination and the higher secondary technical examinations. It also
conducts the matriculation an higher secondary examination for schools in union
territories.
Beside conducting these examinations the other important
activities of the board are examination reform and orientation courses for
teachers of affiliated schools. It has introduced physical education as an
elective subject for the higher secondary examination and job-oriented courses
for its examinations. Work experiences has also been introduced in its
curriculum.
The National Council of Educational Research and Training
(NCERT)
The NCERT was established as an autonomous organisation
in September 1961 under the societies Registration Act of 1860. It is concerned
with all problems of school education in the country, and endeavours to improve
such education through developing various programmes of research, publication,
extension training. It is fully financed by the Ministry of Education and acts
as the principal academic adviser to the Ministry in matter relating to school
education. It not only undertakes implementation of the policies and programmes
of the Ministry, but also deals with specific problems of educational
importance on its own initiative.
The union Education Minister is the president of the
Council. It has a General Body on which all the State Ministers of Education are
represented in addition to eminent educationists. Management of all the affairs
and fund of the council vests in the governing Body or the Executive Committee
which is composed of officers of the Council, representatives of the Faculties
of Council, representatives of the Ministries of Education and Finance, and
eminent educationists.
The functions of the Council are discharged on the
following broad lines
a.
To undertake
studies, investigations and surveys relating to school education.
b.
To organise pre-service
and in-service training mainly at an advanced level.
c.
To organise
extension services
d.
To disseminate
improved educational techniques and good practices and
e.
To act as a
clearing-house for ideas and information on all matters relating to school
education.
Other Activities
For the realisation of the above objectives, NCERT
undertakes the following programmes and activities.
1.
Conducts, aids,
promotes and coordinates research in all branches of school education.
2.
Organises
pre-service and in-service training of teachers mainly at an advanced level.
3.
Organises extension
services for institutions, organisations, and agencies engaged in educational
reconstruction.
4.
Develops and
experiments with improved educational techniques, practices and innovations.
5.
Collects, compiles
and disseminates educational information.
6.
Assists the states
and the state-level institutions, organisations and agencies in developing and
implementing programmes for qualitative improvement of school education.
7.
Collaborates with
international organisations like UNESCO, UNICEF, etc. and with national-level
educational institutions of other countries.
8.
Extends facilities
for training and study of educational personnel from other countries
9.
Serves as the
academic secretariat of the National Council for Teacher Education (NCTE).
The national council of educational research and training
runs the following.
1.
The National
Institute of Education (NIE).
2.
Central Institute
of Educational Technology.
3.
Four Regional
Institutions of Education formerly known as Regional Colleges of education
4.
Seventeen field
units.
Objectives of NCERT
The council works for achieving the following objectives.
1.
To establish a
National Institute of Education (NIE) and manage for the development of
research and higher training for educational administration and teachers.
2.
Te arrange for the
establishment of training institutes for the professional and scientific
enhancement of teaching.
3.
To provide guidance
and counselling services on a large scale.
4.
To publish
necessary textbooks, journals and other literature for achieving the
objectives.
5.
To organise
extension centres in training institutions with the co-operation of the state
governments and extend facilities pertaining to new methods and technologies
among them.
6.
To launch, organise
and strengthen research works in various aspects of education.
7.
To arrange
pre-service and in-service training at the higher level.
University Grants Commission
In the recommendation of the University Education
Commission, 1949, the University Grants Commission was set-up in 1953. It was,
however, given an autonomous statutory status by an Act of Parliament, 1956. It
consists of a full time Chairman, a Secretary, and nine members generally
selected from among eminent educators and administrators of the country.
The main function 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 determination and maintenance of standards of
teaching, examination and research in universities. In pursuance of this, the
U.G.C. continues to give full grants to the central universities and also for
the development grants approved by the Commissions. Grants are also given to
State Universities for their various development projects. The U.G.C also
renders assistant for the development of existing post-graduate departments and
establishments of new ones in various universities and colleges. It contributes
liberally towards the improvement of salary scales of teachers, construction of
students’ hostels and staff quarters and institution of fellowships and
scholarships for post-graduate work. With a view to promoting researches not
only a large number of junior and senior fellowships and scholarships for
post-graduate work. With a view to promoting researches not only a large number
of grants are paid to universities to enable teachers and research workers to
visit centres of learning in the country in pursuance of their work and to
obtain specialised training in their respective fields. Similarly, grants are
given to such research workers and teachers for the purchase of books and
journals to be used as references.
Activities of U.G.C
During its short period of existence, the U.G.C has been
able to float a number of projects and schemes. Some of them are mentioned
here.
1.
Autonomous
colleges.
2.
Redesigning the
undergraduate courses by making them more relevant and to link education with
work/field/practical experience and productively.
3.
Consolidation of
and expansion of facilities of the existing university departments and
colleges.
4.
Providing computer
facilities to 93 universities and mini-computers to 200 colleges during the
seventh plan period.
5.
Setting up academic
staff colleges for the orientation of newly appointed university and college
lecturers.
6.
Special assistance
for the promotion of research to individual teachers and colleges.
7.
Setting up
documentation centres like Nuclear science centres at JNU, Radio astronomy
centre at Poona University, National Centre of Astronomy at Osmania University,
Hyderabad.
8.
Providing media and
educational technology facilities.
9.
Adult, continuing,
and extension programmes in 92 universities and 2121 colleges.
10. Provides facilities to scheduled Castes/Scheduled tribes.
11. Bilateral Exchange programmes of college teachers.
12. Special assistance to universities to undertake well
defined projects for research in women’s studies; and
13. Selected university departments are recognised as centres
for Advanced Studies (CAS) and certain departments for financial assistance.
Asian Institute of Educational Planning and
Administration
The Asian Institute of Educational Planning and
Administration was established by the UNESCO in agreement with the Government
of India in the year 1962. It is intended to cater primarily to the needs of
the educational and planners of the Asian region.
Functions
a.
To provide short
in-service training courses for the officers of the various ministries or
departments of participating Asian Member States and associated members of
UNESCO.
b.
To undertake and
promote research in the technique of educational planning, administration and
to place the results at the disposal of such member-states and associate
members and
c.
To assist such state,
upon request, in organising educational planning services and holding national
training courses.
The institute organises every year a 5-6 month training
course for Educational Planners and Administrators which is designed to improve
the equipment of educational planners and administrators of the continent.
Hundreds of participants from various Asian countries have benefited from this
training programme. A number of seminars have also been conducted by the
institute in different fields of educational planning, research and
administration. Some seminars of Experts on University Teaching for Educational
Planning have been organised and a large number of studies have been undertaken
in support of the training programme. Many research projects have been taken up
by the institute on the burning problems referred to be the associate members
and member-states.
Indian Programme
It has been decided by the UNESCO and the Government of
India to organise an Indian Programme of training and research in educational planning
and administration within the Asian Institute. It is envisaged that the Indian
programme will gradually develop to its full stature by the end of the Fourth
plan and will be the precursor to the National Staff College for Educational
Administrators, as recommended by the Education Commission, 1964-66. The
activities proposed under Indian Programme include the following;
a.
Organising
conferences, seminars and workshops as part of the pre-service and in-service
training and extension programme for educational officers, administrators and
planners in India.
b.
Undertaking
comparative studies of administrative and planning patterns and practices in
the different states of India.
c.
Conducting research
in selected problems of educational administration, planning and evaluation;
and
d.
Developing
necessary documentation and information services and bringing out publications.
National Staff College for Educational Planners and
Administrators, NewDelhi
Since the 1st March, 1973, the National Staff
College for Educational Planners and Administrators has been set-up in the
place of Asian Institute of Educational Planning and Administration which
ceased to exist with the expiry of agreement with UNESCO. In the beginning, the
Staff College made a review of the training courses conducted by the Asian
Institute during the decade 1962-72 and undertook a study of the impact of the
courses among the alumni of Asian Institute. It also identified the needs for
training among educational planners and administrators.
National Institute of Educational Planning and
Administration
Formerly known as the National Staff College for
Educational Planners and Administrators. This institution is an autonomous body
set-up by the Government of India as the national apex institution in the field
of educational planning and administration. The origin of the Institute can be
traced to the year of 1962 when the Asian Institute of Educational Planning and
Administration was set-up by the Government of India under a 10 year agreement
with the UNESCO for purpose of training senior educational planners and
administrators in the Asian region. On the recommendations of the Indian
Education commission (1966), the Asian Institute was taken over by the Government
of India on the expiry of the agreement with the UNESCO and redesigned as the
National Staff College for Educational Planners and Administrators.
In may 1979, the Institute formed its present name and
framed its Memorandum of Association under the Societies Registration Act, 1860
as amended by the Punjab Act of 1957 and as applied to the Union Territory of
Delhi. During this period the Institute has rendered valuable services in the
area of educational planning and administration, not only to the Union and
State Governments and other organisations within the country but also to
several other countries particularly of the Third world.
Functions of NIEPA
a.
To organise
training programme for educational functionaries in the various sub-sectors and
at various levels of education for improving capabilities in the key areas of
educational planning and administration.
b.
To strengthen
capabilities for training and research in the field of educational planning and
administration at the sub-national levels.
c.
To build symbiotic
links between the imparting and generation of knowledge, and with this end in
order to strengthen basic and applied research in the sphere of educational
planning and administration.
d.
To provide
consultancy services in the sphere of educational planning and administration
to central as well as state governments, Universities, Boards and other similar
organisation in India and to governments and International organisations
abroad.
e.
To disseminate
information relating to innovative experiences and new advances in the area of
educational planning and administration.
f.
To initiate and
encourage discussion on educational issues of national significances; and
g.
To establish
contacts and advance academic collaboration with sister institutions in India
and abroad, particularly in the countries of the Third world.
National Council for Teacher Education (NCTE)
The NCTE has been established as a statutory body to
achieve planned and co-ordinated development of teacher education system
throughout the country and to ensure the maintenance of norms and standards in
teacher education system. The mandate given to the NCTE is very broad and
covers the whole gamut of teacher education programmes including research and
training of persons for equipping them to teach at pre-primary, primary,
secondary and senior secondary stages in schools, and non-formal education,
part-time education, adult education and correspondence education courses. The
national council for teacher education was established by an Act of Parliament
(No. 73 of 1993) with a view to achieving planned and co-ordinated development
of the teacher education system throughout the country, the regulation and
proper maintenance of norms and standards in the teacher education system and
for matters connected therewith.
Functions of NCTE
a.
To undertake
surveys and studies relating to various aspects of teacher education and
publish the result thereof;
b.
To make
recommendations to the central and state governments Universities; University
Grants commissions and recognised institutions in the matter of preparation of
suitable plans and programmes in the field of teacher education.
c.
To co-ordinate and
monitor teacher education and its development in the country.
d.
To lay down
guidelines in respect of minimum qualifications for a person to be employed as
a teacher in schools or in recognised institutions.
e.
Promote innovations
and research studies and organise them periodically or annually
f.
Supervise the
teacher-education programmes and provide financial assistance
g.
Enforcing
accountability of teacher development programmes in the country.
h.
Preventing
commercialisation in teacher education and maintain quality and standard of
teacher education to produce better teachers.
i.
Entrust
responsibility to other organisations universities and other institutes.
j.
Prepare a programme
for in-service teacher education for orienting teachers for the latest
development.
k.
Establish international
relations in the area of teacher education.
National Assessment and Accreditation Council
National Assessment and Accreditation Council (NAAC) is
an autonomous institution established under section 12CCC of the UGC Act for
assessment and accreditation of institutions of higher learning or their units.
It is an outcome of the National Education Policy (NEP, 1986) and the UGC’s
initiative to create a national body for the maintenance and co-ordination of
standards in higher education. Assessment means the performance evaluation of
an institution of higher learning and/or its units, based on certain
established criteria. Accreditation refers to the certification granted by NAAC
for a stated period of time after an assessment of the institutions and /or its
units.
National Open School
Many of you had to leave school without completing the
secondary or senior secondary classes. Most of you wanted to study but could
not attend a regular school. National open school has been setup (1989) by
government of India, Ministry of Human resource Development as an autonomous
Institution. It provides an educational opportunity to persons like you who
wish to study and qualify for a better tomorrow. The mission of NOS is to
provide education for all with special concern for girls and women, rural youth,
working men and women, SC/ST, handicapped and other disadvantaged groups.
Indian council of social science research (ICSSR)
The planning commission realised the importance of social
science research works. A committee was appointed by the commission and it
recommended establishing the council at national level. This council was
established in August (1969) as an autonomous organisation. The main focus of
the council is also establish co-ordination them. The financial assistance and
grants are provided by the council. The council has the following functions.
a.
To review the
social science research studies and provide guidance for their applicability.
b.
To provide grants
and financial assistance to universities, colleges, and other institutes for
social science research.
c.
It also provides
the financial assistance for individual research areas.
d.
It encourages the
interdisciplinary research studies and co-ordination such studies.
e.
To organise
orientation courses, seminars, workshops for new methodology and new areas of
studies.
f.
To provide the
financial assistance for conducting research studies and projects in social
science subjects.
g.
It provides the
scholarships and fellowships for the full time research workers.
h.
It provides the
guides for the social science research to the institute and research workers.
i.
It encourages the
research workers to review the studies of developed countries to understand our
own problems.
All India Council for Elementary Education
To promote universal, compulsory and free education of children
in the age group of 6-14 years.
Functions
a.
To advise the
government of India/state government/ local bodies regarding elementary
education.
b.
To help in the
production of literature required for elementary education.
c.
To prepare
programmes for the quick implementation of universal free and compulsory
education for the children of age group of 6-14.
All India Council of Technical Education
This council was set up in 1945 for the advancement and
approvement of technical education. The policy with regard to technical
education is under its control. Moreover, it deals with different technical
institutions of higher education.
Navodaya vidyalayas
For the equalization of educational opportunities to the
backward classes and rural areas, the navodayas vidhyas are opened. These
schools on the pattern of resident public schools have been opened in every
district. This has been done to improve the quality of education, at the
secondary stage. The central government will finance this scheme.
Educational administration of the state level
The department of Education in each state consists of two
wings; 1. The Secretariat and 2. The Directorate. Education as an important
portfolio is usually retained by the chief Minister himself or given to a
prominent member of the state cabinet. The Minister for Education is also
assisted by one or two deputy Ministers. He is to lead and inspire the entire
educational set-up of the state.1. School education 2. Higher education
State Council of Educational Research and Training
(SCERT)
Directorate of School Education
It is an executive body carrying out the policies of the
government.
Functions
a.
To present
proposals of policy to the secretary and to execute them as approved by the
minister.
b.
To supervise,
control, inspect and guide the educational institutions in the state.
c.
To keep
government informed about the conditions and progress of all types of education
and the people’s needs and requirements regarding education.
d.
To disburse
funds as sanctioned by government.
e.
To provide
expert advice both to the institutions and the secretariat.
Tamilnadu State Council for Higher Education
DIET
Collegiate Education
Vision and mission of
Educational Institutions
Educational institutions are
the platforms for carrying out the education process. All the activities
related to education are carried out here. Educational institutions, therefore
acts as an agency for social change and advancement of the future society by
shaping human resources and creating useful man power to the nation.
Certainly all the educational
institutions functions with clear vision and mission and they are discussed at various
levels in the following lines.
Vision of educational
institutions at primary level
1.
To develop the three R’s Reading, writing, and arithmetic.
2.
To develop desirable social attitudes and manners and to encourage healthy
group participation.
3.
To make the child sensitive to the rights and privileges of others.
4.
To encourage aesthetic appreciation.
5.
To stimulate the beginnings of intellectual curiosity concerning the
environment and to help him understand the world in which they live and to
foster new interests through opportunities to explore, investigate and
experiment.
6.
To develop a good physiques, adequate muscular co-ordination and basic
motor skills.
7.
To develop attitudes towards work.
8.
To develop language acquisition skills.
Mission of educational institutions
at primary level
1.
Child-centered education and Activity-based learning.
2.
Language competency development.
3.
Work experience and practical life skills.
4.
Physical education.
5.
Arts and crafts work;
6.
Environmental education.
Vision of educational
institutions at secondary level
1.
To facilitate self-analysis and self-understanding among students.
2.
To create awareness on the scope of study among students.
3.
To create awareness on various disciplines like science, social sciences,
technology, environment, mathematics etc.
4.
To develop skill based learning.
5.
To develop leadership skills.
6.
To develop democratic citizens.
7.
To inculcate values and development of personality.
Mission of education
institutions at secondary level
1.
Rich curricular experiences.
2.
Co-curricular activities.
3.
Value based education.
4.
Need based education.
Vision of educational
institutions at higher secondary level
1.
To increase professional and productive powers.
2.
To develop the personality of students.
3.
To develop leadership qualities.
4.
To develop vocational skills.
5.
To develop autonomy in thinking and in acting.
6.
To sensitive the key focal issue in the country.
Mission of educational
institutions at higher secondary level
1.
Need based vocational education.
2.
Inquiry based/scientific education.
3.
Technology aided education.
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