SCHOOL AS AN ORGANISATION

SCHOOL AS AN ORGANISATION

Introduction

A school is a society in its miniature form. A visit to some school gives reflections of the society from where the children come to the school. The school is setup by the society for its own betterment. Just opening a school will not suffice. Making the school function properly through its proper growth and development should be the ultimate aim of the organisers. Only then the real aims of establishing the schools will be achieved. Elsebree is right when he says “Organisation of a school is the administrative expression of educational theory”.

The better the schools, the better would be the society. Undoubtedly, we need more and more schools. But quantity at the cost of quality is not of much help. Good institutions with good standards will ultimately help in the uplift of the society. The children receiving education in these schools are nation-builders the future destiny of the nation. So setting up a good school is the need of every social group. School organisation is nothing but organisation of a school. The term school organisation consists of two words;

a.       School

b.      Organisation

Let us first of all understand these two words separately.

What is School?

If we put this simple question, there will be varied type of answers. Some people will say that it is a place of learning. Some will say that it is a society in its miniature form. Some others will way that it is a temple where students sit together under the same roof on the same floor or carpet or desks and learn from the same teacher irrespective of caste, colour and creed.

The term school is argued to be originated from the Greek word “skhole”, meaning leisure. The concept of leisure was associated with “School” mainly because in ancient Greece, general education was not available to all the members of the society. It was a privilege only for the ‘rich’ and ‘highest classes’ of the society.

Meaning

The term school has many different meanings. Some people consider school as a place where the students utilize their leisure hours profitably. Some regard it as a seat of learning; some others believe that it is a society in miniature. Some others interpret school as the temple of goddess saraswathi, where the students sit together forgetting all their differences on the basis of caste, creed, colour and sex. Because of such differences, the scholars define the term in the following manner.

School is considered as a place where the student learns and gets the resources and situation for learning. But learning is a constant process occurring at every walk of life and hence how do the word “School” is defined?

School is a formally organised place deliberately planned for the process of learning and teaching to occur.

Definition

“The school is a co-operative society, a place where giving or taking of cooperation is experienced by all”-Ryburn

“The school is a special environment where a certain quality of life and certain types of activities and occupations are provided with the object of securing child’s development along desirable lines”- Deway

“The school may be regarded as a social invention to serve society for the specialised teaching of the young” – Ottaway A.K.C

“The school must be thought of primarily not as a place of learning where certain knowledge is learnt but as a place where young are disciplined in a certain form of activities namely those that are of the greatest and most perm anent significance in the wider world”. - Nunn

Organising

Organising means bringing into existence. For this planning is done, all types of efforts are made and then something is organised. Organising a school naturally is a way of bringing into existence an institution. The birth of a school is called organising a school.

School cannot come into existence within a day or so. It is not the result of single handed efforts. A lot of time has to be spent for it. Many people have to work for it day and night. Here students belonging to different castes, colour or creed sit together and study so as to develop themselves all round. Intellectual and manual labour are needed for it. There is need of human as well as non-human material. The human material required here is headmaster, teacher, student, clerical staff, students etc. The non-human material involved is building, furniture, play grounds, class-room material etc. it naturally involves lot of labour by many people. Thus the existence of a school pre-supposes labour on the part of many.

Definition

“Organisation of the school is the administrative expression of educational theory”.

Objectives of school

Organising the school for democratic living

Democracy is the government by the many. If the many are to rule themselves and no more to be ruled by the tyrant and dictator, they must be educated first. Thus school in the modern society becomes a place for teaching students about democratic living. Therefore the school should be organised in such a manner that it will enable the students to be inspired with the spirit of fellow feeling, brotherhood and social service.

All round development of students

All round development of the students continuing their studies in a school is the chief aim of school organisation. It provides opportunities to the students for the balanced development of their personality. Therefore, it is desirable to organise the school in a manner so as to develop the physical, mental, moral and social qualities of the students. Thus the school keeps an eye on the developmental needs of the children. The community establishes schools with a view to serve its own purpose by providing right training for citizenship.

The study of the students

The students constitute an important aspect of school organisation. Students’ needs, hopes, aspirations, interests, achievement levels and attitudes are important sources of data for developing educational goals and need to be studied on a comprehensive, intensive and continuous basis. Such study is an important aim of school organisation, since students are a part of society, the study of students contribute to the understanding of students needs.

To follow definite procedure

In reaching a decision, school organisation should spend much time on the what, the how, the when and the who. The procedure to be followed will be definite, even though the results may be in doubt. All the members of the staff should be encouraged to watch the results and participate in an evaluation of its worth. By action, the group will develop more faith in group work.

Intended engagement opportunities

Intended engagement opportunities are the conditions which are developed in anticipation of the instructional process. The assumption is that the student can certain behavioural objectives through a particular engagement. Examples of engagement opportunities could include packaged materials, films, and activities. Such materials could be developed within or outside the school system. The planning and implementation for development of such materials is an important aim of school organisation, which should involve students, teachers and administrators.

Curriculum change

The school is a society in miniature. To bring the school and the community closer to each other, attempts must be made for curriculum change. Curriculum change should be initiated by school organisation system to enable schools to undertake innovations in certain areas. Community dissatisfaction with the existing programme may lead to curriculum change. If a large segment of the community believes that reading can be taught more effectively, it can exert pressure on the Board of Education that results in efforts to change the programme of teaching.

To develop a permissive atmosphere

Permissiveness, as used by psychologists, means personal freedom to express a point of view or an idea without fear of recrimination because it is in opposition to one held by someone with power or authority. If the atmosphere is really permissive, the members of the staff value the person who is different rather than attempt to force him to conform. The person who is different is encouraged to challenge, because out of that challenge comes more insight for all. Achieving this attitude is not easy. In some staff, the person who is different threatens other people, and they hunt for ways of silencing him. School aims at developing a permissive atmosphere in the school.

To develop among the teachers a sense of belonging

Teachers should feel that they belong to the group with which they work. Desire to be accepted or to remain a part of the group is more powerful in conditioning. School organisation should aim at developing a sense of belonging among the teachers and try to provide an atmosphere of free interaction to innovate ideas for the progress of students learning.

Help with personal problems

People will grow intellectually and professionally through the interaction involved in solving educational problems, if they are deeply troubled with personal problems, their potential for growth is not released. Actions by school organisation to reduce tension contributes to the progress of education.

Facilitate meaningful learning

One of the important objectives of school is to facilitate meaning learning. This is done by providing the physical resources like classrooms, play ground, labs, auditorium etc., and human resources like teachers and principal. All this are meant to facilitate meaningful learning among the students.

Developing vocational skills

The main objective of school is to develop vocational skills that would be useful for students to enter to a job or to enter into higher education.

Development of desirable traits

A healthy personality has to be built up by school for empowering mankind and utilizing the manpower resources for the process of nation building.

To conserve basic values

As a social institution, school primarily conserve and reflects the social and human values, norms and practices of particular society, secondly major changes may be initiated on its own.

To bring social change

Change is law of nature; individuals never react in same way on two occasions. Their contact is called social transformation. Society has a complex relationship in which different members participate in different ways. Human beings are daily facing different new situation and their behaviours also differ with changing environment. It forms new values in the society.

To adopt modernisation

It does not imply change of material culture but affect values and way of life in the society. In modernisation, society makes use of discoveries and innovations of science and technology. It gives due importance to cultural heritage but without adhering the orthodoxy belief. So it is a process of outlook of a man. Our society is influenced by art, culture and religion. Therefore, it requires adopting the benefit of the societies.

To adopt science and technology

It is necessary to develop a scientific attitude to find out truth. Education plays a very significant role for collection, analysis of data and drawing conclusion. It is the need of the hour to adopt modern technology. This means systematic way of doing things. Whenever the new horizon of knowledge increases; new methods are being developed.

To realise national integration

There is a national threat due to casteism, communalism, linguism, and regionalism and besides the tendency of looting; destruction of public property etc are the order of the day. Hence, through education we need to achieve the social transformation into national integration.

To form character

Character building is also an urgent need of the hour. Due to selfishness, dishonesty, bribery, corruption, indiscipline, disobedience etc mark the psyche of the students. So, it is indeed must to pay attention for character building.

School plant

The school plant is now a very broad concept. It includes classroom, library, laboratory, playground, furniture, apparatus, teaching aids, supporting devices which are used in school functioning.

There is rapid expansion of schools and colleges to meet the requirements of our society. It is a serious problem of our education system. The school infrastructure requires funds in the very beginning to start with. There is continuous increase of educational institutions from primary stage to university level. This problem had the adverse effect on the student’s performance as well as quality of education.

Meaning

The school plant is the nerve-center of the educational process. If a better school programme is desired, an environment in which the classroom teacher can be creative and can improve his teaching, must be established. A good learning environment can speed up the learning process. It will help in the all round development of the student-physical, emotional, social, cultural aesthetic and moral.

The school plant is a comprehensive term meaning building, play ground, furniture, equipment, library, laboratory and so on. All the physical facilities that are required for achieving the various objectives of the school constitute the school plant. The school plant includes not only the existing facilities, but also the future requirement to meet the changing demands of education.

The school plant is the “child’s home” during the school hours and the “community centre” afterwards. It may be called a “living laboratory” where children learn through living and doing. It is also known as a “youth centre” or a “civic enterprise” which provides recreational educational, library and other cultural facilities for multifarious development and growth of the youths.

Importance of school plant

a.       A school has to be a world in itself but not necessarily far removed from towns and villages. The spot selected for the school should be smiling with the bounty of nature. Therefore the site of the school should be outside the noisy town.

b.      The level of the school should be high so that water logging does not take place in the monsoon season. The land should also remain dry always. There should be a good drainage system.

c.       The building should be south-facing, so that sunlight can enter into the room in the winter and cannot enter directly in the summer.

d.      A open and spacious place should be selected for the school. It will facilitate carrying out different activities.

e.      The size of the school, both curricular, co-curricular community, should be determined according to the type of educational programme it has.

f.        It is desirable that the school plant should be planned with changing requirements for future development.

g.       The school plant should be such which will promote efficiency in school management. It should also be convenient for the students and public.

h.      To accommodate all types of students the gifted, the slow learner, the average etc. facilities must be there in the school plant.

i.         Ventilation, light and hearing should be in accordance with the best practices.

Components of the school plant

The school building includes the material conditions such as the school building, furniture, playgrounds, hostels, classrooms, school libraries, apparatus and equipments etc. these are the components of the school plant helpful in realising the aims and objectives of education. Proper functioning of the school plant depends upon the quality and adequacy of these components. The major components are as follows.

Classrooms

a.       Seating arrangement

b.      Look

c.       Equipment

d.      Lighting

e.      Ventilation

Subject rooms

Library and reading room

Headmasters room

The office

The staffroom

The laboratories

The hall

The playgrounds

Teacher quarters

The hostel

The toilet rooms

Equipments

a.       Desks and seats

b.      Cupboards and almirahs

c.       Blackboard

School records

School components and their maintenance

            A fine building makes a fine school and a poor building a poor one. The following are the components of a school:

Headmaster’s Office. It should be at some prominent place where the Headmaster’s presence may be felt strongly. The visitors may not find any problem in meeting him. Generally it is near the entrance to the school or it is in the front which catches the sight of everyone coming to the school. By having his office at such a place the Headmaster is able to maintain discipline of the school. Any outside interference can be got rid of within time.

The headmaster’s office should have attached bathroom, retiring room etc.

The Headmaster’s office should be spacious  one so that whenever need of calling a meeting arises, the whole staff may be seated there, and above all, the Headmaster’s office should be attractive to look in office and his should impress them. Of course, this does not mean that only the Headmaster’s office should be impressive and other aspects of school campus may be ignored. Everything is important in its own place and in its own way. Due attention should, therefore, be paid to them also.

Visitor’s room. Every institution should have a well furnished visitor’s room. Anybody coming to the school who intends meeting the Headmaster can at once be seated there comfortably. The Head master can ask the peon to look after every such person visiting the school. Nothing like that if the school and afford the services of a receptionist who can be seated at a place near the entrance of the school. The person can welcome every visitor.

The school office. The school office should be as near to Headmaster’s office as possible. The office staff, the clerk, the steno, at every moment. The whole clerical work is to be carried on there. In fact, the proper functioning of the school depends considerably upon the efficiency of the clerical staff. No doubt, the teaching staff is mainly responsible for the efficiency of the school but the work done by the clerical staff also determines it considerably.

The room meant for the office should not be congested one. There should be enough space for different persons who have to sit and work in the office. They should be able to sit in that room where they may find themselves as independent units and if need arises they should be able to have quick and easy access to the neighbouring official. It should have an attached bath room.

Class-Rooms. The class-rooms in the school can be varied types. Mostly the rectangular types suit well. Some of the schools do have classrooms of semi circular shape. They are also equally good.

Dimensions of a class-room depend upon the number of students who are to be seated. General norm of space of 10 square feet per student. Thus we need 400  square feet space for 40 students and 600 square feet space for 60 students. Coming now to the dimensions of a room we will stay that it should be 30’x25’. The height of the room should be 20 feet. The class-rooms of standard size should be got constructed while constructing the school building.

The class-rooms should have doors, windows and ventilators, on both the sides so that they are sufficiently airy. Besides, the rooms should be constructed in such a way that there is provision for sufficient light entry from north side. Ryburn says. “ the main light should come from the left side in order that there may be no shadow thrown on the wok that is being done. . Light from behind throws a s shadow on the work, light from the front of dazzling, light from the right side is not so bad, but some shadow is cast.”

Staff room. The staff room in the school building should be at such place where there is least disturbance of the classes. It should be spacious enough to accommodate the whole teaching staff of the school. It should have a bath room attached to it with modern amenities and facilities as far as possible.

The staff room should be well furnished with chairs, tables and suitable type of almirahs for the teachers. One or two almirahs with pigeon holes may got fixed up in this room.

Science Laboratories. The school building should have a separate wing where science laboratory or laboratories can got constructed. Usually there is one science laboratory in a school. If possible there should be separate science laboratories namely physics laboratory, chemistry laboratory, botany laboratory, zoology laboratory etc. the chemistry laboratory should be on one side so that filthy smell coming out as a result of experiments being conducted in this laboratory does not spoil the air of the whole campus. As far as possible, lecture room-cum-laboratory should be constructed. It can be done in a big room where lecture work can be possible in one corner of it and science practical’s may be carried on in the second corner. The store room, however, should be attached to the above said big room.

Drawing room. Drawing room is one of the most useful objects that helps in the development of children’s senses. It makes the students interested in doing work. The school building should have a separate room for this subject as it requires special type of seating arrangements. It is also a sort laboratory where the students do practical work. Here the experiments are done with the help of paper, pencil, brush, colours etc.

Subject Room. Some of the schools do have subject rooms, for example, Mathematics room, Geography room etc. in a subject room the different type of apparatus, models, charts concerning that subject can be placed in the Almirah or displayed on the wall. The type of room gives a better look to the school campus. The teacher can also teach well when he and the students find themselves in proper type of atmosphere.

The subject room has no specialty over an ordinary class-room. We can convert any class-room into subject room by putting some material, apparatus etc. of that subject in the almirahs of the room. Once we have converted a room into a subject room, then it should continue to be used as far as possible for the classes for that subject only.

The Geography Room. For subjects like Geography, there is need of special type of rooms. In case of languages, history etc. teaching can go on well even if their classes are held in routine type of classrooms. The subject of geography is just like science  subjects where a lot of practical work is to be done by the teacher during teaching and also be the students during their periods of practicals.

Usually the following type of work is done in a geography room:

(a)    Preparation of maps.

(b)   Preparation of models.

(c)    Observation of heavenly bodies like the moon, the sun, the stars etc.

(d)   Consultation of large scale maps.

(e)    Maintenance of geographical museum-keeping specimens of rocks, agricultural products etc.

Naturally the geography room will have to be special one like science departments. There is need of cupboards and drawers for keeping maps, apparatus and other instruments of the subject. Moreover hanging frames for the display of maps and pictures will also be needed there. Like science room, a demonstration table is needed in the Geography room. Tracing tables are also fitted in the room which are used by the students for carrying on practical’s.

The school canteen. The school building should have a canteen within campus. It should have at least two service rooms apart from the preparation room and the store. One of the service rooms should be for the students, the other for the staff. They should be well furnished with one wash basin fixed in each of the rooms.

Having a suitable type of building for the canteen is not sufficient. Its running to the entire satisfaction of all concerned is more important. Let one or two teachers be the supervisors of the school canteen. Rates of different items should be fixed up by the school authorities. There should be proper supervision of everything, the articles the service etc. Then and only then the real purpose of having a canteen can be fulfilled.

The Hall. The school should have one big hall where assembly of the whole school may be possible. The same hall can be used for conducting examinations. Functions of the school can be organized in this very big hall. A big hall is a must for every school because it is the basic requirement of the school. It also adds to the prestige of the school.

Drinking water Room. The school should have one room in which arrangement of drinking water can be made. Water may be stored in some reservoir constructed in that room. If possible, water cooler may also be got fixed up. Good water arrangements specially in summer season make the students and the teachers feel comfortable and thus they are able to work more.

Cycle shed. The school should have good arrangements for keeping the bicycles. Without a cycle shed, it will not be possible to put the bicycles in a systematic manner. So making provision of a cycle shed is essential for the school.

It should be on one side of the building near the entrance gate of the school. Some persons should be there to look after the bicycles. These days cycle is the cheapest conveyance. That is why we find large number of school students coming on bicycles. Its  non-availability will keep the students dissatisfied. That dissatisfaction might result in some sort of indiscipline. So the school authorities should provide cycle shed facility.

Lavatories. One of the basic necessities of the school staff and the students is the provision of neat and clean lavatories. The lavatories should be one side of the building within the school campus. They should be flush type if possible. There should be separate lavatories for the staff and the students. Their number should be adequate so that the students may not continue waiting for their turn.

Lawns and Gardens. Building with bricks is not the whole campus. Plantation of trees, developing grassy lawns, small garden with variety of flowers etc. are also essential. They give a better look to the school building. The small garden will make the school campus look doubly beautiful.

Green grass, the lovely trees, the beautiful flower plots and essentials in the school campus. The school children feel pleasure to see them, they enjoy a lot to see the grassy plots and lawns, they can also while away some of their free time by sitting in the lawns under the shades of the trees.

The play grounds. The school campus without play grounds does not seem to be complete. Play grounds are needed for all types of physical exercises. Speaking  about the importance of play grounds, Wellingdon said, “Waterloo was won on the playing fields of Eton”. Proper growth and development of the personality of the child is the chief aim of every educational institution. That is possible if provision of play-grounds is made along with establishment of schools. As far as possible, maximum number of games should be provided by the school. There is need of playgrounds for games for games like football, volleyball, hockey, basketball, cricket etc.  Arrangements for all these should exist here.

Sometimes we find that the school is situated in the city and playgrounds are located far from the school. The result is that very few children can take part in games. The school can encourage the students for participation in games only if has adequate playgrounds the participation in games should be made compulsory for the students.

Quarters for the school staff.  As far as possible, the school campus should have quarters for the staff members within the premises. It is very much required for the ladies staff appointed in the rural areas who have also to reside there.  Besides the provision of staff quarters keeps every teacher well satisfied the students are also able to derive more benefit thereby. The staff can participate and also look after well the participation of the students in different games. In this regard, Secondary Education Commission says, “In doing so, the state should come to the aid of the schools by starting cooperative housing societies and by giving loans to the management of the schools on easy terms.”

The school Library

“ A collection of books, even a collection of good books, does not constitute a library.”       

                                                                                    - Kothari Education Commission

Library is the most important central place in the school which helps in creating proper atmosphere for studies. It is the source of great inspiration for the learners as well as the teachers. Efforts should therefore, to make it really a place worth the name so that any and every reader is attached to it. Barbara Ruth Fuessli Kyle writes: “Libraries preserve knowledge so that none is lost, organize knowledge so that none is wasted, and make knowledge so that none is wasted, and make knowledge available so that no one need be deprived.”

The school Hostel

‘ A hostel is second Home.’

School hostel means a residential place where the students of the school can board and lodge. It is also called boarding house. Life in the hostel is a sort of education in itself. The child learns at home, in the street, in the bazaar, in the school, in the hostel etc. to live in hostel is a rich experience for learning.

We have residential schools and day schools. Residential facilities are provided only in the residential schools. In these schools stay in the school premises is compulsory. Naturally these students have the privilege of hostel life. There are some schools were hostel facilities are available but there is no binding on the students. They may or may not stay in the hostel. Generally the students coming from out-station stay in the hostels of these books.

PHYSICAL RESOURCES

SCHOOL BUILDING

The schools imparting secondary education must have craft room, exhibition room, store room, gymnasium, school library, reading rooms, the classrooms should be such as that there is proper ventilation and illumination. The classroom furniture should be purchased according with the needs of the students.

The simple I type

This will consist of a number of class rooms in a single row. This can be a temporary arrangement to be expanded further and changed into a more suitable design.

The L type

This is an improvement on the previous simple design. In this case the I design will have an extension of one side.

The T type

This consists of I type with an extension on one side both ways.

The U type

This has to I’s joined on one side.

The E type

In this the I design will have three extensions on the same side of the main block.

The H type

This consists of two I’s joined in the centre with a block of rooms.

Playgrounds

As far as practicable our schools should be guided by the philosophy of universal participation in games and sports. If games and sports are good for a few, they are good for all. It is an essential part of the total education. How happy a child feels when he runs a race and plays a game. It rouses in him enthusiasm, alertness and joy. Therefore, the old distinction between the few sportsmen and the majority of non-sportsmen has to go and games and sports should be universal.

Play is accepted as the natural agency of education, schools therefore, should provide open spaces for playgrounds, the education commission says;

“Playgrounds and open space student’s recreation are essential. It may not always be easy to secure enough playground and open spaces in a crowded city, but such open spaces as are available must be conserved to be utilised by groups of schools, if necessary. It is desirable that in all cities, more particularly in the big cities, a committee representative of the school management, headmaster, city authorities and others interested in the physical welfare of the students together with representatives of the state should be organised to promote ‘place centre movement’ and from time to time see that the playground available in the city are effectively used by the school-going population.

Library

Every school should maintain a library with the aim to encourage readership among students. It will also help in the development of instructional programme. In the changing pattern of today’s education, library is considered to be the most powerful media to promote self education, to acquire information and to provide research facilities. An eminent library scientist of India Dr.R.k Miral, therefore says, “A well equipped and well managed library is, indeed the foundation stone of modern educational structure.”

Library facility

During the secondary school education students proper care should be taken for providing library facility. It will provide variety of books which will serve as a great source of inspiration, stimulation and inculcation of new attitudes. The students can make best use of leisure time. It will help in developing habits of general reading and problem solving attitude in the students which is a present time need.

Apart from the central library, number of subject libraries under the charge of subject teachers are very much beneficial to secondary stage students. Both the teacher as well as the students will be benefited by it. The students can make selection of books out of a great variety available of their back and call. The subject can suggest books according to their tastes, mental level and intelligence. Moreover, nothing can be more inspiring than contact with a teacher who loves his own subject and who can present it in its proper perspective.

Exhibition rooms

There should be a exhibition room so that the students preparation can be displayed.

Laboratory

There should be provision of science laboratories in the secondary schools. This will develop a scientific attitude in the students. They will get practical knowledge of the subject matter.

Computer lab

As the scientific and technological advancements, computer knowledge is needed. Almost in every field computers are being used. Therefore, the students at secondary stage must be given computer education. For this purpose computer labs must be introduced in secondary schools.

Audio-visual aids room

Gymnasium, swimming pools. The adolescent in the secondary school desires to imitate the activities of the adults, and he should be given sports, games and athletics in their standard forms. Skills learnt earlier should be perfected through guidance and practice. It is an age when boys and girl’s desire excellence and the physical education syllabus must include techniques and physical resources for good performance. Facilities should be provided for vigorous games such as basket ball, net ball and hockey etc. there should be a gymnasium and swimming pools in secondary schools.

Hostel facilities

The students hostel must maintain proper nutritional standards and other infrastructural facilities.

Blackboards

An important equipment for classroom teaching is the blackboard. A true teacher is he who knows the use of the blackboard. The wall blackboard and the easel blackboard is considered to be the best. It can be moved from place to place and can be used outside the classroom. Both sides of the board can also be used.

Human resources

The headmaster

The teacher

The administrative staff

Others

Financial resources

Ordinarily, the sources of revenue for education are central and state government grants, allotments of local bodies and private bodies, tuition fees, education cess, income from school funds, endowments, gifts etc.

Central government

According to the constitutional provision, secondary education is the responsibility of the states. But there are certain areas, where the responsibility is shared both by the states as well as the centre. Centre shares responsibility particularly on those aspects which have bearing on the general economic development of the country and the training for citizenship. Again the centre takes responsibility over the fundamental rights guaranteed to every citizen, free and compulsory education up to the age of 14. From this it appears, that for the development of secondary education there should be fullest co-operation between the states and the centre. The Kothari commission recommends that the central government should take up larger financial responsibility for education in centre and centrally sponsored sectors. It should include programmes of crucial importance and national in character.

Local bodies funds

Although most of the responsibility for the support of education should be on government funds, a total centralisation of all financial responsibilities for education at the government level will not be desirable. Hence efforts should be made to raise contributions from the local community, voluntary organisations and the local bodies. Thus, funds from local bodies include amounts of money received from the municipal boards. The district boards, cantonment boards, notified area councils, zilla parishads and panchayat samities out of their general funds or special taxes levied for education.

Private

It refers to a source other than those mentioned above. It refers to donations, subscriptions, gifts, bequests, fines, sale proceeds, interest on bank balances, rent from buildings etc. it is called public philanthropy. Before independence, this income was accounted for as income from other sources.

After independence, these receipts began to be shown separately and remaining sources were called other sources. In accounting the value of the private gifts are assessed in terms of money which is shown as receipt.

State

The sources of revenue at the state are;

a.       State government grants

b.      Grant made by municipal and other local bodies directly or through an educational cess.

c.       Private benefactions and grants made by private managements.

d.      School fees.

The school government assigns money from the state revenue to education for the welfare of the children of the nation. We call it specific grant. These two types of grants provide only a certain proportion of the total expenditure and require a contribution and the meeting of certain stipulation by the receiver of the grant which we call proportional grant. The purpose of these is to encourage improvement or expansion of education.

Grants assigned for education vary from state to state. Grant-in-aid is given to the institutions managed by private authorities to assist them in their educational improvement.

Recommendations of the Indian education commission (1964-66)

The commission has recommended the following

1.       In view of the present unsatisfactory position regarding school buildings, it is necessary to take steps to clear the backlog of unconstructed school buildings as well as to provide additional buildings for new enrolment.

2.       Allocation for construction of school building should be increased in the central and state budgets, and community resources mobilised on the basis of equalisation. Loans and grants-in-aid should be given on a liberal basis to private schools for the construction of buildings.

3.       Reduction of costs: the norm and guidance available as a result of the work of a number of committees appointed by the central and state governments and on behalf of the ministry of education, the ministry of works and the planning commission, U.G.C. and central building research institute at Roorkee and the Indian standards institute, for spacing and planning of school building should be put into practice.

4.       In view of the shortage of traditional building material and the cost involved, well-designed and kaccha constructed structures should be accepted as a part of the school system.

5.       In rural areas, efforts should be made to encourage local initiative and contribution in putting up school buildings. The “nucleus” approach suggested by the ministry of education is recommended for general adoption.

6.       Buildings in urban areas: economy in these buildings should be effected by using locally available materials, omissions of certain finishes, and acceptance of a lower standard of construction. Temporary structures may be used wherever possible and improved techniques of construction may be adopted in putting up pucca buildings.

7.       Expeditious construction: in order to accelerate provision of school buildings, constructions in rural areas may be entrusted to local communities or village panchayats, and in urban areas municipalities and corporation may be utilised for the purpose.

8.       In order to supervise and guide the programme of construction of school buildings and introduce improved techniques, educational buildings. Development group should be set up in each state within the public works department and working in close association with the education department. These groups will standardise details of construction in the region so as to make possible the mass production of the components on a factory scale. A similar building development group should be set up at the centre to co-ordinate the work of the state groups.

9.       To avoid delays in the construction of government buildings, a separate unit of the P.W.D should be set up for the execution of educational building programmes. At a later stage an education building consortia may be set up to exploit the advantages of industrialised buildings.

10.   The economy measures worked out by the educational building development group should be made known to private institutions and grants-in-aid given on the basis of upper cost limits.

Recommendations of the education commission on school building

The education commission gave a comprehensive report on all the aspects of education. Its recommendations in respect of school buildings are given here;

Funds for school buildings

The commission was of the view that the present allocation of funds in state and national budgets for the school buildings are inadequate. These allocations should be increased. In this area the local community can make a significant contribution. Schemes of grant-in-aid should therefore, be devised under which assistance from the state will be available to local communities, on a basis of equalisation, for the construction of school buildings. Wherever possible, loan programmes for the construction of buildings should be introduced. These grants and loans should also be available to privately managed schools, on a fairly liberal basis.

Less costly buildings

The commission feels that the prejudice against the use of temporary buildings or thatched huts for schools is totally unjustified. Designed and constructed with a raised plinth and high door and windows with plenty of ventilation, these structures can serve the purpose as school buildings quite adequately. This should not, however be taken to mean that katcha buildings are always better and this is the preferred type of arrangement for the schools. This is not so; some ‘katcha’ buildings prove costlier in the long run because of heavier costs of maintenance. What we wish to emphasise is the need to accept well-planned ‘katcha’ structure as part of our system and to highlight simplicity and utility rather than luxury in the construction of school buildings.

Buildings in rural areas

The problem of school buildings needs to be discussed separately for urban and rural areas. In the former case, land values are high; and very often enough land is not available at all. Sophisticated structures are, therefore, necessary, even in order to keep in tune with the immediate environment. In the rural areas on the other hand, land is cheap and readily available; and sophisticated structures often look grotesque in a village atmosphere. The commission recommends that everything should be done to encourage local initiative and local contribution in cash, kind or labour for the erection of schools. A special device that can be of great use is that government should supply only the framework which can be pre-fabricated and the local people should be expected to raise the plinth and fill up the walls.

Buildings in urban areas

In urban areas, various steps should be taken for achieving economy in the construction of school buildings. Economy can be achieved through the use of locally available cheaper materials, omission of certain finishes and decorations and preferring simplicity to magnificence. With careful planning and designing, even the so-called temporary structures can be made to serve a better purpose than many of the rented buildings in which schools are often housed. Such structures should be built wherever climatic and other conditions permit. If pucca buildings are absolutely necessary, an increasing reliance is needed on the improved techniques of construction such as the use of framed structures, cavity walls, pre-fabricated components and steel frames or RCC frames for doors and windows.

Expeditious construction

For quick construction in rural areas, the commission recommends that the agency of the local communities or village panchayats should be utilised. In urban areas the local agencies like municipalities and corporations should be utilised fully for construction. They have the necessary technical staff and can also contribute towards the cost of such buildings. If a suitable system of grant-in-aid is devised, the progress in the construction of buildings will be accelerated.

Supervision and standardization of school buildings

For the construction of government school buildings, for assisting the voluntary organisations for the purpose, for supervising the general programme of construction of school buildings, and for introducing improved and economic structures, each state should have an educational building development group within the public works department. The group should work in close of an architect, an educationist, an administrator, a civil engineer and a cost accountant. The main function of this group would be to improve the planning and construction of government school buildings and to make its advice available to private schools also. There should also be a building development group working at the centre, for effectively coordinating the working of state level groups.

Master plan of an ideal secondary school has the following sections parts and provisions

a.       Main building

The main school building will comprise of the following;

1.       Class rooms, as many as the number of sections of various classes in the school.

2.       Subject rooms like Geography room, b. history room, c. mathematics room, d. language room, e. physical education room, f. room for any other special subject.

3.       Science section including a. one lecture theatre, b. laboratory (separate for each science subject) c. store (one for each subject) and d. room for museum and science club.

4.       Craft section including a. workshop (separate for each craft) b. store (separate for each craft) c. exhibition room.

5.       Home science section including a. lecture cum demonstration room, b. workshop, c. kitchen, d. store.

6.       Music and dance section including a. demonstration and practice room, b. store, c. dance room.

7.       Art section including a. workshop b. art gallery.

8.       Technical section including a. lecture room b. workshop c. store.

9.       Commerce section including a. lecture room b. workshop c. store

10.   Agricultural section including  a. lecture room b. store c. museum.

11.   Activities section including a. office for games b. store for games material c. scouting/girl guiding room d. N.C.C./A.C.C Room, e. rooms for various clubs f. students association room.

12.   Library including a. room for books, b. reading room, c. museum room.

13.   Hall or auditorium for holding morning assembly, general meetings, dramatics, lectures, declamation contests etc.

14.   Students common room a. separate common rooms for boys and girls, b. separate lunch rooms, c. separate toilet latrines.

15.   Medical section including a. dispensary b. doctor’s room c. sick room for the patients.

16.   Administrative section having a. headmaster office, b. clerical office c. record room, d. visitor’s room e. staff room, f committee room, g. bursars room h. room for the registrar of examinations i. guidance and counselling room and j. toilet.

b.      Agriculture farms

It will include a. the fare b. store, c. poultry d. Water storage e. Manure pits.

c.       Play grounds

Separately demarcated grounds for a. Volleyball b, Football C. Hockey d. Kabaddi e. Badminton etc. there should be enough of open space so that most of the students can participate in organised games.

d.      Lawns

The lawns will have flower beds, decorative plants, shady trees, creepers, hedgets etc.

e.      Hostel

It will include a. Dormitories b. Kitchen c. Dining hall d. Bath rooms and latrines e. Courtyard f. common room g. indoor games room h. superintendent’s quarter.

f.        Staff quarters

It will include residential quarters for a. the head of the institution b. members of the teaching staff c. other employees.

g.       Miscellaneous

It will include a. tube well and water storage, b. open air theatre c. cycle shed d. cafeteria or tuck shop e. gas plant f. gymnasium g. swimming pool etc.