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Choosing a school- An Overview

To simplify the school choice process, you'll need to learn what to consider and how to evaluate your options. Whether you are choosing a school for the first time for your child or your child is making the transition to a new school, you probably have many questions. What are your options? How much choice do you really have? What's the best option for your child and your family? Where should you begin?

School choice options available to parents have increased dramatically in recent years. There's a growing national sentiment that promoting competition in public education may spur schools to improve and that parents who invest energy in choosing a school will continue to be involved in their child's education.

Where to Begin think about your child's needs and your family's needs. Consider the personality of your child. A quiet child might fare better in a smaller school or a school with small class size. If you have a budding musician or scientist, you'll want to look for a school that has programs in these areas. Is it important to you that your school be close to home or your place of work? Or will you need a school with before and after-school care? Check out the following articles for ideas on what to consider:

Choosing a School: Considering Family Needs and Values
Your family's values, preferences and practical concerns are important factors to consider when choosing a school.

What Matters for Matching My Family to a School
Which of your family's wants and needs matter most for choosing a school? Which will affect your family's life and goals greatly, and which are really low-priority afterthoughts? Which needs must be met at school, and which are better met at home and elsewhere? What will the impact be on your child and family when school is not a perfect fit with your family?

Focus on the Four Fit Factors
Fortunately, we can focus on a limited number of factors that determine how well a school fits a family. As we've talked to parents about their school choices, these are the issues that come up again and again, the ones that truly make a difference when it comes to finding a school that fits. We have taken all of these considerations and sorted them into four Fit Factors. These Fit Factors are simply a way of organizing your family's many needs in a way useful for finding a school that meets them. The Four Fit Factors for families are:

What Your Child Learns: These are aspects of your family that affect what subjects
and at what level of difficulty your child should be taught at school. These include your

family's values about what content should be taught and particular goals you may have for your child.

How Your Child Learns: These are aspects of your family that affect how a school
should teach and interact with your child both in and outside of the classroom. These include your family's values about how children should behave at school, and how children should learn and be taught at school (teaching method and classroom management).

Social Issues: These include your parental preferences about the student and parent
community of a school, preferences about your own or other parents' involvement in the school, and your biases about particular schools and school types regardless of quality and other aspects of fit.

Practical Matters: These include your family's needs for child care during non-school
hours, daily and yearly schedule, transportation, school location, coordination of your multiple children's educations, and your financial constraints.

Prioritizing Your Needs Some families will find that their multiple needs pose conflicts. You value social connections you can get only in an expensive private school, but cannot afford one. You strongly prefer a teaching method that leaves lots of room for exploration, but logistically cannot swing that way-across-town magnet school that fits the bill. And so on. If this turns out to be you, then you will need to prioritize among your family's needs even before you get to the challenge of reconciling them with your child's

needs. Add to this key questions about your child's top needs and school academic quality, and you will be ready to pick a great school that fits.

For many parents, these things that rise to the top of the "must have" list will come down to those things that you can least well accommodate at home. You can sign up your child for ballet and soccer with the elite social set, but you cannot feasibly increase your family income to fund private school. You can keep your child's afternoon calendar clear for plenty of unstructured "imagination" time at home even if you cannot change your work schedule to cart your child 10 miles to and from that magnet school. Every family brings different capabilities and constraints to the table. Be honest with yourself about your family's aspirations and requirements.

You must start with a true and clear picture of your family needs, and trust yourself to balance these with your child's needs and with your search for a good quality school. Giving short shrift to your own needs as parents, or to the impact on your other children, will only cause problems down the road. Facing up to your real needs now will help you appropriately prioritize your school-hunt efforts and ultimately find a better-fit school. Your hunt may lead you down paths you never imagined! But focusing on what's most important now—in the planning phase—will lead you where you need to go. Trust yourself as a parent, both to be honest about your own needs and to bend later if your child's needs pull you in a different direction.

How Does a School Reinforce Values? A school can reinforce—or call into question— your values in several ways:

What your child is taught, including explicit teaching of religion, morals and ethics How the school interacts with children, including general school policies (dress,
honor code, disciplinary policies and expected manners), teaching methods and classroom discipline

The social environment, including values and behaviors of teachers, other students
and their parents The fact that a school teaches your religion in its curriculum does not necessarily mean that your values and ethics are reflected in other school policies, the teaching method or social environment. You'll need to consider the broader school culture, not just what's taught in the classroom. If values are an important element of schooling for your family, let your school hunt priorities reflect this. Whatever your needs, biases or preferences, it's best to recognize them now and decide how important they are to you before you start sorting through your school options.

Choosing a School: Considering Your Child's Needs
Deciding what your child needs and what matters most are key steps in choosing a school with the best fit for your child.

Sorting Out Your Child's Unique Needs
Children vary in so many ways! Your child is like no other, yet possesses so many qualities in common with others. Like a star that twinkles a little differently with each view, your child may seem to be many different people combined into one. Through the still unknown recipe of genes and upbringing, your child is a unique concoction of capabilities, wants, needs and motives.

Indeed, children's bodies, minds, emotions and spirits combine to make unique individuals. This mix affects the kind of environment in which each child learns best. As a parent, you probably have some sense of this. But many of us feel at a loss to understand and respond to our own children's capabilities, needs and personalities, even in our daily parenting, much less for school.

Finding a Great Fit
The burning question for you now is this: which qualities, in their unique combination within your child, really matter for choosing a school? Which of your child's features will help her learn and feel better in some schools — with certain teachers, peers, materials, and expected ways of learning — and worse in others? Which of your child's strengths and weaknesses can be addressed at school, and which can be developed at home? When your child's and family's needs fit well with what your child's school offers, we call it a "Great Fit."

Focus on the Four Fit Factors
Fortunately, we can focus on a limited number of characteristics that affect how well children fare in different kinds of school environments. We developed this targeted list by scanning the research about child development and by talking with parents of many different kinds of children about their children's needs. From all of that information, we organized the many characteristics of children into four easy-to-grasp categories: the four Fit Factors. These Fit Factors are simply a way of sorting out your child's (and later, your family's) many features in a way useful for identifying your school needs. The four Fit Factors for children include:

What Your Child Learns: These are aspects of your child that affect what subjects
and at what level of difficulty your child should be taught at school. These include your child's Basic Learning Capability, other capabilities, and interests.

How Your Child Learns: These are aspects of your child that affect how a school
should teach and interact with your child both in and outside of the classroom. These include your child's learning styles, motivation, physical and mental health challenges, behavior challenges, learning disabilities and disorders, and self-understanding.

Social Issues: This includes the need for social contact with particular friends from the
child's perspective.

Practical Matters: This includes essential extracurricular activities that may be
compelling choice factors for some children.

Prioritizing Your Child's Needs
The four Fit Factors help you by taking the jumble of characteristics that define your child and funneling them down into a manageable set. Not every Fit Factor characteristic is important for matching every child to the right school. You'll need to decide which ones are really important for your child. Most children will have only a small number of characteristics that are top priorities for selecting a school. Identify these, and you can focus on finding a truly Great Fit school for your child's top needs. Add to these key questions about your family's top needs and school academic quality, and you will be ready to pick a great school that fits.

Signs of a Great and Not-So-Great Fit Between Child and School
If your child is in school, even preschool or day care, you may have gotten an intuitive feeling already that the situation is a Great Fit for your child — or not. If your child has not participated in any group learning yet, you may have no idea. But if yours has — as most young children in the U.S. have — you may recognize some signs of a great or poor fit.

Signs that a school or other group setting fits your child include these:
o

You see tremendous progress in your child's overall development — academic, physical, social and emotional — throughout each school year.

o o

Your child feels that her abilities and interests are appreciated at school. Your child is achieving and performing academically ("cognitively" in younger years) at the level of which he is capable.

o o

Your child has friends and acquaintances that like and accept him at school. School work and friends are important, but not all-consuming, parts of your child's life.

If school or another group setting is a poor fit for your child, you might see some of these signs:

Well into the school year, your child is hesitant or even adamantly opposed to going to school (and other stressful events in your child's life, like a new baby, can't explain these feelings).

Your child is not just tired, but worn down and unhappy at the end of most school days.

Your child has made little progress in the past year, either academically, socially, emotionally or physically.

• • • •

Your child often says "school is boring." Your child is not performing as well academically as you think he can. Your child expresses little interest in what she's learning at school. Your child often says that teachers or other kids do not understand her or do not like her.

Your child doesn't seem to have any close friends or friendly acquaintances at school.

Your child shows symptoms of stress only when school's in session (e.g. sleeplessness, fatigue, excessive clinginess and whining, new nervous habits, regressing to younger behaviors).

SCHOOLS
The term School describes the way in which the education system is structured to enable schools to differentiate themselves according to their individual ethos, special character and areas of specialist expertise. Diversity in education, reflects the diverse needs and aspirations of its learners, and recognizes that the education system must be responsive and dynamic, if it is to meet the challenges of rapid regional and global change. The government actively promotes diversity in education through its school diversity programmes in schools. •

Private Schools - Private schools rely on money received from private
sources (donations, organizations, etc.), unlike public schools, which receive money from funding by the state or government.

Public Schools - Public schools receive money from funding by the state or
government, unlike private schools, which rely on money received from private sources (e.g., donations, organizations, etc.)

OBJECTIVES

1 . To make the parents be aware about the schools.

2. To enable the parents to differentiate and choose among the cluster of schools.

3. To increase the number of admission.

4. To enable the parents to understand the financial aspects i.e. whether a school is within their reach or not.

5. To make the parents know about the various facilities Provided by the schools.

6. To serve the society through education.

SCOPE OF PROMOTIONAL ACTIVITIES
• • • • • • • At the time of admission. At the time of referring a particular school. Enhances the popularity of the school. Make the parents aware about a particular school and its facilities. At the time of affiliation of a school. It creates a social position of a school. Now-a-days it became a fashion for schools for maintaining a status symbol.

IMPORTANCE OF PROMOTIONAL ACTIVITIES

• • • • • •

It helps schools to differentiate their school from other schools. It helps parents to choose the best school. It enhances the number of admission. It increases the name, popularity,& image of the school. It emphasis the schools to perform their best. It maintains the standardization of schools by using mass media, print media,FM`s as a source of marketing.

It enable the parents to be more familiar with schools

Promotion
Promotion is the specific mix of advertising, personal selling, sales promotion, and public relations a company uses to pursue its advertising and marketing objectives. If you are an entrepreneur, you most likely have limited resources and you are still learning about the market. Information gather is extremely important at this stage of the game. The trick is the start the revenue stream without spending too much money.

Objectives The objectives that are met by promoting are to move the target market through the following phases: Unawareness -> Awareness -> Beliefs/Knowledge -> Attitude -> Purchase Intention -> Purchase It is believed that consumers cannot skip over a phase, but they need to move through them. Promotion is used to move the target market from one phase to another to finally purchase

Introduction and Aims.
This section looks at issues related to producing promotional materials and campaigns for education. It aims:
• • • • • •

To help you understand the role of promotion. To address issues related to promotional activities. To provide an example that will help you produce a creative brief. To provide a creative framework for use whenever you are briefing ideas. To develop an understanding of the promotional mix and media mix. To outline a general creative process.

Promotion should be seen as a series of techniques for the purpose of informing, influencing and persuading. Promotion can take on a number of different forms: the actual combination of promotional activities will vary from institution to institution. This section will help institutions formulate that promotional mix. It is important that we

understand that promotion includes advertising but it is not just confined to this. It is important to note that promotion is essentially a creative activity. Good creative promotion will involve originality of thought and inventiveness’.

Promotional Mix.
The various types of promotion can be summarised as follows:

Advertising. This is defined as one way (usually paid-for) communication made through recognised media channels.

Publicity. This is promotion that is made via press releases through a variety of different publishers (press, trade journals, periodicals).

• •

Display. This is promotion that takes place through exhibitions and displays. Personal. A promotional presentation made on a one-to-one basis or to group. This is interactive where discussion can take place.

• •

Literature. This would be through leaflets, flyers, posters etc. Mailing. This would involve direct communication through the post either to a known recipient or a general mailing (known as a mail-shot) to a target group.

It is the combination of these promotional activities that make up an institution's promotional mix. In order to produce an appropriate promotional mix, it is worth producing a detailed specification for the above activities showing:
• • •

All opportunities open to the institution in each promotional area. Approximate costs of using each promotional area. Perceived effectiveness of each promotional area.

The ultimate object of educational promotion is, of course, to improve recruitment, however, it may be appropriate to have other objectives, such as to raise funds for a particular activity.

Promotional Objectives.
Certain promotional activities might be designed to achieve a particular purpose. The following are highlights of specific promotional objectives: Example of specific promotional objectives:

To target a particular group. This may include launching a new type of course, or a special or unique facility that will benefit a particular group of people.

To increase awareness of a particular service. Here the role of advertising might be used to create awareness. Literature might also be used here to inform and persuade.

To develop an image. This may mean that an institution will concentrate appropriate activities on positioning its services in relation to its competitors.

It is worth noting here that promotion and image are not everything! Unless they are underpinned with a sound service and integrity, no amount of promotion will sustain an image of an institution.

Advertising. Advertising is about relaying promotional messages. The main difference between advertising and other methods of promotion are:
• • •

Advertising is non-personal. Advertising involves 'paid for' communication. Advertising is usually directed at a large audience.

Advertising is a reasonable promotional strategy but can be a bottomless pit financially! The effectiveness of advertising should be judged against criteria that are decided before any campaign. Advertising does not guarantee success; it will only succeed if:
• •

The message is appropriate. The media chosen is appropriate.

Dagmar Communication Spectrum.
Dagmar stands for 'Defining Advertising Goals Measuring Advertising Results.' Dagmar recognizes that, prior to action, people move through a variety of phases. These range from unawareness through awareness, comprehension, conviction and action. These stages can take place over a few weeks or months or in the case of an impulse, a few seconds.

Unawareness. The task of promotional activity is to raise awareness in this case and inform us of various aspects of the product or service.

Awareness. From a vague understanding of the product or service, we become aware of all the facets taking us through to comprehension.

Comprehension. This is the point of clear understanding. At this point we may develop a preference for the product or service. It is this conviction that brings about the desire to purchase.

Action. It is action that counts in terms of advertising or promotion results. This is the point at which we purchase the product or partake of the service.

The role of any form of promotion is to take us through this spectrum. It may be appropriate for a variety of promotional activities in order to concentrate on different stages of the spectrum. Choosing Promotional Methods and the Media Mix. An important factor in the success of any promotional campaign is the choice of media. The main forms of media are:

Television. This will give a high coverage and visual impact. It is dynamic with the use of sound, colors and motion. The cost is high and the life of the advert is short.

Radio. This is relatively low in cost and regionally selective. There are no visual stimuli and the attention span can be short. The life of the advert is also short.

Cinema. This can be very effective regionally but the cost can be high.

Newspaper. This can be both regional and national. It is quite flexible and the cost is relatively low. This is popular in terms of education.

Outdoor. This method has a comparatively long life and is fairly high in cost. It can get lost among other forms of outdoor information.

Magazines. This provides a relatively long life and can usually be full colour. The cost is reasonable but higher than newspaper. It can also be used for targeting interest groups.

Direct Mailing. This method can be both flexible and selective. The costs can be defined and the amount of information given can be high. Its success can also be measured quite well.

The above media methods show some of the attributes of each method. However, to select an appropriate media mix, it is worth judging the above methods on the following criteria:

The cost of the media. You should consider this in relation to advantages and disadvantages as well as how much money you have available. The most expensive is not always the best method!

The reach of the media. This is the proportion of people that can be contacted via a given media method. In the case of television and radio, this will be shown by the ratings figures. In the case of printed publications, this will be shown by the readership levels. For print, these figures are measured by the Audit Bureau of Circulation (ABC). The readership is not always the same as the circulation.

The impact of the media. This is how effective a given media method is. It refers to the extent to which people will notice it.

The selectivity of the media. Media that is selective can reduce waste. Small readership papers may sound ineffective but they can be quite targeted.

The permanence of the media. Some media methods shown above do not stay in the minds of viewers for longer than a few seconds and need repeating.

The product or service. Some services or products will lend themselves to certain media methods.

Advertising is covered by the British Code of Advertising Practice. Adverts in print are covered by the Advertising Standards Authority (ASA). Their guidelines are as follows:
• • •

Advertisements should contain nothing which is in breach of the law. Advertisements should contain nothing that is likely to cause offence. Advertisements should not seek to take improper advantage of any characteristic or

• •

Circumstance which would make consumers vulnerable. Advertisements whether by inaccuracy, ambiguity, exaggeration, omission or otherwise should not mislead consumers.

• • •

Advertisements should not play on fear or excite distress. Advertisements should not condone or incite violence or anti-social behaviour. Advertisements should contain nothing that is likely to result in harm to, or exploit children.

Advertisements should not seek to discredit competitors.

Advertisements should not resemble other advertisements so as to mislead.

Depending on the service or product, the advert can and does change. The format of the advert is related to the life cycle of the product or service. We can conclude that an advert will move through:
• •

An informative style. This would be at the launch of a product or service. A persuasive style. This would be at the beginning of the life of the product or service.

A reminder style. As the product moves through its life cycle this will help extend the cycle.

The Creative Brief and Process.
The following process will help institutions when launching any form of promotional activity or campaign, It is the process that is used to devise, launch and implement a campaign. This process can also be used to 'brief' external agencies regarding promotional projects. Institutions can adapt the following to produce their own versions. The creative process should include detailed answers to the following:
• • • • •

Service or product to be promoted. General background about the service or product. Objective of the campaign. General Marketing objectives. Initial presentation to include (Written proposals, storyboards, concept visual).

• • • • •

Total campaign budget. Budget breakdown (Initial set-up, production costs, media costs etc.) Description of the service or product. List the 10 main features of the service or product to be promoted. List the 10 main benefits to the user. (Why your service is matched to the customer.)

• • • • • • • • •

List your services' or products' main disadvantages. What legal considerations to the campaign may there be? Geographical location of promotion. Target group of promotion. What incentives will you make available? Testing implications. (Time and cost.) Define the Media Mix. Function of direct mail within campaign. Produce an overall time plan.

General Promotional Campaign Issues.
• • • • • •

Name your three main competitors. (Name, service and market share.) How do you rate against your main competitor? (Advantages and disadvantages.) What is your unique selling proposition? (USP) List the key elements that could boost recruitment in your institution. List any new types of customer you are targeting. Special considerations. (e.g. Tone of message.)

Special factors. (e.g. House style, legal.)

By answering the above questions and addressing the above issues, a creative brief can be devised and the key aspects of the promotional activity faced. Institutions can use the above as a skeleton creative proposal and add to it if necessary.

SUGGETION

1. Good bus facility should be provided by schools. Mostly buses hired by schools neither in good condition nor properly insured. 2. Well qualified and experienced teachers should be appointed by schools. 3. Proper teacher –student ratio should be maintained. 4. Parents –teacher meeting should be regularly organized. 5. Promotion should be done on the basis of good result and shining students. 6. Whatever they show in promotion, it should be in reality also.

CONCLUSION
1. In jhansi region, mostly all the schools use promotional activities. 2. Some schools like SUN INTERNATIONAL SCHOOL, HANSRAJ MORDERN PUBLIC SCHOOL, AND SHEERWOOD, spends too much on promotions. 3. Some schools like SANT FRANCIS , CHRIST THE KING , don’t use 4. These activities because they have strong good will in the market

Emphasis on promotional activities are given at the time of admission. In promotions mainly schools highlight their infrastructure, computer facility, Well equipped labs. Parents prefer English medium schools in comparison to Hindi medium Schools 7. Single car and taxi carry 15-20 students. This thing should be avoided. Parents prefer C.B.S.E. board in comparison to U.P. board. Promotions create awareness so these activities are useful for schools.

MARGRET LISK MEMORIAL SCHOOL

PRINCIPAL NAME- Mr.sanjay ferro CONTACT NO0510-2452151

PROMOTIONAL ACTIVITY USED- least concerned about promotional
Activity. They believe that their declined and intelligent students are itself promotional tool.

RESULT – School growth rate are satisfactory.

AHILYA BAI PUBLIC SCHOOL

PRINCIPAL NAME- Miss Jyoti sharma CONTACT NO0510-6531938

PROMOTIONAL ACTIVITY USED- News papers,pamphlet,and hording are used RESULT – Satisfied by their returns .

SHIVA CONVENT INTER COLLEGE

PRINCIPAL NAME- MR Rahul gautam CONTACT NO9415194785

PROMOTIONAL ACTIVITY USED- News paper,fm radio, local channel,
Pamphlet and hording all are used.

RESULT – growth is fast,in terms of quantity.

JACOB SCHOOL

PRINCIPAL NAME- Smt chandrakanta jacob CONTACT NO0510-2361676

PROMOTIONAL ACTIVITY USED- news paper fm radio, local channel,
pamphlet, hoarding all are used by school.

RESULT – She believes that promotional activities contribute in enhancing the brand
of school but she is not satisfied by returns on their expenditure.

HELAN MACDONAL GIRLS INTER COLLEGE

PRINCIPAL NAME- Mrs M. singh CONTACT NO0510-2441061

PROMOTIONAL ACTIVITY USED- news paper, local channel and pamphlet are
used by school.

RESULT – She is fully satisfied by returns on their expenditure.

JAI ACADEMY

PRINCIPAL NAME- Mrs.Archana kohli CONTACT NO0510-2481800

PROMOTIONAL ACTIVITY USED- news paper, fm radio pamphlet and
Hording are used by school.

RESULT – School has an different image in the eyes of society.

HAFIZ SIDDIQUI GIRLS INTER COLLEGE

PRINCIPAL NAME- Mr Mohammad aamir CONTACT NO0510-6520295

PROMOTIONAL ACTIVITY USED- pamphlet local channel are used by school. RESULT – He is not exactly satisfied by returns on expenditure.

HANSRAJ MORDERN SCHOOL

PRINCIPAL NAME- Mr Yogendra singh CONTACT NO9935447364

PROMOTIONAL ACTIVITY USED- News paper, fm radio, pamphlet,
local channel and hording all are used by school. This is the single college run by IITs professionals.

RESULT – He is satisfied by returns on expenditure.

REPORT ON

“PROMOTIONAL ACTIVITIES USED BY PRIVATE SCHOOLS”

Submitted to
Sir Nitin shivhare

Submitted by
Arti gahlot

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