Educational Management Book

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EDUCATIONAL
MANAGEMENT
Dr. K. Vengatesan
M.A.(His.), M.A. (Pol.Sci.), M.Ed., M.Phil., Ph.D., PGDTM.,
Associate Professor
Vels Institute of Science, Technology and
Advanced Studies (VISTAS)
Pallavaram, Chennai — 600 117
Educational Management
Author: Dr. K. Vengatesan

M.A. (His.), M.A. (Pol.Sci.), M.Ed., M.Phil., Ph.D., P.G.D.T.M.,
Copyright © 2020 GURUSHISHYA YOGAM Publication
This book is sold subject to the condition that it
shall not, by way of trade or otherwise, be lent, resold,
hired out, or otherwise circulated without the publisher’s
prior written consent in any form of binding or cover other
than that in which it is published and without a similar
condition including this condition being imposed on the
subsequent purchaser and without limiting the rights under
copyright act reserved above, no part of this publication
may be reproduced, stored in or introduced into a retrieval
system, or transmitted in any form or by any means
(electronic, mechanical, photocopying, recording or
otherwise), without the prior written permission of both the
copyright owner (author of the book) and the above
mentioned publisher of this book.

BOOK NOTE
ISBN : 978—93—89965—21—6
First Edition : September 2019
Size : Demy Size (5.5″ X 8.5″)
Paper : 21 kg NSM
Pages : 260
Price : INR 300 / -

Preface
This book aims at helping students understand
the theories and processes of educational
administration and management, and thereby become
effective leaders and managers of the educational
system tomorrow. A comprehensive textbook for
students pursuing B.Ed., this book provides the
historical perspective of educational administration
and explains the concept of educational management
in detail which will help the student to understand
various educational aspects. It also describes the
basic characteristics of educational planning and
implementation. The host of student-friendly features
such as exercises and questions will help students in
their study and exam preparations.
Author Dr. K.Vengatesan

Book Index
Content Page
Unit - 1
Management and Areas of

Educational management 1 — 58
Unit - 2
Areas of Educational
Management 59 — 153
Unit - 3
Educational Planning and

Organization 154 — 173
Unit - 4
Resources 174 — 253
Reference 254 — 255

Dr. K.Vengatesan
Unit - 1
MANAGEMENT AND AREAS OF

EDUCATIONAL MANAGEMENT
[Meaning-Definition –Objectives of Management –Role of

Management –Difference between Administration and
Management- Functions of Management –PODSCORB
(Planning, Organization, Direction, Staffing, Co ordination,
Reporting, Budgeting) - Modern Functions: Planning,
Organizing, Leading, Controlling-Management skills:
Conceptual skills, Human skills, Technical skills.]
What is Management?
Etymology:
The verb 'manage' comes from the Italian
maneggiare (to handle, especially tools), which derives
from the Latin word manus (hand). The French word
mesnagement (later ménagement) influenced the
development in meaning of the English word management
in the 17th and 18th centuries. Management in business
and organizations is the function that coordinates the
efforts of people to accomplish goals and objectives using
available resources efficiently and effectively.
Management comprises planning, organizing, staffing,
1
leading or directing, and controlling an organization or

initiative to accomplish a goal. Resourcing encompasses
the deployment and manipulation of human, financial
resources, technological resources, and natural resources.
Management is also an academic discipline, a social
science whose object of study is the social organization.
Another way people talk of management is to

describe it as an art, a science, an organisation, a person, a
discipline, or a process.
Management as an art As an art, management is
about carrying out organisational functions and tasks
through people. This art involves the application of
techniques in: • human and public relations • the
delegation of an authority: assigning and sharing
responsibilities and duties • communication: including
decision-making and problem-solving. • managing change.
Management as a science Management here is
concerned with establishing a philosophy, laws, theories,
principles, processes and practices which can be applied in
various situations, including schools.
Management as an organisation As an organisation,
management is about creating formal structures and an
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establishment based on a mission (or goals), objectives,

targets, functions and tasks. For example, social and
welfare organisations in government management can
refer to education and health services, whilst public
security management services could refer to the police and
military.
Management as a person Managements may be

seen as a person or a group of people. For example, a
teacher could say 'The school management has changed
the timetable in the middle of the term'. This could be
referring to the head alone, or to all the senior staff, or it
could refer to the members of the board of governors or
school committee. In schools with several promoted staff a
'senior management team' might be formed in much the
same way as a government has a cabinet of ministers.
Management as a discipline In this sense,
management is a field of study with various subjects and
topics. Knowledge, skills and attitudes in management can
be acquired through learning, from experience and from
certified courses. Management is a collection of processes,
including such things as decision-making, problem-solving
and action-planning. These processes involve the
3
management of resources including human, material,

financial and time. These processes are also known as the
functions of managers.
Management may be briefly described according to
its, Basic functions. Management operates through five
basic functions: planning, organizing, coordinating,
commanding, and controlling.
Definition of Educational Management
Some experts who explain the meaning of
management is Frederick W. Taylor and Henry Fayol.
They put forward the scientific management movement.
Educational management also influenced by their views.
Taylor recommended the use of performance
standards, namely the achievement of the expected labor
productivity. A goal is something to be achieved by the
organization. While the standard is a measure of
performance which if met will result in the destination set.
The other management expert is Fayol. On his book
Administration Industrielle et Generale, which translated
in America become General and Industrial Management,
he was the first who developed the theory of administrative
management. He identified the difference between
operational and managerial activities, and he wanted to
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Dr. K.Vengatesan
find ways to improve management. So, Fayol focuses more

on operational issues. He wrote five principles which
become management functions, they are: planning,
organizing, commanding, coordinating, and controlling.
Many people have used the term administration to mean
management. Administration is a generalized type of
human behavior found in an organization.
Administration is a process through which decisions
are reached. Administration is the process of directing and
controlling life in any social organization such as schools
or in an industry.
On the other way, we may say that management is a
science which concern with how the people cooperate to
reach the organization goal.
Basically, educational management is the
implementation of management principles in education
field. According to Gerald Ngugi Kimani it is quite clear
that educational administration and educational
management are applied fields of study.
Educational management is an applied field of
management. One can therefore deduce that educational
management refers to the application of theory and practice
of management to the field of education or educational
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institutions. Educational administration is a process of

acquiring and allocating resources for the achievement of
predetermined educational goals.
We conclude, the educational management is called
as a science or process which based on resources
managing to reach the productive education goal according
to the planning effectively and efficiently.
Educational Management focuses on:
 the study of theories of management science which
define and describe the roles and responsibilities of the
educational manager and the development of
managerial skills.
 the study of educational planning at macro levels, its
goals, principles, approaches and processes and on
institutional planning and educational administration at
the micro level.
 decision making, problem solving, communication,
information management and effective team building.
 Planning of curricular and co-curricular activities,
curriculum and academic calendar
 Maintenance of school records, evaluation of students‟
achievement
 Effective allocation of financial resources and the
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Dr. K.Vengatesan
planning of the budgets of institutions.

Objectives and Aims of Educational Management
 Achieving an institution’s objectives
 Improving the processes of planning, organising and
implementing within the institution

 Creating, enhancing and maintaining a positive public
image of the institution.

 Optimal utilisation of human resources (administrators, non
-teaching staff, teaching staff and students)

 Enhancing the efficiency and effectiveness of infrastructure
 Enabling job satisfaction
 Creating and maintaining a congenial and cohesive

atmosphere
 Managing interpersonal conflicts, stress
 Building a relationship with the community.
Functions of Educational Management
The functions of Educational Management are largely
based on Henry Fayol‟s 14 Principles of Management, namely,
1. Division of work
2. Authority
3. Discipline
4. Unity of command
5. Unity of direction
6. Subordination of individual interests
7. Remuneration
7
8. Centralisation
9. Scalar chain
10. Material and social order
11. Equity
12. Stability
13. Initiative
14. Esprit de corps
Functions of Educational Management
The process of educational management consists of
three basic functions, namely planning, implementing and
controlling. A manager uses these functions to achieve
educational organization goals and objectives.
Many management experts stated their view of
management functions. But, there is no strict composition
for it. Beside functions that we already discuss, we can
compile a few management functions in the matrix below.
The
national
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Dr. K.Vengatesan
developmental goals require the professional management

of education to bring about the effective and efficient
functioning of educational institutions. The scope of
Educational Management is wide and includes the history
and theories of management science, roles and
responsibilities of an educational manager along with the
requisite managerial skills.
Planning
9
Planning is the first step of educational management.

Kimani said “Planning is a rational and systematic way of
forecasting the future of an organization. It is a process of
preparing for change by formulating future course of action.”
He also considered Warren (1994) who said that
planning is a decision-making activity requiring the process of
ascertaining objectives and deciding on activities to attain these
objectives. Through planning process the manager aims at
managing organization efficiently and effectively.
Planning is preparation activity to anticipate the actions
which will be done. Planning may formulate the goals and
what techniques to get it.
In the educational context, Russel G. Davis said
“Educational planning is a form of general social planning, and
systematic social planning is rational foresight applied to
stimulate and guide social action toward articulated
objectives.” Consider the experts, we may said that educational
planning is a management function which involves the process
of formulate the education organization’s goals, establishing an
overall strategy for achieving those goals and developing a
comprehensive set of plans to integrate and coordinate
organizational work.
Planning should is continuous and gradual activities
which are guided by goals to be achieved. It could be single or
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Dr. K.Vengatesan
plural activity, and support each other. One determines the

other activities. Planning must formulate what actions will be
taken. This is the core activity which contains decisions on
actions to be implemented. Formulation of the plans contains
some uncertainty elements because not all the obstacles that
will occur in the future can be foresighted for sure in
determining what techniques most appropriate to do. The future
can not be predicted exactly and definitely because of the
possibilities has always existed. Optimization foresight will
likely occur to maintain the minimum failures.
According to Kimani , there are four the characteristics
of planning functions. First, planning is anticipatory. Decisions
are made on how and what to do before it is done. Second, it is
goal directed. Third, planning focuses on desired future results.
Fourth, planning is future oriented. It involves making
decisions that will be achieved in future.
Planning must adaptability, adoptability, flexibility, and
scientific. Educational planning is the starting point to make the
perfect educational management. It should be adapted and
adopted by everyone, flexible to anticipate any possibilities,
and based on the obtained and accurate need and information.
Planning is a very important function of management.
This helps in setting goals. The purpose of defining the
outcome for an educational organization which can be used as a
performance criteria. The output of an organization can be
11
considered good if there is intended output at the earliest.

Through the plan, managers can learn what the organization
intends to achieve. They can make decisions to ensure that
internal policies, roles, performance, structure, products and
expenditures will be in accordance with the desired results.
1) Implementing
Implementing is equivalent with doing. It means we
must implements the plan into the real actions. We could
compile many educational functions which have similar
characteristics as the real actions after we make the plan into
implementing function. They are organizing, communicating,
staffing, directing, accommodating, coordinating, motivating,
and so on. It depends on what kind of object which managed.
If we talk about educational facility management, it
doesn’t mean that we must communicate or motivate our
facility, but just maintenance. In the other hand, we must
communicate, direct, coordinate, and motivate the person who
in charge as a facility officer (general affair, janitor, etc).
A) Organizing Organizing is similar to staffing which
is the educational management function of gathering resources,
establishing orderly uses for such resources and structuring
tasks to fulfill organizational goals. It includes the
determination of what tasks are to be done, how tasks are to be
grouped, who is responsible to do these tasks and who will
make decisions about the tasks. Organizing is a process of
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Dr. K.Vengatesan
putting together human material resources in order to achieve

organizational goal. In a school situation it may involve
putting together teachers, non-teaching staff, building,
teaching and learning materials to ensure pupils learn
effectively. In order to achieve maximum success, activities
need to be well organized.
We must consider the following are the principles
underlying organizational design.
1) The principle of objectivity. Every organization geared
towards achievement of its goals and objectives
2) The principles of specialization. In the allocation of work,
the specialization of workers should be taken into
consideration
3) The principle of definition. The content, duties authority
and responsibility for each position should be clearly
defined
4) The principle of correspondence. Authority and
responsibility for each position should correspond.
5) Efficiency. Organizational structure should enable it
function efficiently and accomplish Objectives with
minimum cost.
6) Simplicity. Organizational structure should be as simple as
possible.
7) Flexibility. The organization should be adaptable to
changing circumstances and permit expansion or
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replacement
8) Balance. There is need to balance the size of different
departments and factors such as human, technical, expertise
and financial.
9) Unity of direction: For a group of activities having the same
objective, there should be one head and one plan.
10) Personal ability. Selection, placement and training of staff
should be given priority to ensure optimum performance
from employees.
2) Directing
Directing is similar to leading, motivating and
coordinating, which is the integrating of people with the
educational organization to get their cooperation for the
achievement of its goal. Directing is a process through which
educational personnel are motivated to make effective and
efficient contribution to the realization of organizational goals.
Directing requires some organizational commitment. It
needs integration of organizational goals with those of
individual and groups. It exclusively deals with the human
element. It is therefore a very delicate and sensitive function
that managers must take extreme care. There are many types of
directing. At least we recognize three majors of it. First, the
democratic leading or consultative directing. Participative
techniques of giving directions. Second, the free-rein directing/
laissez faire. The leader, director, or supervisor does not
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Dr. K.Vengatesan
participate actively in giving decisions. Third, the autocratic

or dictatorial directing. The leader keeps the entire authority
and control with him.
3) Controlling
Why is controlling needed? It is because of the goals
of individuals or groups sometimes contrary to the
organization purposes. The other reason is the deviations
which caused by a gap period between the time when the
objectives are formulated and embodied. Controlling is a
management function which monitors whether the activities
on going well or not. As we know that the activities are must
fit in the planning. If there is something that is not
appropriate, it needs an adjustment.
Controlling involves determining what is achieved
evaluate performance and implement corrective measures to
enable the aims and objectives implemented in accordance
with the original plan. Therefore, controlling means
comparing performance with respect to pre-set goals and
making the necessary adjustments and corrections.
Controlling is needed to update plans, to protect organizations
assets from inefficiency and waste and to appraise employee’s
performance. It means this educational management function
trying to control individual and organizational aspect.
There are four steps in the process of control. First,
establish the standards. Second, measure the performance.
15
Third, compare the actual performances or results into

standards. Fourth, take the corrective action which required.
Effective and efficient is the main principle in
educational management. Controlling as its function, must have
the characteristics of effective control. According to effective
control systems tend to have certain characteristics. These are:
1. Accuracy. Effective controls should generate
accurate date and information for effective
managerial decisions.
2. Timeliness. Controls should ensure that information
reaches a decision maker when a meaningful
response can be taken.
3. Flexibility. Controls should be flexible to
accommodate changes in the environment. It is
important to update control system if when a need
arises.
4. 4. Acceptability. A good control system is one where
people affected by it understand and fully accepts it.
5. Integration. Controls that are consistent with
organizations values and culture are easier to enforce
as they become integrated to organizational
environment.
6. Economic feasibility. A control system should be
economical and reasonable to operate. Costs of
operating such as system should be balanced against
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Dr. K.Vengatesan
its benefits.
7. Strategic placement, controls should be placed at
strategic points where time and money costs of
failures are greatest.
8. Corrective actions, controls should identify
deviations and be programmed to give solutions to
such deviations.
9. Emphasis on exception. Good control systems work
on exception principle so that only important
deviations are brought to the attention of
management.
C. Area of Educational Management Field Study
Basically, educational management concern with three
major functions, they are planning, implementing, and
controlling. So, it needs a harmonious collaboration between the
17
educational management functions and its field study area.

Educational management has three major field
study area, they are:
1. Human resource, through the student, the
educational personnel, and the stakeholder and
community as an education service user.
2. 2. Learning resource, such as tools through the
planning which will be used as a media or
curriculum.
3. Facility and finance resource, as supporting
factors which make the education held well.
The functions and area of the educational
management field study must be used as the guideline for
organizational activity to reach the productive education
goal.
We must arrange the good harmony between
individual and organizational needs. Educational
management is trying to make a productive education
which is effectively and efficiently. In our discussion, we
will describe the range of the field study area into ten
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Dr. K.Vengatesan
study objects. They are educational leadership,

educational supervision, educational organization,
curriculum management, student management,
educational personnel management, educational facility
management, educational finance management,
educational archives and management information
system.
Planning
1. Planning: is the process of setting objectives and
determining the actions in order to achieve them.
Planning is anticipatory in nature and sets priorities. It is
proactive rather than passive.
Planning asks the following questions: What?
When? Where? By whom? How? while following a series
of steps:
Determining planning premises
(analysing the situation for external factors and
forecasting future trends; generation of future scenarios)
↓
Identifying alternative
(best alternative to accomplish the objectives)
↓
Choosing an alternative
(selecting the course of action to be pursued)
↓
19
Formulating support plans

(arranging for human and material resources)
↓
Implementing the plan
(action stage which also involves evaluation)
Organising:
Organising: is the process of combining the work
which individuals or groups have to perform with facilities
necessary for its execution such that the duties performed
provide the best channels for efficient, systematic, positive
and co-ordinated application of available effort.
Organising is characterised by:
Division of work or specialisation: Activities are
assigned to different people who are specialists in that area,
for specialisation improves efficiency.
Orientation towards goals: it harmonises the
individual goals of employees with the overall goals of the
institution.
Composition of individuals and groups: individuals
are grouped into departments and their work is coordinated
and directed towards organisational goals.
Differentiated functions: the entire work is divided
and assigned to individuals so that the organisation‟s
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Dr. K.Vengatesan
objectives are achieved. While each individual performs a

different task, each one also coordinates with the tasks of
others.
Continuous process: groups of people with defined
relationships with each other work together to achieve the
goals of the organisation. These relationships do not end
once the task is completed.
Delegation of authority: the levels of hierarchy are
determined and the span of control is determined via
formal relationships.
Establishing a communication channel: for effective
decision making, coordination, control, supervision and
feedback, motivation and redressing problems or
grievances encountered.
Directing
Directing: is the art or process of influencing people
such that they willingly strive to achieve group goals. It
focuses on the development of willingness to work with
zeal and confidence, provides adequate guidelines to
complete the task, and motivates individuals to achieve
goals in a coordinated manner. It also focuses on exercising
leadership while determining responsibility and
accountability.
21
Controlling
Controlling: involves measuring and monitoring
performance in accordance with plans and taking
corrective action when required. It establishes performance
standards based on the objectives, measures and reports
actual performance compares the two and takes corrective
or preventive action as necessary.
Thus controlling indicates the quantum of goals
achieved, the extent of deviation from actual plans,
generates accurate information and requisite feedback.
Thus controlling focuses upon the difference between
planned and actual performance.
Controlling is especially concerned with the areas
of Institutional Budget (finance in terms of income and
expenditure), Institutional Supplies (stationery and
material equipment), Library (maintenance and up
gradation), Teaching-learning Process, Accounts and
School Records and Discipline (staff and students).
Evaluating
Evaluating: is the process of measuring and
assessing the achievement of objectives while providing an
insight into strengths and weaknesses and planning for
future endeavours. Evaluation helps determine the
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Dr. K.Vengatesan
effectiveness of plans for both administrators and other

stakeholders like teachers, staff, students and parents, as
also the extended community. It seeks to document the
objectives that have been met and to provide information
to all concerned stakeholders regarding achievement,
obstacles and corrective action or improvements.
Thus evaluation focuses upon Process (how is the
plan being carried out), Outcome (achievement of
objectives), and Impact (effect of the plans initiated).
In an educational setting, evaluation of the
following areas is carried out, namely,
 Goals and Objectives
 Content: Selection, Validity, Relevance,
Appropriateness
 Processes: teacher activities, pupil activities,
instructional material, teaching methods
 Outcome: Assessment and Feedback
Evolution of Concept of Management in Education
Educational management as a field of study and
practice was derived from management principles first
applied to industry and commerce, mainly in the United
States. Theory development largely involved the
application of industrial models to educational settings. As
23
the subject became established as an academic field in its

own right, its theorists and practitioners began to develop
alternative models based on their observation of, and
experience in, schools and colleges. By the 21st century the
main theories, had either been developed in the educational
context or had been adapted from industrial models to meet
the specific requirements of schools and colleges.
Educational management has progressed from being a new
field dependent upon ideas developed in other settings to
become an established field with its own theories and
research.
There is no single all-embracing theory of
educational management. In part this reflects the
astonishing diversity of educational institutions, ranging
from small rural elementary schools to very large
universities and colleges. It relates also to the varied nature
of the problems encountered in schools and colleges, which
require different approaches and solutions. Above all, it
reflects the multifaceted nature of theory in education and
the social sciences: “Students of educational management
who turn to organisational theory for guidance in their
attempt to understand and manage educational institutions
will not find a single, universally applicable theory but a
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Dr. K.Vengatesan
multiplicity of theoretical approaches each jealously

guarded by a particular epistemic community” – P.Ribbins
Educational Administration
Educational Management and Educational
Administration are terms used interchangeably. However,
Educational Administration is a specialised activity which
runs the entire educational programme composed of
human and material resources in an organised manner
towards a fruitful and constructive goal.
Educational institutions operate in a dynamic
environment. They therefore must constantly identify and
implement improvements in their own setup. Doing so
requires the administrators, faculty, and staff to constantly
access training and developmental opportunities.
The process of continuous improvement thrives
when the mindset of the stakeholders is geared towards
constant monitoring, problem identification and research.
Educational Administration therefore performs a
three-fold task to ensure efficient working, namely,
 Stating the specific purpose and mission of education
in general and of institutions in particular.
25
 Ensuring that work is productive by nurturing human

resources to be productive in their endeavours.
 Designing and maintaining an environment in which
individuals work together in groups efficiently to
accomplish set goals.
Thus, Educational Administration deals with the
optimal functioning of the institution by developing the
human personality in a balanced manner.
Educational Administration is concerned with the
efficiency and commitment that manpower evinces in the
pursuit of goals. It reiterates practical measures adopted to
ensure that the system of work assists the educational
process and helps realise the set goals and objectives for
the benefit of all stakeholders.
The main Functions of Educational Administration
are:
 Execution (plans)
 Direction (line of action)
 Supervision (of work done in the field)
 Advice (methods of work)
 Stimulation (work efficiency)
 Exploration (new vistas)
 Leading (learners‟ programmes)
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Dr. K.Vengatesan
 Assistance (adopting feedback, diagnosing

weaknesses)
Execution: In Execution lies the foundation of an
institution. Execution not only points out what resources
are needed but also the sources of procurement. These
resources may include material resources like the building,
furniture, library, laboratories, non-material resources like
personnel, and other stakeholders like students and parents
and abstract resources like vision, mission statement,
ideology and values. The Administrative Executive Body
systematically plans, arranges for and uses these resources
in order to achieve its goals.
Direction: The vision and mission statement of the

institution serves to direct the institution in its quest to
achieve its goals. Educational Administration ensures that
the directives are upheld during curriculum construction
and academic planning.
Supervision: Supervision ensures that the plans
are being executed according to the directives. It thus
enhances the quality of work done and the ensuing
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accomplishments.
Advice/ Stimulate: Educational Administration
analyses the work and manner in which work is done. It
weighs the pros and cons and then puts into action plans
which help remove the weaknesses and serve to
accomplish the set goals.
Explore: Educational Administration initiates
research, adopts and adapts to new methods and
techniques in order to enhance learning opportunities.
Lead / Assist: Educational Administration not
only lays down the directives but also provides the
requisite support system to enable the efficient and
effective fruition of the set objectives or goals.
The Scope of Educational Administration
Educational Administration involves the following
aspects associated with an institution:
Planning: Planning results in
 Recognition of goals
 Optimal use of resources
 Prevention of wastage, duplication of effort and
unhealthy practices
 Orderly execution of plans
Educational planning in our country is carried out
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Dr. K.Vengatesan
at the central level, the state level, the local level and at
the school level.
Budgeting: Budgeting is an essential facet of a
successful organisation and administration. It calls for an
estimated account of revenues and expenditure with scope
to embrace contingencies when required.
Organising: Organisation focuses on two main
aspects: material equipment (infrastructure) and human
equipment (stakeholders) with the main aim of
maintaining efficiency, productivity, effectiveness and
utility in the teaching-learning environment.
Educational Administration further influences:
 The preparation of curriculum for different classes
according to their diverse abilities and aptitudes.
 The time table and academic calendar
 The co-curricular programmes
 Organisation and distribution of work
 Establishment and working of infrastructure
 The organisation and conduct of examinations
 The organisation and functioning of guidance and
counselling cells on the campus
29
 The organisation of community reach programmes

 The provision of auxiliary services like midday meals,
school uniforms, books medical checkups etc
Educational Administration has a vast area of
operation ranging from Planning to Budgeting in an effort
to make the educational process purposive and functional.
An important tool it is effective, systematic and has a
definite purpose. It focuses upon the attitude towards
work and adopts practical measures to ensure that that the
system of work functions efficiently and assists in the
achievement of the aims of education thus benefiting the
learners who are the main stakeholders in the educational
system.
Definition of Educational Administration
According to Education Ministry of Indonesia
pengertian kantor dapat diuraikan berikut ini: The term of
office can be interpreted as an obligation, duty or
function; headquarters or spaces where a person and his
staff run the main business activities; services; the job is
done for a particular area, or place used as the
administrative center of the workplace. Office is defined
as a place or room to perform activities of data or
information management. Data management is the
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Dr. K.Vengatesan
process of collecting, recording, processing, and storage,

distribution or presentation of data or information.
According to Education Ministry of Indonesia
understanding can be described following offices:
1. Place or space where the implementation of the
activities through collecting, recording, processing,
storage, and distribution or presentation of data or
information.
2. The process of collecting, recording, processing,
storage, and distribution or presentation of data or
information.
3. Concentration of activities that are precisely and
supportive administrative or managerial activities.
We may conclude that the office is a place in a static

sense, the process in a dynamic sense, and facility in a
functional sense. The main target is the data or information
management activities of offices. Data or information
management is requiring the organizational resources,
human resources and other resources such as buildings or
rooms, tools and equipment, as well as labor costs and
governance.
According to Education Ministry of Indonesia office
administration is a series of activities to plan, organize,
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direct, supervise, and control activities in an orderly

manner to achieve the targets in the affairs of office.
Objectives to be achieved in the implementation of
administrative affairs office are an office effectively and
efficiently to support the core activities of the organization.
According to Suharsimi Arikunto and Lia Yuliana
office administration is often referred to the whole process
of managing correspondence that started from collecting or
receiving, recording, managing, reproducing, transmitting
and storing all materials information which required by the
organization. With this understanding, office
administration not only includes the letters but all the
material information or tangible information slips.
Soetrisno and Renaldi (2006: 7) quoted a few
definitions of office management. Arthur Grager said that
"Office management is the function of administering the
communication and record service of an organization."
William Leffingwell & Edwin Robinson "Office
management as a function, is the branch of the art and
science of management which is concerned with the
efficient performance of office work, whenever and
wherever that work is to be done."
Hal Nourse said "It seems to me that office
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Dr. K.Vengatesan
management in the broader sense might embrance, not

only the generally accepted service functions, but also the
arise of functional control administrative direction of most
clerical and paperwork."
George Terry said "Office management can be
defined as the planning, controlling, and organizing of
office work, and actuating those performing is so as to
achieve the predetermined objective. It deals with the life
cycle of business information, and retention, if of
permanent value, of destruction if obsolete." We may
conclude that the office management is an art and science
of management as a series of planning, organizing,
mobilizing, and monitoring and controlling of office jobs.
Functions of Educational Administration
Clerical jobs are involving a range of activities to
collect, record, manage, reproduce, transmit and store the
necessary information needed in every business
cooperation. According to The Liang Gie some
administrative functions of the office are:
1. Collecting, seek and pursue the availability of
any information that had not yet exist or were
scattered everywhere, so ready to use when
where necessary.
33
2. Writing, which is includes applying a variety of

stationery on the proofs necessary so that the
realization of writings can be read, sent or stored.
3. Processing, various activities to do proofs with
the intention of presenting in a more useful or
more obvious to use.
4. Multiplying, activities to multiply the data or
information in various ways and medium as
much as the amount required.
5. Sending, presenting the data or information in
various ways and medium of the first party to
another party.
6. Storing, the activities to put data or information
in various ways and medium in particular a safe
place.
There are eight general principles of effective
implementation of the administrative office which is
basically a very important factor for ensuring the work
carried out productively. Eight principles are the job
planning, work organizing, work coordinating, job
controlling, employee empowerment, communication,
office layout, and improving quality of service.
1. Principle of Work Planning: Work should be
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Dr. K.Vengatesan
well planned. Without a good plan, we will not achieve

the results as expected. A good plan is answer the
following five basic questions: what to do, what the
purpose, why it should do, how to do it, whose will do it,
and when and where conducted.
2. Principle of Work Organizing: The second
principle states that the implementation of the work has
been well laid. That is already clear division of tasks and
the implementation schedule has been well prepared.
Current work has been clearly specified so that the
critical nodes have been identified and work
implementation is completion guaranteed.
3. Principle of Work Coordinating: The third
principle is to ensure that the implementation of the work
will be well coordinated. All activities are coordinated
and efficiently use of resources to ensure its
implementation in the most productive. Coordination is
very important because this way we can ensure that all
activities that seem separated actually lead to the same
destination.
4. Principle of Work Controlling: Well-controlled
work implementation is needs an effective control. It can
be guaranteed a well done job if the implementation of
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internal control within the work grow and develop

properly. Excessive external control will only drain
energy, time, and high emotion. That's why these four
principles are very important.
5. Principle Employee Empowerment:
The fifth principle is concerns with the
empowerment of the work executing. Leader's office
should be able to develop the subordinates willingness
and ability to be internally motivated and able to accept
the delegation of execution of work with good results.
Here the important function of training and providing the
opportunity to assume greater responsibility.
6. Principle of Communication: All of the
principles outlined earlier will be very constrained in the
absence of good communication. Leaders must be able to
build an office setting that is conducive for the continuity
of open communication, honest, and productive.
Communication in the office should not be too formal and
bureaucratic thus inhibiting innovation. However, nor too
informal so that we can no longer distinguish between
information that is gossip and what is not.
7. Principle Office Layout: Physical order of the
office should ensure that implementation takes place in a
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Dr. K.Vengatesan
productive office affairs. Office layout should be planned

scientifically to avoid unnecessary movements or
redundant, delay, and difficulty to reach work or materials.
Utilization of the entire proposition or office equipment
should take into account the principle of effective and
efficient.
8. Principle of Services Quality Improvement:
Office systems and procedures must be continually strived
to more effective and efficient. Quality and quantity
standards of office work should be used and constantly
developed according to the needs. Office leadership must
continually strive to increase the service quality by
performing a variety of ways, so that eventually can be
identified most advanced way to guaranteed results.
Procedures of Educational Administration
Mills, et al which also explained by Soetrisno and
Renaldi the purpose of an office is giving the recording
and communications services. This broad definition can be
clarified, so that the office functions as a center of
information that carry out the work as described below.
1. Receiving Information: Examples of
acceptable forms of information in such as letters, phone
calls, messages, invoices, and reports for the various
37
activities of the organization. In addition to receiving

information that goes like that, the office was informed.
2. Recording Information: The goal is to make the
recording information can be set up immediately if the
management asked him. Some records requested to be kept
under the law, but in addition, records should be kept only
to meet the management needs in planning and controlling
organizations. Some recordings may show the results of the
negotiations, transactions, activities, correspondence,
orders, invoices, financial statements, management, stock
footage, and other analysis results.
3. Organizing Information: The information is
collected by the office, rarely in the same form as in the
time given. Data were collected from different sources,
calculations must be made. Office is responsible for
supplying information in the form that best serves the
management, is a function of the most important and which
should be run by well-trained staff. Example of information
management is the preparation of various reports.
4. Giving Information: If the management request,
the office distributed information from the tape. Some
information that is regularly distributed, some are special,
and information can be given orally or in writing, e.g.
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Dr. K.Vengatesan
instructions, progress reports, budgets, etc.

5. Protecting Assets: Office tasks will not be fully
realized if limited only to receive, record, organize and
provide information only. Still there is an additional
responsibility that is carefully observes and protects vital
records, securing the cash that must be stored in safes or
in the bank.
Murdick stated the components of management
information system is divided into five sections, namely:
(1) data input,
(2) data processing,
(3) records and archives,
(4) instructions and procedures,
(5) output.
Management skills
Planning Skills: As part of the management
process you attempt to define the future state of your
organisation. You are not trying to predict the future, but
rather to uncover things in the present to ensure that the
organisation does have a future. Hence planning skills
will include: being able to think ahead; ability to forecast
future environmental trends affecting the organization;
ability to state organizational objectives; ability to choose
39
strategies that will help in attaining these objectives with

respect to future trends; and ability to arrive at
performance standards or yardsticks for monitoring the
implementation of these strategies, etc. With growing
complexity in the operations of large organizations,
managers are expected to acquire skills to interact with
intermediate planning systems such as a computer.
Organizing Skills: As you have seen, planning
specifies the future course of direction of an
organisation. The organising process follows the
planning process. 'While planning specifies what will be
achieved when, organising specifies who will achieve
what and how it will be achieved. To understand the
organising process involving the people and jobs in
anorganisation, let us discuss a situation in a bank.
Suppose you happen to be a teller (person who sits
behind the service window) in a bank.
Your job requires transacting deposits,
withdrawals, cashing the cheques. Also, you may have to
secure the approval of bank manager before you could
cash a cheque for a person who is not a regular customer
of your bank. Here, the bank manager's orders or
directives will define how much authority you have to do
40
Dr. K.Vengatesan
things on your own. Besides, your work may also be

supervised by your immediate superior officer. Hence,
organizing involves identification of specific jobs,
grouping of jobs of similar nature, number of jobs to
be included in a specific group and deciding how many
people a manager can effectively oversee. An integrated
network of people, their jobs and their working
relationships ultimately constitutes the structure of the
organisation. Therefore, the organising skills can be
broadly spelled out as ability to analyze and describe
various organisational jobs; ability to select, train and
induct people in jobs; ability to draw working links i.e.
define authority and span of control amongst people; and
ability to change these working links whenever

there are major changes in the environment or technology
or strategy of the organisation etc.
Another example may make it clear to you as to
how the manager utilises his organising skill when major
changes take place in the environment or technology
orstrategy. Suppose, you happen to be a doctor in a
village, where you are in charge oforganising a hospital
for catering to routine and non-routine or emergency
41
facilities. You know that more facilities are available in

city hospitals such as provision of regular ambulance
service, wide range of medicines and services of doctors
and nurses, etc. At the time of dealing with an emergency
case, you should rush to the city hospital. You have to
organise yourself and your co-workers to assess how
crucial this responsibility becomes when you have limited
resources available with you, yet you want to achieve the
best you can.
Leading Skills: Leading people requires that the
leader must understand the values,
personality, perception and attitudes of these people. As a
n individual you act differently from another individual
because of your values, personality, perception and
attitudes. This is a very important factor to be understood
in relation to the other person who may be your superior
or subordinate. Let us carry out the following activity in
order to understand each of these factors.
Value is a conviction that a person holds about a
specific mode of conduct and the importance of that
conviction to the person. For example, given below are
certain work values. You may like to rank the three
important values you would like
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Dr. K.Vengatesan
to pursue at work. The ranking should be done in order of

importance you attach to them.
Controlling Skills: The skill of controlling
consists of actions and decisions which managers
undertake to ensure that the actual results are consistent
with desired results. In planning for the organisation the
management sets the objectives, which are the desired
results for the organisation to attain. Any deviation
between the actual and the planned results must be
corrected by the management by taking
appropriate actions and decisions. In this skill therefore,
management has a predetermined standard, the
information about the performance
of the organisation and a corrective action in. case the stan
dard set by the organisation is not fulfilled. You may like
to know how the controlling skill is related to the other
form of management skills we touched up on earlier.
Decision-making Skills:
Decision-making skills are present in the planning
process. They pervade all other areas such as organising,
leading and controlling. You, will appreciate the simple
difference between a manager and a non-manager in so far
as managers make all the decisions at all levels in the
43
organisation. Think for yourself at the level you are, and

whether you take a good, or a bad decision, it will
ultimately influence in a big or as mall way your
performance. Hence, management skills of decision-
making for routine or non-routine problems is a time
consuming activity and certainly poses a challenge to the
manager for making a number of important decisions,
good in quality and satisfactory in producing solutions to
a problem.
A manager's effectiveness lies in making good
and timely decisions. Again, remember, in the decision-
making process, you may like to decide on repetitive or
routine problems. Processing admission applications in a
college or preparing a patient for an operation in a
hospital are examples of routine problems. Such routine
problems are different from complex, novel problems.
Examples of novel or complex problems are,
constructing new classroom facilities in a college or
reacting to an epidemic. Don't you think you need to be
more creative in solving these novel and complex
problems rather than going by rules, procedures and
policies that already exist in your organisation?
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Dr. K.Vengatesan
Whether it is a routine or non-routine decision you

have to (1) identify and define the problem (2) develop
alternative decision (3) select the decision which will solve
the problem and (4) implement that decision. At the end of
the input on the five management skills, you may like to
identify the various skills of a branch manager of a bank,
who combines job tasks (various jobs
of people), technology (the knowhow of work) and resourc
es (financial, material, environmental, etc.) to attain the
objective of the bank. You may consider the various
aspects of management skills, such as planning,
organising, leading, controlling and decision-making.
Levels of Managers
The First Level Managers: These managers are in
direct contact with the employees, who usually produce
the goods or service outputs of an organisation. They are
referred to as supervisors or foremen in some
organisations. You may be associated with the employees
who directly produce goods or render service outputs.
Hence, your may belong to the first level managers. In
some government offices, the superintendent of the office
supervising the work of typists, dispatch clerks,
etc. belongs to this category.
45
In the industry, it is the foreman, who is in direct co

ntact with the rank-and-file workers, producing goods or
services.
The Middle Level Managers: These managers are
those with a number of responsibilities and linking or
connecting activities. They direct the activities of the first
level managers. For example, a district educational officer
or a block development officer belongs to the middle level
with the principals of schools and gram servers reporting
to the district educational officer and block development
officer respectively.
The Top Level Managers:
The top level managers are a small group
of policy makers responsible for the overall strategic mana
gement of the organisations. It is the responsibility of the
top managers to develop the objectives and strategies of
the organisation. It is the top management that must sense
the demands of the political, social and competitive
environments on the organisation. A President or a Chief
Executive or a District Magistrate are examples of top
managerial level.
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Dr. K.Vengatesan
The Managerial Skills at Various Levels

Conceptual skills: This skill means the ability to
see the organisation as a whole and it includes recognising
how the various functions of the organisation depend on
one another. It also makes the individual aware how
changes in any one part of the organization affect all the
others. It extends to visualizing the relationship of the
individual business to the industry, the community and the
political, social and economic forces of the nation as a
whole. Thus the manager gains insight into improving the
overall welfare of the total organisation. As a manager you
should have the ability to coordinate and integrate a
variety of factors.
You need to view situations and determine the inter
-relatedness of various factors. The success of any
decision depends on the conceptual skill of the peoplewho
make the decision and those who put it into action. For
example, you are trying to introduce some change in the
working policy in your manufacturing organisation. It is
very important to know the effect of such a change on
production of goods, control, finance, research and people
involved in these processes.
47
Finally, it is equally important right down to the last

executive who must implement the
new policy. So at every level of the management, no matte
r which level you belong to, you have to recognise the
overall relationships and significance of the change in
order to be an effective manager. The chances of your
success as a manager are greatly increased. Look at the
organisation as a whole and try to understand the inter-
relationship of its parts while introducing a change in
policy.
Human skills: Human skill is the manager's
ability to work effectively as a group member and
to build cooperative effort within the team he leads. Every
managerial level requires managers to interact with other
people, whereas technical skill is primarily concerned with
working with things (processes or physical objects). The
first level manager is involved on a regular basis with the
personal problems and life events of many non-managers.
It is therefore natural that he or she must be able to
these personal situations and effectively lead subordinates.
He or she has to perceive and reorganise the perception of
his or her superiors, equals and subordinates and his other
behaviour subsequently. If you have a highly developed
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Dr. K.Vengatesan
human skill and if you are aware of your own attitudes,

assumptions, and beliefs, about other individuals and
groups, you are able to see their usefulness and
limitations. And you are likely to accept others'
viewpoint, perceptions and beliefs, which might be
different from yours. Your human skills will help you to
build a work atmosphere of approval and security, where
people working with you as subordinates feel free to
express themselves without fear of being ridiculed and to
participate in the planning and carrying out of those
things which directly affect them.
You feel sensitive to others' reactions to your
actions and you will act after taking others' perceptions
into account. Your human skill thus becomes a
continuous and natural activity with you so that whatever
you say or do (or leave unsaid and undone) leaves an
effect on your associates. Perhaps your true self will be
seen through by others. In order to be an effective
manager, your human skill must be naturally and
unconsciously developed, as well as consistently
demonstrated in every action of yours. For example, you
want to boost the output of a production unit in an
industry by introducing a conveyor system. You must
49
keep in mind how to make your subordinates accept the

situation of top speed production through this system with
which they were not familiar earlier. You must also make
sure that the person whom you place in charge of the
workers or operators, is acceptable to them in creating a
right attitude towards this conveyor system, towards the
production goals (how much output per day to
be produced) or what standards of production have to
be attained. These are the human factors in production
which cannot be ignored. Introducing computerization in
a large office setting which has a number of users to
interact with; may create problems in the beginning as it
amounts to increasing the efficiency in output with a
relatively lesser number of persons.
If you have to introduce the system, you may like
to talk to the persons about its outcomes in terms of
increased efficiency, gearing the skills of people towards
various activities of feeding the data to the computer,
maintenance of the computer data, etc. in order to make
them appreciate the introduction of a new system.
Creating the right kind of attitude and absorbing a number
of people for similar skills to take care of a special and
large number of users of the system can reflect your
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Dr. K.Vengatesan
ability to deal with people. The most important single skill

of a manager is to have the ability to deal
with people. This is a challenge to your human skill, espec
ially in the context of our country, with a vast number of
people waiting to be absorbed in jobs, more so when we
are planning to computerize the administration in various
work sectors.
The human skill can be developed without any
formalised training for some. Many others to be
individually aided by their immediate superiors who
themselves
should possess the human skill in order to be able to impar
t that. An important part of the procedure is the self-
examination of the individual's own concepts and values
which may enable him to develop more useful attitudes
about himself and about others. With this change in
attitude, there may also develop some active skill in
dealing with human problems. You as a superior may like
to observe your subordinate's ability to work effectively
with others. You may probably improve your own human
skill of rating people for their effectiveness as you become
more experienced in this art.
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Technical skills: It is the ability to work with

resources in a particular area of expertise. A surgeon must
know how to do surgery. An accountant must know how to
keep the accounts. Without the technical skill, one is not
able to manage the work effectively. The first line
supervisor in a manufacturing industry need greater
knowledge about the technical aspects of the job compared
to his top boss. In a small manufacturing organization, even
the top boss who owns the company needs to know a lot of
technical skills.
You will appreciate that technical skill implies an
understanding of, and proficiency in, a specific kind of
activity particularly the one involving methods,
processes, procedures or techniques. It is relatively easy for
us to visualize the technical skill of the surgeon, the
musician, the accountant or the engineer, when each is
performing his own special function. Such functions
involve specialized knowledge, analytical ability within the
specialized field, facility in the use of tools and the
techniques of the specific discipline.
In an age of specialization, technical skill is perhaps
the most familiar one, required of the greatest number of
people. Katz pointed out that mostly the vocational and on-
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Dr. K.Vengatesan
the-job training programmes are concerned with

developing this specialised technical skill. In your desire to
become an efficient administrator, particularly at the first
level, this skill becomes indispensable to efficient
operation. As a supervisor of a setoff workers, you would
like to ensure if your workers have sound grounding in
the principle, structure and processes of their individual sp
ecialty along with actual practice and experience during
which your workers are watched and helped by you asa
superior. This appears to be the best way to develop the
technical skill.
A workshop superintendent knows how to ensure
that his technician is well equipped with the technical skill
required for the work. An office superintendent ensures
that persons working with him are having adequate
technical skill for typing, shorthand, preparing draft etc. for
doing their job. Quite a lot of training programmes for
equipping the people with technical skills are going on
all over the country in industries,
hospitals, banks and educational institutions.
As you move up in the managerial hierarchy, perhap
s this skill becomes relatively less important than the huma
n and conceptual skills. In a relatively small organisation,
53
where you yourself are the owner and at the top

management level, you need a lot of technical skill
yourself.
International Perspective
The educational administration term has been used
in America continent familiarly, especially in the United
States of America. It is different to European which use the
educational management term. The American introduced
the administration has a wider scope than just a clerical
work which European said. It is a whole cooperative
process.
Most of the American university have the
department which namely “Educational Administration”.
The British have been use the “management” term to call
American’s “administration”. So, they have the department
which namely “Educational Management”.
According to Peter Earley and Dick Weindling over
the years there has been considerable discussion in the
literature about the similarities and differences between the
notions of leadership, management and administration. The
terms tend to have differing definitions; for example the
meaning of administration in North America and
Australasia is quite different from that in the UK where it
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Dr. K.Vengatesan
tends to be associated with ‘lower level’ and more

operational matters than leadership or management.
Leadership tends to be more formative, proactive and
problem-solving, dealing with such things as values,
vision and mission, whereas the concerns of management
are more to do with the execution, planning, organising
and deploying of resources, or ‘making things happen’.
Management is focused more on providing order and
consistency to organisations, while leadership is focused
on producing change and movement.
How about Indonesia? As we know that Dutch
colonized Indonesia for 350 years. So the term of
administration is understood as the clerical work. It is well
known as office administration. But, in the other hand, the
American influences it. Many universities in Indonesia
use the “administration” for their department name, such
as Public Administration, Educational Administration,
Business Administration, Fiscal Administration, etc.
The “management” term had been used in
economic discipline. Many universities in Indonesia have
the Management Department in their Faculty of
Economic. This condition makes some perception that
administration term is used in nonprofit or public
55
organization.
The management term is used in profit organization.
In the early year 2000, the management term had been
popularized in Indonesia. It was because of the third view
beside the American or the British. Some expert said that
administration and management is equal, same, and
interchangeable. The management term is not only used in
profit organization, but also nonprofit or public organization.
This opinion said that the most important is not the term, but
the essence of activity. There are effective and efficient
which used in both administration and management. So,
the term of educational management becomes popular.
Many universities in Indonesia changed their name of
Educational Administration Department or Study Program
into Educational Management.
Indian Perspective
Kautilya's Arthashastra state that in CHAPTER IX.
THE CREATION OF COUNCILLORS AND PRIESTS.
NATIVE, born of high family, influential, well
trained in arts, possessed of foresight, wise, of strong
memory, bold, eloquent, skillful, intelligent, possessed of
enthusiasm, dignity, and endurance, pure in character,
affable, firm in loyal devotion, endowed with excellent
conduct, strength, health and bravery, free from
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Dr. K.Vengatesan
procrastination and fickle mindedness, affectionate, and

free from such qualities as excite hatred and enmity--these
are the qualifications of a ministerial officer
(amátyasampat).
Such as are possessed of one-half or one-quarter of
the above qualifications come under middle and low ranks.
Of these qualifications, native birth and influential position
shall be ascertained from reliable persons; educational
qualifications (silpa) from professors of equal learning;
theoretical and practical knowledge, foresight, retentive
memory, and affability shall be tested from successful,
application in works; eloquence, skillfulness and flashing
intelligence from power shown in narrating stories
(katháyogeshu, i.e., in conversation); endurance,
enthusiasm, and bravery in troubles; purity of life, friendly
disposition, and loyal devotion by frequent association;
conduct, strength, health, dignity, and freedom from
indolence and fickle mindedness shall be ascertained from
their intimate friends; and affectionate and philanthrophic
nature by personal experience.
According Thiruvalluvar;
தூங்காமை கல்வி துணிவுமைமை இம்மூன்றும்
நீங்கா நிலனான் பவர்க்கு. (குறள் - 383)
57
To rule the land - to rule the land; Sleep deprivation

is the possession of all three of the possessions of courage
- the three qualities of quickness in deeds, knowledgeable
education, and possession of masculinity will never cease.
(The element of education is presupposed. Doing nothing
but masculinity and not writing in letters is called 'courage'
by Afu's two etiquette cases. You are the remnant of the
dead.
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Dr. K.Vengatesan
Unit - 2
AREAS OF EDUCATIONAL MANAGEMENT
[Administration and Management of Education -

Maintenance (or Status quo) and Developmental (or
Creative )Management - Scope, Human ,Material, Time –
Basic concepts of Management at different levels
(Primary and Secondary): Institutional Management,
Financial Management, Instructional management,
Personnel Management, Material Management, and
Management of Examination.]
Areas of Educational Management is widely
recognized and accepted that the quality of leadership
always has some effect on the school effectiveness. The
role of Educational Management in this regard can hardly
be overemphasized. A head teacher, who should be an
educational manager, is involved in the following
important areas: overall school administration, the
curriculum, leadership and human relations, community
relations and working relationships. He or she strives to
enforce traditions for efficiency, effectiveness and quality,
59
and these should be reflected in the school life. In order to

achieve this, the head teacher must have adequate
academic and professional qualifications, a full knowledge
of the methods and techniques of educational practice,
sound knowledge of school finance, ability to understand
the needs of the teaching staff, pupils, parents and the
support staff. In a nutshell, the head teacher should have a
good understanding of the school’s strengths and
weaknesses. These are some of the things that we wish to
enunciate in this paper. Before we delve into the task areas
or duties incorporated into educational management, we
shall begin by providing a definition of the enterprise.
Educational Management is an applied branch of
Management like other branch of Management i.e
Commercial management, Industrial Management,
Financial Management etc. Unlike other branch of
Management, Educational Management operates in
educational organizations. So Educational Management is
that branch of management which applies the theories and
principles of management in the field of education.
To organise an educational organisation, three
resources are very much essential i.e Physical resources –
land or site, school building, equipment, library, laboratory
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Dr. K.Vengatesan
etc, Human resources – teacher, students and non-

teaching staff etc, Curriculum and Co-Curricular
Activities. Educational Management is
the process of managing these resources to achieve the
desired goals of educational organisation.
According to G.Terry Page and J.B. Thomas,
“Educational Management is the theory and practice of
the organisation and administration of existing
educational establishments and systems.”
Nature of Educational Management
The nature or characteristics of management can be
discussed are as follows:
1. Educational Management is Universal
Process: Educational Management is a universal
process. It is related to each and every country, society,
organisation etc. The need of management can be arise in
every field of Commercial, War, Religion, Human
Relation etc.
2. Educational Management is an art: According
to koontz, management has been accepted as an art as in
management things are got done through others.
Therefore, in management, not only one has to
learn the principles of management but also the manager
61
has the qualities of sympathy, patience, good manner,

experience, behavioural skills etc.
3. Educational Management is a social
science: Educational Management is a social science
because it also collects data by using the methods
observation, experimentation, explanation etc. Like
Political science, Economics, Sociology etc.
4. Educational Management is a profession:
Educational Management can also be regarded as a
profession. Because in each and every profession, to
manage the activities effectively, he should have some
particular qualities like, preparation, behavioural skill,
patience etc.
5. Educational Management is a Multidisciplinary
subject: Management is also a multidisciplinary subject.
Because the principles, concept and
skill which are involves in management are also related to
Economics, Mathematics,
Psychology, Anthropology, Sociology etc.
6. Educational Management is a dynamic process:
Educational Management can be considered as a
continuous or dynamic process because the principles of
management are changeable as change in time. Every field
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Dr. K.Vengatesan
i.e industry, education etc are changing from time to time

in respect of new policy, new action. So the process of
management is dynamic.
7. Educational Management is Goal- Oriented: Each
and every function of management is Goal-Oriented.
Effective management is guided by specific objectives.
Educational Management is a process of planning,
organising, directing and providing instruction to achieve
any goals. The chief objective of management is to achieve
the predetermined goals. So according to Sherlekar and
Sherlekar, “Anything without management is nothing.”
8. Educational Management is a Group Activity:
Educational Management is a group activity as it involves
a group of individuals to achieve common goals. It helps
the members of the organisation to know the aims &
objectives of organisation and also directs them to achieve
those goals.
9. Educational Management is a social process: It is
a social process as it gives more importance on social
benefit and responsibilities.
Scope of Educational Management
Scope of Educational Management indicates the
different aspects related to educational management which
63
can be discussed are as follows:

1) Providing Human Resources:
One of the important aspects of the scope of educational
management is to providing human resources in
educational institution. The different types of human
resources are teachers, students, and staff. Moreover,
parents and other person who are related to the educational
organisation are also come under human resources.
Providing, co-ordinating and practicing these resources to
educational organisation are the scope of educational
management.
2) Providing Material Resources:
The another important aspects of scope of educational
management is to providing material resources i.e. land or
site, building, classroom, equipments, teaching aids,
library, laboratory, museum etc in educational institution.
3) Construction of curriculum:
Construction of curriculum on the basis of the interest,
needs and capacity is another aspect of scope of
educational management.
4) Organisation of co-curricular activities: To
achieve the major goal of education i.e. all round
development of personality, there is a need of organisation
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Dr. K.Vengatesan
of co-curricular activities which can help to develop the

child physically, mentally, spiritually, intellectually,
morally. Organisations of co-curricular activities for
educational organisation are one of the important aspects
of scope of educational management.
5) Preparation of Time table: Preparation of Time
table for example preparation of daily class work of the
teacher, determining the time table for co-curricular
activities, determining the academic calendar for
educational organisation is another important aspect of
scope of educational management.
6) Maintaining Discipline: For effective

management of an educational organisation maintaining
discipline is another important aspect of scope of
educational management.
7) Organisation of Hostel, staff quarter etc:
Organisation of hostel and also staff quarter for the
teachers is another important scope of educational
management.
8) Budgeting and Financing: To manage an
educational institution preparing a budget for expenditure
in the establishment of Building, Auditorium, Library,
65
Laboratory, Equipment etc and also management of fund

for these are also the important area of educational
management.
9) Evaluation: To achieve the goal of education,
evaluation of the different planning of educational
management are also important areas of educational
management.
10) Co-ordination: Co –ordination among the
different resources of an educational organisation is
another scope of educational management.
Educational Administration at the

Central and State Level, Role and Functions
Educational administration is defined as the process

of controlling, organizing and directing both human and
material resources in an educational institution. This term
is also used to describe the study of these processes.
It is a discipline within the study of education that
examines the administrative theory and practice of
education in general and educational institutions and
educators in particular.
An agency of education on the other hand refers to
an administrative division of a government or international
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Dr. K.Vengatesan
body which is authorized to conduct and promote

educational activities for the betterment of society at large
in a sustained manner.
Department of Education, Government of India
The Government of India created the Ministry of
Human Resource Development (MHRD) on September 26,
1985 to ensure that all relevant instruments and agencies
which contribute to and are responsible for the integrated
development of the citizen beginning from childhood and
going right through life are assimilated under one apex
body.
The Ministry thus has two departments:
1. The Department of School Education and
Literacy which oversees Elementary Education, Secondary
Education and Adult Education and Literacy, and
2 The Department of Higher Education which
oversees University and Higher Education, Technical
Education, Book Promotion and Copyright, Scholarship,
Languages and Minority Education.
The Department of School Education and Literacy
oversees Elementary Education, Secondary Education and
Adult Education and Literacy.
67
Elementary Education:
The Sarva Shiksha Abhiyan has been initiated by
the Government of India in an effort to universalize
elementary education by community-ownership of the
school system in response to the demand for basic
education all over the country.
The Sarva Shiksha Abhiyan thus is:
1) A programme with a clear time frame for universal
elementary education.
2) A response to the demand for quality basic education
all over the country.
3) An opportunity for promoting social justice through
basic education.
4) An effort at effectively involving the Panchayati Raj
Institutions, School
5) Management Committees, Village and Urban Slum
Level Education Committees, Parents' Teachers'
Associations, Mother Teacher Associations, Tribal
Autonomous Councils and other grass root level
structures in the management of elementary schools. e.
6) An expression of political will for universal elementary
education across the country.
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Dr. K.Vengatesan
7) A partnership between the Central, State and the Local

Governments.
8) An opportunity for States to develop their own vision
of elementary education.
Therefore the Sarva Shiksha Abhiyan aimed:
i. to provide useful and relevant elementary
education for all children in the 6 to 14 age group by the
year 2010.
ii to bridge social, regional and gender gaps, with
the active participation of the community in the
management of schools.
iii to allow children to learn about and master their
natural environment in a manner that allows the fullest
harnessing of their human potential, both spiritually and
materially.
iv. to be a process of value based learning that
allows children an opportunity to work for each other's
well being rather than to permit mere selfish pursuits.
Further, the Sarva Shiksha Abhiyan realizes the
importance of Early Childhood Care and Education and
looks at the 0-14 age as a continuum. All efforts to
support pre-school learning in Integrated Child
Development Services (ICDS) centres or special pre-
69
school centres in non ICDS areas are being made to

supplement the efforts of the Ministry of Women and Child
Development.
The Sarva Shiksha Abhiyan Mission had sought to
achieve the following goals:
(a) Enrolment of all children in school, Education
Guarantee Centre, Alternate School, „Back- to- School‟ camp by
2005.
(b) Retention of all children in school till the upper
primary stage by 2010.
(c) Bridging of gender and social category gaps in
enrolment, retention and learning.
(d) Ensuring that there is significant enhancement in the
learning achievement levels of children at the primary and upper
primary stage. In order to achieve its objectives the Sarva
Shiksha Abhiyan Mission thus promotes:
(a) Empowering of children to be active participants in a
knowledge society.
(b) A result oriented approach with accountability
towards performance and output at all levels.
(c) A people centred mode of implementation of
educational interventions with involvement of all
stakeholders, especially teachers, parents, community and
Panchayati Raj Institutions and voluntary organizations.
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Dr. K.Vengatesan
(d) An equity based approach that focuses on the

needs of educationally backward areas and disadvantaged
social groups including children with special needs.
(e) A holistic effort to ensure convergence of
investments and initiatives for improving the efficiency of
the elementary education system.
(f) Institutional reforms and capacity building to
ensure a sustained effort for Universal Elementary
Education.
The emphasis is on mainstreaming out-of-school
children through diverse strategies, and on providing eight
years of schooling for all children in 6-14 age groups. The
thrust is on bridging of gender and social gaps and a total
retention of all children in schools. Within this framework
it is expected that the education system will be made
relevant so that children and parents find the schooling
system useful and absorbing according to their natural and
social environment.
Education of girls, especially those belonging to the
scheduled castes and scheduled tribes and minorities, is
one of the principal concerns in Sarva Shiksha Abhiyan.
Focus is also laid on the inclusion and participation
of children from SC/ST, minority groups, urban deprived
71
children, children of other disadvantaged groups and

children with special needs in the educational process.
Secondary Education: The Department of School
Education and Literacy administers the following agencies
associated with secondary education:
1. National Council of Educational Research and
Training (NCERT):
The NCERT is an apex resource organisation which
assists and advises the Central and the State governments on
academic matters related to school education. It provides
academic and technical support for qualitative improvement
of school education through its various constituents, viz. the
departments of National Institute of Education, New Delhi,
Central Institute of Educational Technology, New Delhi,
Pandit Sunderlal Sharma Central Institute of Vocational
Education, Bhopal, and Regional Institutes of Education
located at Ajmer, Bhopal, Bhubaneshwar, Mysore and
Shillong.
2. Central Board of Secondary Education (CBSE):
The CBSE is an autonomous body working under the
aegis of the MHRD. It‟s the second oldest board of the
country having been established in 1929. The main
objectives of the CBSE are:
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Dr. K.Vengatesan
i. To affiliate institutions in and outside the country.

ii. To conduct annual examinations at the end of
class X and XII.
iii. To conduct entrance examinations to
professional courses for admission into medical and
engineering colleges
iv. To update and design curricula.
3. Kendriya Vidyalaya Sanghatana (KVS):
The scheme of Kendriya Vidyalayas was approved
by the Government of India in November, 1962 to provide
uninterrupted education to the wards of transferable
Central Government Employees.
4. Navodaya Vidyalaya Samiti (NVS):
Navodaya Vidyalayas are run by the Navodaya
Vidyalaya Samiti, an autonomous organisation. Navodaya
Vidyalayas are fully residential co-educational institutions
providing education up to the senior secondary stage.
Education in Navodaya Vidyalayas include boarding and
lodging , textbooks, uniforms etc. all of which are free for
all students. The scheme started with two experimental
schools in 1985-1986 and has now expanded to 540
schools covering as many districts in 34 States and the
Union Territories with more than 1.76 lakh students on the
73
roll. More than 30,000 new students are admitted every

year. Admissions to Junior Navodaya Vidyalayas is made
at the level of class VI through tests conducted in the
concerned district in which all children who have passed
class V from any of the recognised schools in that district
are eligible to appear. The test is designed and conducted
by the CBSE.
5. Central Tibetan School Administration (CTSA):
The Central Tibetan School Administration was
established as an autonomous organisation under the
Ministry of Education , Government of India in 1961 and
was registered under the Societies Registration Act XXI of
1860 with the objective to run, manage and assist
institutions set up for the education of Tibetan children
living in India. In order to provide modern education while
preserving and promoting Tibetan culture and heritage,
schools were set up in places with concentrated Tibetan
populations in India.
6. National Institute of Open Schooling (NIOS):
The National Open School was set up by the
Government of India in 1989 with a view to provide
education through Open and Distance Learning (ODL)
mode to those who cannot attend regular schools. Since its
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Dr. K.Vengatesan
inception, the NIOS has discharged the responsibility of

promoting the entire range of school education through
the open learning system in the country. It has performed
a significant role for defining standards in open schooling,
experimenting with innovations, assisting state level
organisations with professional resource support and
expertise and dissemination of tested innovation,
curriculum and materials.
7. National Foundation for Teachers’ Welfare
(NFTW):
The National Foundation for Teachers‟ Welfare
was set up in 1962 under the Charitable Endowments Act,
1890. The main objective of the foundation is to provide
financial assistance to teachers who may be in indigent
circumstances. The following schemes for the welfare of
teachers all over India are being operated by the
foundation:
i. Financial assistance is given for the construction
of Shikshak Sadans.
ii. Support is provided for the professional
education of children of school teachers.
iii. Financial assistance (medical) is provided to
teachers suffering from serious ailments.
75
iv. Financial support is made available to teachers

for academic activity.
The corpus fund of the foundation consists of
contributions received from the member States and the
Union Territories in addition to the initial contribution
made by the Central Government.
Adult Education and Literacy:
The Prime Minister Dr. Manmohan Singh launched
Saakshar Bharat, a centrally sponsored scheme of the
Department of School Education and Literacy (DSEL),
Ministry of Human Resource Development (MHRD),
Government of India (GOI), on International Literacy Day,
September 08, 2009.
Aims:
i. To promote and strengthen Adult Education,
specially of women, by extending educational options to
those adults who having lost the opportunity of access to
formal education and crossed the standard age for
receiving such education, now feel a need for learning of
any type, including, literacy, basic education (equivalency
to formal education), vocational education (skill
development), physical and emotional development,
practical arts, applied science, sports, and recreation.
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Dr. K.Vengatesan
ii. To impart functional literacy to non-literates in

the age group of 15-35 years in a time bound manner.
Background :
The National Literacy Mission (NLM) was launched
in 1988.However, despite significant accomplishments of
the Mission; illiteracy continues to be an area of national
concern. Wide gender, social and regional disparities in
literacy also continue to persist. Adult education is
therefore indispensable as it supplements the efforts to
enhance and sustain literacy levels through formal
education.
Meanwhile, the Government announced that literacy
would be its key programme and instrument for
emancipation and empowerment of women. Efforts of the
Government to give impetus to school education, health,
nutrition, skill development and women empowerment in
general are impeded by the continuance of female
illiteracy. However, this is only the instrumental value of
female literacy. Its intrinsic value is in emancipating the
Indian woman through the creation of critical
consciousness to take charge of her environment where she
faces multiple deprivations and disabilities on the basis of
class, caste and gender.
77
Thus, Saakshar Bharat was devised as the new

variant of National Literacy Mission. Saakshar Bharat
seeks to cover all adults in the age group of 15 and beyond
though its primary focus is on women. Basic Literacy,
Post literacy and Continuing Education programmes form
a continuum, rather than sequential segments. Besides, the
volunteer based mass campaign approach, provision has
been made for alternative approaches to adult education.
Jan Shiksha Kendras (Adult Education Centres or AECs),
have been set up to coordinate and manage all
programmes within their territorial jurisdiction. The State
Governments, as against the districts in the earlier
versions, and Panchyati Raj institutions, along with
communities, are valued stakeholders. Vigorous
monitoring and evaluation systems have been installed.
The budgetary support has also been enhanced
substantially.
Saakshar Bharat had come into operation from
October 01, 2009. With the launch of Saakshar Bharat, the
National Literacy Mission and its entire programme and
activities were concluded on September 30, 2009.
Objectives:
The Mission has four broad objectives, namely to:
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Dr. K.Vengatesan
i. Impart functional literacy and numeracy to non-

literate and non-numerate adults.
ii. Enable the neo-literate adults to continue their
learning beyond basic literacy and acquire equivalency to
formal educational system.
iii. Provide non and neo-literates with relevant skill
development programmes to improve their earning and
living conditions.
iv. Promote a learning society by providing
opportunities to neo literate adults for continuing
education.
Target: The principal target of the mission is to
impart functional literacy to 70 million adults in the age
group of 15 years and beyond and to cover 1.5 million
adults under the basic education programme and an equal
number under vocational (skill development) programme.
Within these targets, the Mission will primarily focus on,
women, Scheduled Castes (SCs), Scheduled Tribes (STs)
Minorities, other disadvantaged groups and adolescents in
rural areas in low literacy States.
Nature of Programme:
The Programme focuses on the following:
Women / Disadvantaged Communities:
79
The programme has been given gender treatment

wherein the gender, social and cultural barriers that
women face have been taken into consideration while
designing teaching learning programmes. Gender has not
been seen in isolation but in conjunction with other social
categories like caste, ethnicity, religion, disability, etc.
The gender perspective permeates all components of the
programme, including the approach, strategies, planning,
management structures, teaching-learning materials and
monitoring and evaluation. Special priority has been
given to women belonging to SC, ST, minority and other
disadvantaged groups in rural areas.
The approach has been to build on women‟s
existing knowledge and levels of their literacy and
numeracy in order to ensure that in the long run the
existing levels are substantially upgraded and they are
able to use the skills acquired in their own contexts.
Women have been engaged as volunteers and
instructors to encourage women learners to participate in
the programme.
Adolescents: The dominant aspect of the design
interventions of the prevalent educational programmes for
non/semi-literate adolescents is fertility, sexual behaviour,
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Dr. K.Vengatesan
planned parenthood, etc. To address the real life needs of

these adolescents, innovative design interventions have
been conceived that will lead to acquisition of marketable
qualifications, supported by certification. These
programmes are a combination of basic education and
practical training in a skill or vocation. Camp based
instruction is provided to meet the needs of the
adolescents. The Mission has a flexi approach to provide
room for such innovations.
Geographical Area Coverage:
Another goal of the Mission is to minimize inter
and intra regional/state disparities. To minimize regional
disparities, the programme, in its first phase that is during
the 11th Plan period (March, 31, 2012) remained
confined to districts with adult female literacy rate of
50% or less as per 2001 Census. Nearly 18 crore non-
literate adults live in these districts. In addition 33
districts affected with left wing extremism will also be
covered under the Mission irrespective of the existing
literacy rate.
Rural and other Special Areas:
According to 2001 Census, 84% of India‟s non-
literates live in rural India. Since illiteracy is far more
81
widespread in rural areas as compared to urban India, and

because urban areas are better endowed with educational
infrastructure leading to better access to opportunities, the
Mission is concentrating on and deploying public
resources in rural areas where the focus is on women and
adolescents belonging to SC, ST, minorities and other
disadvantaged groups.
Strategy for Urban Areas:
In the urban areas, Mission objectives will be
achieved innovatively, using the Jan Shikshan Sansthans,
State Resource Centres, NGOs, social groups and any
other institution identified by National Literacy Mission
Authority (NLMA) through Public Private Partnership
(PPP) or any other mode. Linkages with Ministry of
Housing and Urban Poverty Alleviation under Jawaharlal
Nehru National Urban Renewal Mission (JNNURM) will
also be developed for synergy and augmentation of
resources.
Creating Sustainable Demand for Literacy:
While in some areas there is an explicit demand for
literacy in several parts it is tacit . Success of the Mission
depends on creating a social environment conducive to
literacy by addressing the whole society, both the
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Dr. K.Vengatesan
educated and the non-literate, especially the women. A key

aspect of the demand creation is to make visible to the
learners the value, importance and relevance that literacy
will have in their day to day lives, including women in
Self Help Groups (SHGs), Project of Residual Illiterates
(PRIs), Community Based Organisations (CBOs) and
NGOs etc. To this end, NLMA launched a major social
motivation and mobilization campaign that propagated the
benefits of literacy and the handicaps of being non-literate.
The objective of environment building for literacy
is to generate a positive, natural and spontaneous demand
for literacy in all parts of the country. Along with this, the
environment building activities are directed towards
removing mindsets or ill perceived notions about literacy
on the one hand and to enlist the involvement and support
of all sections of the civil society in literacy promotion
efforts on the other.
All forms of media including print, electronic and
folk media have been simultaneously harnessed to create
positive perceptions about literacy and to simultaneously
motivate and spur to action both potential literacy
volunteers and learners. Information Education and
Communication (IEC) materials, designed with the help of
83
State Resource Centres and other agencies are being used

extensively to create a conducive environment for literacy
learning.
Teaching–Learning Programmes
To respond to the demand for literacy and address
the diverse needs of the non and neo-literate adults, an
assortment of teaching learning programmes, including
Functional Literacy Programme, Basic Education
Programme, Vocational Education and Continuing
Education Programme have been offered as an integrated
continuum.
Functional literacy, implies achieving self reliance
in Reading, Writing, Arithmetic (Numeracy) and
becoming aware of the causes of one‟s deprivation and
moving towards improving their condition through
organization and participation in the process of
development, acquiring skills to improve the economic
status and general well being, creating an aware and
responsible citizenry (imbibing values of national
integration, communal harmony, conservation of the
environment, women’s equality, and reproductive behavior
etc.).
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Dr. K.Vengatesan
The approach is to create a sustainable learning

environment so that learners are encouraged to continue
with their literary aspirations and take advantage of the
programme facilities to satisfy their need for learning.
The Programme provides the facility of a library
and reading room along with other contemporary ICT
devices. Short-term thematic courses like Health
awareness / Care, Food and Nutrition, Water
conservation /Drinking Water / Sanitation, Population
Development Education issues – AIDS/STD, Sex
Education, Consumer Awareness / Consumer Rights,
Legal literacy, RTI or any other topic of interest and
relevance to the lives of the learners is also being offered
under this programme.
The core curriculum reflects the national values
like national integration, secularism, democracy, scientific
temper, communal harmony, women‟s equality, small
family norms etc. It also addresses the demands of the
learners and takes into account the diversity of their socio-
cultural background, life experience, linguistic skills and
motivational levels. The curricular framework strikes a
balance between the larger social objectives of the
Mission and relevance to local contexts and to wider
85
opportunities. It also lays down guidelines for syllabi

including processes and methods that help to retain the
interest of the learners and prevent dropouts, guidelines
regarding the learning assessment system, including self-
assessment by learners.
International Partnerships:
To gain from international experiences, NLMA is
striving to establish an international network and work
closely with UNESCO, UNICEF, and other international
bodies engaged in adult education and arrive at bilateral
and multilateral arrangements for mutually beneficial
partnerships.
The programme has been envisaged as a people’s
programme in the true sense, a programme of the people,
for the people and by the people. All stakeholders,
especially at the grassroots level thus have a say and role
in the planning and implementation of the programme.
The scheme will be in operation till March 31, 2012,
unless decided otherwise by the Government of India. The
Literacy programme will have a timeframe of 18 months.
Equivalency, Vocational and Continuing Education
Programmes will continue to run uninterruptedly from the
date of sanction till March, 31, 2012.
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Dr. K.Vengatesan
The Department of School Education and Literacy

which oversees Elementary Education, Secondary
Education and Adult Education and Literacy also
implements the following schemes under the sponsorship
of the MHRD :
 Rashtriya Madhyamik Shiksha Abhiyan
 Girls‟ Hostel
 Model School
 ICT at schools
 Inclusive Education for Disabled at Secondary Stage
 Incentives to Girls for Secondary Education
 National Merit cum Means Scholarship
 Financial Assistance for Appointment of Language
Teachers
 Development of Vocational Skills during Secondary
Education
 Adolescence Education Programme
The Department of Higher Education oversees
University and Higher Education, Technical Education,
Book Promotion and Copyright, Scholarship, Languages
and Minority Education.
87
University and Higher Education:

India has one of the largest Higher Education
systems in the world. The Central Government is
responsible for major policies relating to higher education
in India. It provides grants to the University Grants
Commission (UGC) and establishes central universities in
the country. The Central Government is also responsible
for declaration of educational institutions as “deemed to
be university ” on the recommendation of the UGC.
State Governments are responsible for the
establishment of State Universities and colleges. The
coordination and cooperation between the Union and the
States is brought about by the Central Advisory Board of
Education (CABE).
While the UGC is responsible for coordination,
determination and maintenance of standards as also the
release of grants, Professional Councils are responsible
for recognition of courses, promotion of professional
institutions and providing grants to undergraduate
programmes and various awards. The statutory
Professional Councils are:
 All India Council of Technical Education ( AICTE )
 Medical Council of India ( MCI )
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Dr. K.Vengatesan
 Indian Council for Agricultural Research ( ICAR )

 National Council for Teacher Education ( NCTE )
 Dental Council of India ( DCI )
 Pharmacy Council of India ( PCI )
 Indian Nursing Council ( INC )
 Bar Council of India ( BCI )
 Central Council of Homeopathy ( CCH)
 Central Council for Indian Medicine ( CCIM )
 Council of Architecture
 Distance Education Council
 Rehabilitation Council of India ( RCI )
 State Councils of Higher Education
Technical Education:
Technical Education plays a vital role in the human
resource development of the country by creating skilled
manpower, enhancing industrial productivity and
improving the quality of life. Technical Education covers
courses and programmes in engineering, technology,
management, architecture, town planning, pharmacy and
applied arts and crafts, hotel management and catering
technology.
The technical education system in the country can
be broadly classified into three categories: Central
89
Government funded institutions, State Government

funded institutions, Self-financed institutions.
Some of the 52 centrally funded institutions of
technical and science education include the Indian
Institutes of Technology (IITs), Indian Institutes of
Management (IIMs), Indian Institute of Science,
Bangalore (IISc).
Book Promotion and Copyright:
Book Promotion: The National Book Trust
(NBT) was established on August 1, 1957 under the aegis
of the Ministry of Education, Government of India by
Shri Jawaharlal Nehru, the first Prime Minister of
independent India. The objective of the NBT was to
promote a culture of reading in society by publishing
good literature at an affordable price in all major Indian
languages including English, and by undertaking book
promotion activities like seminars, workshops, book
fairs, book exhibitions in India and abroad.
Copyright: The Copyright Act, 1957 came into
effect from January, 1958 and has been amended many
times since then with the amendment of 1994 being the
most substantial. The Indian Copyright Act today is
compliant with most international conventions and
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Dr. K.Vengatesan
treaties in the field of copyrights. Two new treaties

collectively termed Internet Treaties were negotiated in
1996 under the auspices of the World Intellectual Property
Organisation (WIPO) to provide for the protection of the
rights of copyright holders, performers and producers of
phonograms in the Internet and digital era.
Scholarships: The Department of Higher
Education makes available scholarships to meritorious
students as an incentive and form of encouragement. A
special emphasis is given to studies abroad in order to take
advantage of innovative methods of learning. The
Department of Higher Education oversees the National
Scholarship, External Scholarship and Educational Loans
for deserving students.
Languages: Modern India according to the 1961
census has more than 1652 mother tongues genetically
belonging to five different language families.
Since language has been allocated an important place in
the National Policy of Education , the promotion and
development of Hindi and the other 22 languages listed in
Schedule VIII of the Constitution as also Sanskrit and Urdu
along with English and Foreign languages have received
due attention from the Department of Higher Education.
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The language policy of India with reference to

usage in administration, education, judiciary, legislature
and mass communication is pluralistic in its scope. It is
both language-development oriented and language-
survival oriented. The policy is accommodative and
evolving and is monitored and implemented by the
Language Bureau of the Ministry of Human Resource
Development, Government of India. This is done by
language institutions setup for this purpose, namely,
Central Hindi Directorate, Centre for Scientific and
Technical Terminology, Central Hindi Institute, Central
Institute of Indian Languages, National Council for
Promotion of Urdu Language, Central Institute of English
and Foreign Languages.
Education of SCs/ STs and Minorities: The
Indian Constitution is committed to the equality of its
citizens. The Directive Principles of the Constitution,
Government of India , stress upon the promotion with
special care the educational and economic interests of the
weaker sections of the people and in particular of the SCs/
STs and minorities.
Article 46 of the Constitution states that “ the State
shall promote with special care the education and
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Dr. K.Vengatesan
economic interests of the weaker sections of the people,

and in particular of the Scheduled Castes and the
Scheduled Tribes, and shall protect them from social
injustice and all forms of social exploitation.” Similarly
Article 30 (1 ) provides for the rights of the minorities to
establish and administer educational institutions of their
choice.
The Department of Higher Education thus makes
special provisions for SCs / STs , minorities, e.g. Schedule
Caste Sub-plan, Tribal Sub-plan, National Monitoring
Committee for Minorities Education, National Commission for
Minorities‟ Educational Institutions.
Distance Learning: Open and Distance Learning
( ODL ) system of India consists of National and State Open
Universities including correspondence course institutes in
conventional dual mode universities. This form of learning is
significant for continuing education, skill enhancement of in-
service personnel and for quality education of relevance to
learners located at educationally disadvantageous locations.
The Department of Education, Government of India
thus oversees a wide range of agencies from the elementary
to the tertiary level of education in conjunction with
autonomous organizations and subordinate offices.
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Advisory and Implementation Agencies at the

Central and State Level
The Central Advisory Board of Education (CABE)
The Central Advisory Board of Education (CABE)
is the highest advisory body relating to policy making in
education in India. It provides a platform for the Centre
and the States / Union Territories to share their common
concerns, review their experiences and envision future
policies and programmes.
Though the Constitution of India, under the Article
45 of Directive Principles of State Policy, directed the
States to “endeavour to provide, within a period of ten
years from the commencement of this Constitution, for
free and compulsory education for all children until they
complete the age of fourteen years”, it was not until 1993,
when the
Supreme Court while deliberating on a case against
the State of Andhra Pradesh gave all children a
Fundamental Right to “free and compulsory education
until they complete the age of fourteen years” and stated
that this right “flows from Article 21,i.e. Right to Life”.
The Supreme Court persuaded the Government of India to
constitute the Saikia Committee of State Education
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Dr. K.Vengatesan
Ministers (1996), who in January 1997 recommended that

“the Constitution of India should be amended to make the
right to free elementary education up to the age of 14
years a fundamental right”. However the committee did
not focus upon the rights of children to early childhood
care and pre-primary education.
The CABE constituted a committee in August
2004, to prepare “a blueprint for the universalisation of
secondary education consequent upon the attainment of
universalisation of elementary education.”
Universalisation requires rethinking secondary
education both in its structural as well as curricular
dimensions in order to make it a means of social
transformation.
The four guiding principles of Universal Secondary
Education are:
1. Universal Access
2. Equality and Social Justice
3. Relevance and Development
4. Structural and Curricular Aspects
1. Universal Access: Access is envisaged in
physical, social, cultural and economic terms. Indian
schools need extensive redefinition in their basic features.
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For example, while providing physical access to an

orthopedically disabled child, it is important that the
social construct of disability is reworked and that the
mindsets of teachers, peers, curriculum planners and
textbook writers also undergo a positive and educated
change. This is applicable even in cases of children from
the marginalised sections of society as also gender
discrimination. Schools must redress the issues of
cultural alienation which operate as a “hidden
curriculum” in a predominantly orthodox, rigid and
patriarchal society.
Alienation and scepticism not only force children
to drop out voluntarily but may also lead to instances of
being pushed out or simply walking out as a result of
deprivation and humiliation.
Universal access becomes meaningful only when
the school is able to create a new cultural ambience and a
child friendly curriculum.
2. Equality and Social Justice : These
fundamental principles enshrined in the Constitution
must permeate the very ethos/philosophy of secondary
education. The six dimensions of equality and justice
which the school system must strive for by reflecting
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Dr. K.Vengatesan
them in the curriculum are:

 a. Gender
 b. Economic disparity
 c. Social ( marginalised groups)
 d. Cultural ( religious, ethnic and linguistic diversity )
 e. Disability ( mental and physical)
 f. Rural-urban divide
The students in school must be sensitised to the

composite culture of India as also its plural character.
They must be given the opportunity to experience the
different social classes and diverse cultural backgrounds.
Every child must be empowered to understand, question
and empathise with inequality and injustice such that
seeking equality and social justice become a way of life
for the children even outside the realm of school and later
as adults.
This is however difficult because of the prevalence
of private unaided schools which cater to the privileged
sections of society alone. It is therefore necessary to
include private unaided schools in a Common School
System as per the recommendations of the Education
Commission (1964- 66).
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3. Relevance and Development:

For education to be relevant it must
 a. Enable the development of the full potential of the
child, and
 b. Link the development of the child to society and its
political, productive and socio-cultural dimensions.
The developmental role of education is envisaged as:
 a. Building citizenship for a nation that is striving to
become a democratic , egalitarian and secular society
 b. An inter-disciplinary approach to knowledge,
concept formation, and attributes such as critical
thought, application and creativity.
 c. Evolving values in a plural society that is both
stratified and hierarchical.
 d. Equipping learners with skills and generic
competencies that may be useful in various domains
of knowledge.
 e. Developing multiple skills in the context of rapidly
changing technology and the ability to continuously
learn, unlearn and relearn.
Since most parents send their children to schools
hoping that their child will be ready for the world of
work with confidence, it is imperative that the learning in
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Dr. K.Vengatesan
schools emerges both from the child‟s social ethos and her
productive experience, while ensuring that the child has
access to global knowledge and challenges.
4. Structural and Curricular Aspects:
Structural reforms in the Indian education system
were initiated by the Education Commission (1964-66) in
the form of the 10+2 pattern of school education. The
Commission advocated that a minimum of 10 years of
common curriculum is required for building citizenship in a
democracy and for linking the “world of knowledge” to the
“world of work”. Therefore diversified courses could be
introduced only at the +2 stage. These recommendations
were implemented all over the nation because the Central
Government actively enabled a nation-wide switchover to
the 10+2 pattern. However, the policy on vocational
education wherein at least 25% of students enrolled at the
+2 level may be diverted to the vocational stream has not
found favour with students.
This lack of success prompted the CABE to
recommend a two-pronged strategy with radical structural
and curricular implications for school education:
1. Productive work must be introduced in the
curriculum as a pedagogic medium for acquisition of
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knowledge, building values and development of skills

from the pre-primary stage right up to the +2 stage.
2. A nationwide Vocational Education and
Training Programme (VET) must be built to function
structurally and administratively outside the school
system while incorporating the modular courses with
lateral and vertical linkages. This will enable the “world
of work” to be meaningfully integrated into the “world of
knowledge” thus making vocational education a
significant and effective programme.
The four guiding principles, universal access,
equality and social justice, relevance and development,
and structural and curricular aspects together will affect
the goal of Universalisation of Secondary Education by
influencing the level of access, the socio-cultural
character, the developmental objectives and the structural
and curricular provisions of secondary education.
The CABE‟s vision is to provide high quality
secondary education to all Indian adolescent girls and
boys up to the age of 16 by 2015 and up to the age of 18
by 2020.
The conventional expectation from secondary/
senior secondary education is its role in creating the
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Dr. K.Vengatesan
fundamental base for generating technically trained

persons, raising the potential of a society to contribute to
the growth of knowledge and skills and thereby enhance
the nation‟s capacity to face the challenge of global
competitiveness. The contemporary and additional
expectation from secondary education is to build a
democratic citizenship that is committed to the
constitutional goal of enabling India to move towards an
egalitarian, secular and enlightened society while also
being sensitive to India‟s rich, cultural and linguistic
diversity and its composite culture.
University Grants Commission (UGC)
Introduction: Genesis of the University Grants
Commission (UGC) Higher education has always
occupied a prominent place in Indian history. From seats
of higher learning like the Nalanda, Takshila and
Vikramsila universities in ancient Bharat to universities in
modern times, India nurtures one of the largest higher
education systems in the world.
The modern system of higher education has its
roots in Mountstuart Elphinstone‟s minutes of 1823
which stressed the need for establishing schools to teach
English and European Sciences. In 1835 however, Lord
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Macaulay advocated “ efforts to make natives of the

country thoroughly good English scholars”. Later Sir
Charles Wood’s Dispatch, also known as the “ Magna
Carta of English Education in India” recommended a
clearly structured indigenous scheme of education from the
primary school to the university. Subsequently the
Universities of Calcutta ( Kolkata), Bombay ( Mumbai ),
and Madras ( Chennai ) were set up in 1857 followed by
the University of Allahabad in 1887.
The Inter-University Board ( later known as the
Association of Indian Universities ) was established in
1925 to promote activities of universities by sharing
information and cooperating in the fields of education,
culture, sports and associated areas.
It was in 1944 that the first attempt to formulate a
national system of education in India was made on the
basis of the report of the Central Advisory Board of
Education on Post War Educational Development in India
( also known as the Sergeant Report ). The report suggested
the formation of a University Grants Committee to oversee
the work of the three central universities of Aligarh,
Banaras and Delhi. The University Grants Committee thus
came into being in 1945. In 1947, the committee was
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Dr. K.Vengatesan
handed over the responsibility of overseeing all the then

existing universities.
After Independence in 1948 the University
Education Commission was set up under the
Chairmanship of Dr. S. Radhakrishnan especially to “
report on Indian university education and suggest
improvements and extensions that might be desirable to
suit the present and future needs and aspirations of the
country”. The committee recommended that the
University Grants Committee be composed on the basis of
the general model of the University Grants Commission of
the United Kingdom with a full-time Chairperson and
other members to be appointed from amongst
educationists of repute.
In 1952, the Union Government of India decided
that all cases pertaining to the allocation of grants-in-aid
from public funds to the Central Universities, other
Universities and institutions of higher learning may be
referred to the University Grants Commission ( UGC ). As
a result the UGC was formally inaugurated by the then
Minister of Education, Natural Resources and Scientific
Research on December 28,1953 late Shri Maulana Abul
Kalam Azad.
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In November, 1956 the UGC was formally

established as a statutory body of the Government of India
through an Act of Parliament for the coordination,
determination, and maintenance of standards of university
education in India. The UGC has six regional centres at
Pune, Hyderabad, Kolkata, Bhopal, Guwahati and
Bengaluru. The head office is located at New Delhi.
Objective of the UGC:
The objective of the UGC is „ensuring quality
higher education for all:-
Functions of the UGC:
1. Quality Teaching:
The UGC‟s main thrust area is Quality Teaching at
both the undergraduate and postgraduate level. It seeks to
remove the existing disparities in academic as well as the
available infrastructure in colleges and universities. It
therefore is focusing on establishing a network of
information to support the teaching and learning process
through multimedia material, computer graphic’s support
material, reference material thus enhancing the academic
infrastructure in classrooms.
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The UGC encourages universities/departments to

establish state-of -the-art Content Development Centres
and funds teachers to develop multimedia based teaching
material. It also ensures that teachers not only update their
knowledge base, but also develop healthy work culture
practices. The Academic Staff Colleges which function
under the aegis of the UGC thus undertake the task of
teacher training and orientation activities in a professional
manner on a continuous basis.
The UGC also establishes international
collaborations with universities/institutions to initiate/
share joint activities. The teachers are given incentives
and rewards for producing academically good and rich
material.
2. Curriculum Development:
The UGC reviews and strengthens the existing
curricula in each subject through its curriculum
development centres and experts in each subject. In
addition it provides intensive support to subject
workshops and seminars which in turn enable teachers to
work out new approaches in teaching and learning in their
own subjects.
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The UGC encourages the development of skill-

oriented and value- added add-on utility oriented
certificate/diploma programmes which students may opt
for simultaneously while studying for their degrees.
The UGC plans to create bridges for integrating
the conventional, open and private sectors of education.
India has a large non-regulated private education sector
which needs to be regulated for quality and also
accredited thus addressing the question of demand and
relevance.
The UGC provides for the marginalised sections of
society ( differently abled, backward castes/tribes/classes,
,religious minorities and women ) several programmes for
training and enhancement of skills, incentives for
professional courses and accommodation on campus.
The UGC promotes teaching and research in areas
like humanities, social sciences and pure sciences. It
emphasises disciplines like Health, Gerontology,
Environment, Bio-technology, Disaster Management,
Defence Strategies, Applied Sociology, Management of
Stress, the World Trade Organisation and its impact on
the economy, the History of Science, Asian Philosophy,
and other areas identified by subject experts.
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Dr. K.Vengatesan
3. Promotion of Excellence:
The UGC also selectively supports universities/
institutions for achieving greater heights in teaching and
research so that the mechanisms used to achieve quality
in postgraduate teaching and research percolates to the
undergraduate colleges. The universities/institutions thus
selected are allocated substantial funds to complete the
task within a given time span. These universities/
institutions then work as “lead” universities/institutions
in their regions.
The UGC also identifies and funds universities/
institutions which have “the potential for excellence”.
Postgraduate education is especially supported and funds
are allocated to improve and strengthen the infrastructure.
4. Promotion of Accreditation:
The UGC envisages a higher education system
where an open and transparent environment will nurture a
sense of ownership and responsibility thus making the
system credible and result oriented. The UGC therefore
pursues the concept of autonomy vigorously. Not only is
academic freedom promoted but each university/
institution is also persuaded to adopt quality in their
academic and organisational spheres. Further the UGC
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also suggests that the institutions/universities should

undertake the process of assessment and accreditation
conducted by the National Assessment and Accreditation
Council (NAAC).The emphasis is on identifying their
strengths and potential as well as their weaknesses and
lacunae. All financial incentives are linked to the
accreditation process.
5. Promotion of Social Change:
The UGC also promotes social change through
outreach programmes carried out by institutions/
universities. Lifelong learning is consequently sustained
in the form of Adult and Continuing Education, Women‟s
Studies, Environmental Education and Human Rights
especially of vulnerable groups ( children, aged, women ,
socially disadvantaged).
6. Promotion of Research:
Since higher education is a dynamic phenomenon
research is actively encouraged. The UGC has established
links with government agencies like the Department of
Science and Technology, Defence Research and
Development Organisation, Department of
Biotechnology, Ministry of Information, Communications
and Technology, Council for Scientific and Industrial
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Dr. K.Vengatesan
Research, Department of Atomic Energy and Indian

Space Research Organisation in order to initiate and
strengthen the existing teaching and research
programmes. The UGC also enables university teachers
to take up research projects in emerging areas like
liberal arts, humanities, social sciences, literature,
economics, law etc. besides science and technology.
Priority is given to inter-disciplinary research in all
fields. A culture of doing more application-oriented
work and safeguarding of research outputs is being
promoted.
Examples of inter-university centres are :
National Science Centre, New Delhi, Inter-University
Centre for Astronomy and Astrophysics, Pune, UGC-
DAE, Indore, Indian Institute of Advanced Studies,
Shimla, Consortium for Educational Communication,
New Delhi, National Association for Assessment and
Accreditation, Bengaluru and Information and Library
Network, Ahmedabad.
7. Promotion of Education Globally:
With the globalisation of higher education , the
UGC has evolved a policy to promote the free flow of
students from other countries to India and make it
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possible for Indian students to study abroad. The UGC

thus makes available opportunities for foreign students in
Indian colleges and universities through the “study
abroad” programmes and by reserving a certain percentage
of seats in each of the degree programmes. At the same
time the Indian universities are encouraged to initiate web-
based education and “twin programmes” in other
countries.
8. Maintaining a Resource Base:
The UGC has identified the Indian Institute of
Sciences, Bengaluru, Shrimati Nathibai Damodar
Thackersey University for Women, Mumbai and Maharaja
Sayajirao University, Vadodara as national information
centres for serving as the repository for scientific literature
and data in the form of electronic data . Researchers
throughout India and the world therefore have access to a
vast body of information which in turn enhances the
quality of research being carried out in institutions/
universities across India.
An apex body of the Government of India the UGC
focuses on the following key thrust areas :
 1.Improvement of quality in education and
development of infrastructure.
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Dr. K.Vengatesan
 2.Redesigning of courses/curricula.
 3.Training/orientation of teachers, Academic Staff
Colleges.
 4.Conducting the NET.
 5.Accreditation of universities/institutions by NAAC.
 6.Enhancing research in undergraduate and
postgraduate courses.
 7.Implementing research projects/fellowships.
 8.Allocation of funds and resource mobilisation.
 9.Conducting outreach programmes.
 10.Networking of universities.
NATIONAL COUNCIL OF EDUCATIONAL

RESEARCH AND TRAINING (NCERT)
The NCERT was formed on June 06, 1961 at New

Delhi by the Government of India as an autonomous
organization to assist and advise the Ministry of
Education and Social Welfare, both at the Centre and in
the States in the implementation of its policies in
education especially qualitative changes in school
education and teacher preparation.
Organization: Constituent Units
The Council is governed by five statutory
committees, namely:
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Governing Council, Executive Committee (chaired

by the Union Minister of Education),Finance Committee,
Establishment Committee and Programme Advisory
Committee.
Other committees like the Academic Committee ,
Educational Research and Innovations Committee and
National Monitoring Committee for Textbook
Development advise the Council on specific activities.
The National Institute of Education, the
administrative nerve centre of the Council is located in the
Delhi campus. It is an important body which pursues
academic programmes that include educational research,
development of textbooks, in-service training of teachers
and extension and dissemination of information.
The Council also manages five Regional Institutes
of Education (RIEs) at Ajmer, Bhopal, Bhubaneswar,
Mysore and Shillong. These institutes offer various
programmes for trainee- teachers.
The Central Institute of Educational Technology
(CIET), also located in the NIE campus at Delhi, focuses
upon educational technology. Audio, video and multimedia
programmes for children are developed at CIET which are
then disseminated in the form of television and radio
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Dr. K.Vengatesan
programmes for children like Gyandarshan and Gyanvani.

CIET in collaboration with The Indian Space Research
Organisation (ISRO) had in the 1970s launched SITE
programmes for schools. In recent times , India‟s
educational satellite technology (EDUSAT) has helped
innumerable teachers all over the country through
teleconferencing.
Similarly the Pandit Sunderlal Sharma Central
Institute of Vocational Education (PSSCIVE) located in
Bhopal organises research development, training and
extension programmes in the area of education and
vocational education.
Functions of the NCERT:
The Council was constituted with the objectives of
promoting educational research, developing model
textbooks, conducting pre-service and in-service training
of teachers, networking with State Education Departments,
universities and NGOs.
It has therefore nurtured innovations and brought
about qualitative changes in school education. Substantial
work has been done on early childhood education, research
-based interventions, institutional planning, Sarva Shiksha
Abhiyan, development of textbooks and national talent
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search scheme to identify, support and nurture talented

students.
Comprehensive surveys of schools, initiation of
vocational education, nationwide orientation of pre-service
personnel, Science Education, Environmental Education
and Nutrition Education Projects as also Primary Education
in collaboration with international agencies have also made
a significant impact on different aspects of school
education.
Further the educational journals published by the
Council, for example, Indian Educational Review, Journal
of Indian Education, Primary Teacher etc. present the
views, opinions and trends of school education in India.
Updating and revision of syllabi for the different
school subjects is an important part of the Council‟s
regular functioning and responsibilities as a research
organisation dedicated to education reform and
modernisation of school curriculum.
The Council has also developed curriculum
frameworks based on epistemological and pedagogical
issues especially with reference to the nature of knowledge
and its transaction in schools in 1988, 2000 and 2005 on
the basis of recommendations made by the National Policy
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Dr. K.Vengatesan
on Education (1986).The emphasis has been upon

curricular burden, child-centered education, interactive and
joyful teaching and on linking education with life outside
school.
The NCERT thus undertakes the following
activities, namely:
 a. the NCERT aids, promotes and coordinates research in
all branches of education.
 b. the NCERT organises pre-service and in-service
training for teachers at an
 advanced level.
 c. the NCERT organises extension services for
institutions which are engaged in educational research
and training of teachers.
 d. the NCERT develops and disseminates improved
educational techniques and practices in schools.
 e. the NCERT cooperates with, collaborates and assists
State Education Departments, universities and other
educational institutions to further the development of
education.
 f. the NCERT prepares and publishes books, materials,
periodicals and other literature to promote educational
research and advanced professional training of
personnel in Education.
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STATE COUNCIL OF EDUCATIONAL

RESEARCH AND TRAINING (SCERT)
The SCERT seeks to bring about qualitative

improvement in the field of school education by
acquainting teachers with innovations through teachers‟
training programmes and workshops.
Functions:
The SCERT endeavours to play an active role in
improving the quality of school education. The SCERT
therefore carries out the following functions:
 1. Organises in-service training programmes for
teachers, administrators and teacher educators.
 2. Implements new educational techniques and
methodologies.
 3. Co-ordinates with District Institutes of Education and
Training ( DIETs) and imparts guidance.
 4. Coordinates with State Council of Education,
Regional Institute of Education, NCERT, National
Institute of Educational Planning and Administration
(NIEPA) and Educational Consultants India Limited
(EdCIL).
 5. Identifies disabled children in and out of schools
through Institute of Entrepreneurship Development
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Dr. K.Vengatesan
(IED) centres in the state.

 6. Creates awareness among teachers / students about
the need for guidance and counselling through
Guidance and Counselling Cells .
 7. Diagnoses educational problems and seeks
remediation
 8. Develops Teaching Learning Material.
 9. Organises training programmes and workshops for
teachers in educational evaluation.
 10.Organises state level science exhibitions, seeks to
encourage scientific temper.
 11. Develops work experience syllabus for various
levels.
 12. Popularises computer literacy in schools.
 13. Reviews text books in the light of recent
advancements.
 14. Organises training courses for teachers to create
environment awareness.
 15. Develops software for training programmes.
 16. Prepares educational programmes for broadcasting
through radio and television.
 17. Trains teachers in the use of ICT and audio-visual
aids in the classroom.
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 18. Implements projects on the integration of art and

culture with education.
 19. Organises National Integration camps for teachers
and students.
 20. Conducts state level examinations.
 21. Develops material for training in gender
sensitization.
 22. Conducts workshops to develop child-centred, low
cost and effective teaching learning material for
primary classes.
The SCERT thus is involved in bringing about
qualitative improvement in the field of school education
by acquainting teachers with innovations through teachers
training programmes and workshops.
District Institute of Education and Training (DIET)
The centrally sponsored scheme of Teacher
Education was launched in 1987-88. The scheme focused
on the establishment of DIETs by upgrading the existing
Elementary Teacher Education Institutions or ETEIs
wherever possible and the establishment of new DIETs
where necessary.
It was decided that one DIET would be set up in
each district having a minimum of 2,500 teachers in order
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Dr. K.Vengatesan
to train primary school teachers and to improve primary

education. Existing government ETEIs would be upgraded
into a DIET.
The DIET system was designed to cover all of India
with a decentralised scheme of management which would
reflect actual classroom situations and would be
meaningful to the lives of the local communities.
Functions:
The functions of DIETs can be classified into four
categories :
1. Developing, Organising, Managing and
Supervision of Training:
Since teacher education is a continuous process it
cannot be classified as pre-service and in-service.
Equipping DIETs with both human and material resources
raises the quality of education at the district level. The
training of adult education workers and elementary school
teachers facilitates the achievement of Universal
Elementary Education. DIET integrates both formal and
informal agencies of elementary education in order to
ascertain and ensure an equal standard. DIET coordinates
its functions with those of other district level departments
who also monitor elementary education.
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 DIETs also evaluate, liaise with higher authorities and

formulate plans relating to primary and secondary
education.
 DIETs have autonomy to conduct surveys of both
teacher and trainer identified needs and also to design
the training module according to the local needs.
 Thus DIETs provide training inputs to the following
personnel of the district :
 Elementary school teachers ( pre and in-service )
 Heads of schools, school complexes and educational
officers at the cluster and block levels
 Instructors and supervisors of adult education
 Members of District Education Council, social leaders,
women of self-help groups , youths and volunteers
who are involved in educational programmes
 Identified resource persons who can be utilised by
DIETs for its programmes.
2. Educational Resources Support:
DIETs provide educational services, resources and
advice to elementary schools and adult education centres
at the district level in the form of:
 Extension Services
 Resource Centre for instructors and teachers
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Dr. K.Vengatesan
 Teaching and Learning material and evaluation tools

 Evaluation Centre for formal and non-formal
educational institutions
 Resource Support to state agencies in the form of data,
software etc.
 Advanced Technology Resource Support
3. DIET as a Research Centre:
Since DIETs are expected to constantly be in a
state of readiness to meet challenges that may arise in the
future DIETs themselves have to develop a deep
understanding of the changing circumstances. This
understanding can develop only when the institution
undertakes research work in elementary education and
encourages teachers to conduct Action Research in order
to solve problems occurring during school activities. Thus
research is integrated in the regular day-to-day
functioning of DIETs.
4. Miscellaneous:
Carrying out the above functions entails the
following actions:
Regular monitoring of the learning imparted in
schools
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Developing effective monitoring mechanisms with

the help of specific local inputs
Evaluating the schemes and programmes
introduced /implemented by the department. [This
involves collection of data (both qualitative and
quantitative ), compilation of data, analysis and inference,
reporting, recommendations and suggestions.]
 Coordinating with agencies involved in the promotion
of elementary education.
 Interacting with existing projects and implementing
new projects to build and develop the capacity of the
community
 Practicing a participatory role in all training
programmes conducted.
 Conducting various departmental exams.
 Acting as a nodal agency for centralised admissions to
B.Ed and D. Ed courses. 3
The DIETs thus work towards improving primary
teacher training in order to achieve universal primary
education.
Functions of Local Bodies:
The 73rd and 74th Constitutional Amendments
conferred a constitutional status on Panchayati Raj
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Dr. K.Vengatesan
Institutions (PRI) and Urban Local Bodies (ULB) in India.

Thus political and economic power was vested in
people who had over the years acquired the capacity to
govern themselves and take decisions for individual and
community development.
Article 243-G of the Constitution refers to the
Panchayat as “institution of self- government”.
In 1948, the Orissa Gram Panchayat Act was passed
with a view to develop local self-government in the
villages. Following the Balwant Rai Mehta Committee‟s
(1957) recommendations to constitute local decentralized
units, namely, Panchayat at the village level, Panchayat
Samiti at the intermediate level and Zilla Parishad at the
District level, the Orissa Panchayat Samiti and Zilla
Parishad Act was passed by the Legislative Assembly in
1959.
At present a three-tier Panchayati Raj system is
working in Orissa with 6234 Gram Panchayats, 314
Panchayat Samitis and 30 Zilla Parishads.
The three-tiers of the PRI thus carry out the
following activities:
Activity : 1.Expansion and Development of
Educational Facilities
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Distribution of Functions:
Zilla Parishad
 1. To assess the requirements of schools, teachers,
equipment etc. in the district and plan for them.
 2. Maintenance of secondary school buildings and
related infrastructure.
 3. Supervising and monitoring the quality of
educational services.
 4. Campaign for full enrollment and reduction of
dropouts.
Panchayat Samiti
 1. To supervise the functioning of primary and upper
primary school.
 2. Supply and distribution of materials and equipment
to all schools.
 3. To assess the drop out position and initiate
appropriate action to reduce it.
Gram Panchayat
 1. To ensure full enrolment of school age children.
 2. Maintenance of Primary (including upper primary)
school buildings, play grounds, and related
infrastructure
 3. Ensuring regular attendance of teachers and students
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Dr. K.Vengatesan
and reporting to concerned authorities.
Activity: 2. Establishment and Maintenance of

hostels, and other welfare measures for target group
students
Zilla Parishad
 1. Assess requirement of hostels for target group
students and plan for them.
 2. Maintenance of hostels.
 3. Supply of school uniforms, books etc. for target
group students.
Panchayat Samiti
 1. Distribution of school uniforms, books and other
materials to the target group students.

 2. To assist in the maintenance of hostels.
 3. Ensure regular release of funds for the hostels for the
target groups.
Gram Panchayat
 1. To assist the Panchayat Samiti in the distribution of study
material to the target group of students.

 2. To assist in the maintenance of hostels and ensure regular
supply of quality food.

 3. To implement midday meal scheme in schools with
supplementary resources wherever necessary.
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Technical Training and Vocational Education

Activity : 1. Establishment and maintenance of ITIs.
Zilla Parishad
1. Establishment and maintenance of ITIs with a
predominantly rural bias.
2. Assessment of the need for technical training and
planning for the same.
3. To assess vocational education needs and
promotional activities.
4. Supervision and monitoring of the functioning of
the ITIs.
Panchayat Samiti
1. Conducting aptitude tests for the selection of
students under various trades and recommendation for
admission and placement.
Gram Panchayat : - Nil -
Activity : 2. Promotion of and identifying suitable
courses for vocational education according to the needs
and potential of different areas in the district.
Zilla Parishad
1. Selection of courses for vocational education and
identifying schools/centres for important courses.
2. To motivate students for vocational education.
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Dr. K.Vengatesan
3. To supervise and coordinate the functioning of

the Apprentice Act, 1961.
Panchayat Samiti
1. To assist in the promotion of vocational
education in the school/centres.
2. Selection of candidates/ students for vocational
courses.
Gram Panchayat
1. To assist in identification and recommendation
of eligible candidates for vocational education/
training.
Adult and Non-formal Education
Activity -1 :Planning and implementation of adult
and non-formal education and Total Literacy Campaign
( TLC)
Zilla Parishad
1. Identification of suitable locations for
establishing adult education centres.
2. Selection of volunteers and supervisors for
teaching and maintenance of the centres.
3. Procurement of and supply of all relevant
infrastructural and educational material to the centres.
4. Supervision and monitoring of the activities and
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post-literacy evaluation.
5.Organising Total Literacy Campaign ( TLC )
Panchayat Samiti
1. Implementation of Adult non-formal education
programmes and Total Literacy Campaigns.
2. Distribution of material to centres.
3. Supervision and monitoring of the functioning of
the centres
Gram Panchayat
1. To help in mobilizing people for participation in
Adult education and Total Literacy Campaign.
2. To supervise and monitor functioning of the
centres and ensure regularity of learners and volunteers.
Further the 74th Constitutional Amendment Act,
1992, has enlarged the powers and functions of
Municipalities and other urban bodies. They are now
enjoined to prepare plans for economic development and
social justice, protection of the environment, alleviation of
urban poverty, improvement of slums and promotion of
cultural and educational facilities.
The Urban Local Bodies / Municipalities besides
providing for schools and school personnel also seek to
provide nutritious meals to children in schools, along with
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Dr. K.Vengatesan
two sets of uniform and learning material. Provision of

infrastructure for sports is also a priority.
The main aims therefore are:
1. Maintaining primary and secondary schools and
aiding the development of necessary amenities meant for
educational institutions.
2. Helping to develop the quality of education in
the primary and secondary schools with the help of
subject experts.
3. Taking steps to unfold the latent potential of
children and helping them to realize their complete
potential.
Educational Finance Management
Referring to the theory of human capital, human
resources are the most important asset in carrying out
development in each country. Guided by Theodore W.
Schultz (1961), later to win the Nobel Prize for
Economic Science, economist and educators began to
recognize the economic importance of the human being
in the production process and to begin to seek ways to
measure the magnitude of human capital. (Roe L. Johns,
etal 1983:33)
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Human resources are not merely regarded as the

driving factor of production but the production system as a
whole. Investment in human resources is critical to the
pace of development of a country. Investment
isimplemented by conducting both formal and nonformal
education.
Therefore, the necessary budget or funding for
education because the education budget is one important
element for supporting the entire course of the implementation
of education. Educational finance management is all activities
relating to the arrangement of the source, use, and
accountability of education financing in schools or educational
institutions. There are activities finance management, they are
budgeting, accounting, and auditing. (Amirin, et al,2011: 88).
Some principles in the budgeting which are used in
education are as follows.
 1. Ceiling principle, that the requested budget may not
exceed the highest amount that has been determined.

 2. Line item budget principle. Expenditure must be based
on the budget that has been set.

 3. The principle of indirect, namely a provision that each
receives the money should not be used directly for

something necessary expenditure.
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Dr. K.Vengatesan
Educational Finance Sources

According to Roe L. Johns, et al (1983) stated that
"The dimensions of acceptance include a variety of
sources, both from central and local government in the
form of taxes derived from any level of government."
The rest is more important is how to obtain
adequate funds according to need, and how to increase
community participation in its responsibility for
education.
Financial resources as educational dimensions of
acceptance may come from:
1) the results of general government revenue, 2)
special government revenues for education, 3) school
tuition, 4) voluntary contributions from the community.
Budgeting in Educational Institution
There are some things that are characteristic or
characteristics of education financing.
1. Education costs are always rising. The
calculation of the financing of education is
expressed in unit cost as follows:
a. Full unit cost, which based on all the facilities
supporting the education process.
b. Half unit cost, only take into account the costs
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associated with material needs and the tools

that running out, although the period is
different.
c. Minimum unit cost, obtained only by taking
into account only the direct costs associated
with taking into account other costs associated
with teaching and learning activities.
2. The biggest cost is the cost of education in the
implementation of human factors. Education can be
considered as human investment, which means that the
largest cost is absorbed by the human resources.
3. Unit cost of education will rise commensurate with the
level of the school.
4. Unit cost of education is influenced by the type of
educational institution. Costs for vocational schools
are greater than the cost to public schools.
5. Funded component in the education system is almost
the same from year to year.
6. Steps in management education funding include, 1)
school-based education financial planning. 2) the
development plan of the school budget. 3)
implementation and the allocation of school-based
education funding.
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Dr. K.Vengatesan
Educational Finance Auditing

Auditing is the process of collecting and evaluating
the evidence about the information that can be measured
on an economic entity which conducted a competent and
independent to be able to determine and report the
suitability of the information referred to the criteria
established. Thomas H. Jones (1985: 22) said that auditing
may be defined as the review of financial transaction to
assure their accuracy, completeness, legality, and
comparability with general accepted practices.
To carry out the necessary audit information can be
verified and a number of standards that can be used as a
handle evaluating the information. To be verified, the
information must be measurable. Information that can be
measured has a variety of forms. There are several types
of audit. They are financial report audit, operational audit,
and obedience audit.
Definition of Educational Public Relations
Public relations is a function of strategic
management in the conduct of communication to create
understanding and acceptance from the public. In the
process of this public acceptance, organizations need to
pay attention to a harmonious relationship with society,
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such as open, honest, fair, consistent and do not isolate

themselves. (Kasali, 2005: 15) The excellence theory of
public relation explained by James E. Grunig (2011: 1) the
value of public relations to organizations and society based
on the social responsibility of managerial decisions and the
quality of relationships with stakeholder publics. For an
organization to be effective, according to the theory, it
must behave in ways that solve the problems and satisfy
the goals of stakeholders as well as of management.
The reason for developing and implementing a
public relations program in schools, especially public
school, becomes apparent when one realizes there is a
public character to schools; public schools are publicly
held democratic institutions. In other words; the
community has a right to know and participate in the
governance of public organizations, because the citizens
fund public schools. (Lee Stewart, 2007: 2). I believe, a
strong public relations policy will emphasize building
strong relationships and partnerships with the community.
Schools are could be successful when they have strong
relationships between themselves and the community. So,
there must be a constant collaboration and communication
among teachers, parents and the community.
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Dr. K.Vengatesan
Community is the little part of public. But, it is the

nearest people of the school. Kirk Hallahan (2003: 5) said
that despite the ubiquity of the public construct, a strong
argument can be made for positioning community as the
conceptual centerpiece for examining and practicing
public relations. Indeed, the field might be better called
community relations. But, to make that case requires
going beyond limited conceptualizations to examine the
community construct broadly.
Institutional Management
Meaning and Components:
Institutional management is compulsory for every
educational institution. For ensuring grand success of any
educational programme management is a must which
depends on institutional management. Institutional
management means management of different programmes
and activities. This tends to the realization of the prime
goals of every educational institution. In order to realize
the prime goals of every educational programme of an
institution there is the need of co-ordination in
management.
It is the process of putting things together in a
harmonious manner and relationship do that they may
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function more effectively in the management of an

educational programme. The Administrator in charge of
the administration is to be ready with many physical,
social and economic aspects which should be exercised
and administered by him for smooth management of the
programme.
Besides co-ordination is necessary to co-ordinate
all the factors of management and make an integrated
approach or attempt in the programme. For this deliberate
efforts have to be made. Co-ordination is required in the
field of administration such as; planning, organisation, so
far the management of an educational programme is
concerned.
It is also needed in respect of purpose, time and
place of the various activities like laying down policies,
preparing the budget, selection of staff and development
of the curriculum etc. Co-ordination depends upon the
nature of the particular problem, circumstances and
availability of resources and the final goal. The
administrator should possess good and useful skills for
harmonizing all these diverse relationships.
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Dr. K.Vengatesan
Components of Institutional Management:

The components of institutional management are of
two types:
 (i) Organisation and management of curricular activities
and
 (ii) organisation and management of co-curricular
activities.
In the total programme of education, curricular and
co-curricular activities occupy the central position.
Curricular and co-curricular activities are complementary
to each other. These activities help in developing integrated
human personality. There was a time when the whole
purpose of the educational institution was conceived to be
confined to the teaching of prescribed syllabus. Other
activities were regarded as additional.
Participation in social and sports activities or outside
the classroom activities was looked down upon as a mere
side show. It was thought that these activities had no link
with the actual teaching programme. Here a detail
discussion on co-curricular activities has been done along
with curricular activities.
As we know, co-curricular activities are those
activities which have indirect reference to actual
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instructional work that goes on in the classroom. In fact,

today there is only a sharp difference between curricular
and co-curricular activities as the latter activities also
supplement the classroom teaching. However now both
activities have given equal position in the educational
institution.
1. Curricular Activities:
Curricular activities are those activities which are
organised in the classroom. These are the teaching of
different subjects by the teacher/classroom teaching.
Practical work in the laboratory, workshop, library reading
etc.
2. Co-curricular Activities:
Co-curricular activities are those activities which
have indirect reference to actual, instructional work that
goes on in the classroom. In fact today there is only a
sharp difference between curricular and co- curricular
activities as the latter activities also supplement classroom
teaching.
Instructional management
The main aim of education is to produce human
beings who are able to appreciate the benefits of education
and contribute to the development of the community in
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Dr. K.Vengatesan
different spheres of life be it political, social, economic or

technological. Teaching is the process which always
needs new and innovative principles, rules, techniques,
methods and procedure in order to meet the required
needs and desires of the learners. Like the technical and
technological changes and developments at global level,
the teaching also needs to change to meet the desired
needs. A teacher has to tackle the challenges and move
forward to the future.
Teachers should understand management of the
classroom as well, they play a prominent role in the
teaching and learning process. Moreover, they demanded
to handle the activities in the classroom and make those
effective and interesting. Instructional management helps
the teachers to obeserve the development process of their
students. How one manages the classroom is the primary
determinant of how well your students learn. Conversely,
when students are successful and actively engaged in their
work, they tend to be well behaved. Therefore, keep
students involved in their work, have students understand
what is expected of them, maximize time on task, prevent
confusion or disruption, and run a work simulated but
relaxed and pleasant classroom.
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The Definition Of Instructional Management

Tosti and Harmon defined (1972) Instructional
management as those events and procedures involved in
the decision to initiate a specific activity for an individual
student. Riessman (1968) stated that Classroom
management covers all of the things that a teacher does to
organize students, space, time and materials so that
instruction in content and student learning can take
place. The instructional management is process of
monitoring the progress of the pupils and make decisions
on the pace of instruction, the grouping of the children, the
sequence of the lesson, and the individualization of
instruction (Geddes and Kooi: 1969).
Ginott states, “that good classroom management,
like surgery, requires precision – no random cuts, no
rambling comments. Above all, a teacher demonstrates
self-discipline and good manners – no tantrums, no
insults, no blistering language. His or Her management
plan is never sadistic. He or She lives by the law of
compassion, even when challenged by children to defy
it,” (Ginott: 1972).
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Dr. K.Vengatesan
An Instructional Management System for

Classroom Teachers:
The instructional management system helps the
teacher by providing insformation almost daily about
each child’s achievement and by suggestion specific
activities to help the pupils when he or she does not
learn what is presented in any particular lesson. The
instructional management system provides a framework
for making decisions for classroom management at any
grade level, but someone level had to be selected for
initial development and demonstration (Geddes and
Kooi: 1969). The most important factor governing
student learning is classroom management. Several
141
forms of instructional management are identified,

including: 1) aspiration management, 2) prescriptive
management, 3) achievement management, 4)
motivation management, 5) enrichment management, 6)
maintenance management, and 7) support management
(Tosti and Harmon: 1972).
Personnel Management
According to Flippo, “Personnel management is
the planning, organizing, compensation, integration, and
maintenance of people for the purpose of contributing to
organizational, individual and societal goals.”
According to Brech, “Personnel Management is
that part which is primarily concerned with human
resource of an organization.”
Nature of Personnel management includes the
function of employment, development, and
compensation- These functions are performed primarily
by the personnel management in consultation with other
departments.
Personnel management is an extension of general
management. It is concerned with promoting and
stimulating a competent workforce to make their fullest
contribution to the concern.
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Dr. K.Vengatesan
Personnel management exists to advise and assists

the line managers in personnel matters. Therefore, the
personnel department is a staff department of an
organization.
Personnel management lays emphasize on action
rather than making lengthy schedules, plans, and work
methods. The problems and grievances of people at work
can be solved more effectively through rationale personnel
policies.
It is based on human orientation. It tries to help the
workers to develop their potential fully to the concern.
It also motivates the employees through its
effective incentive plans so that the employees provide
fullest co-operation.
Personnel management deals with human resources
of a concern. In the context of human resources, it
manages both individuals as well as blue- collar workers.
Difference between personnel management and
human resource management.
There are some points of dissimilarities between
Personnel Management (PM) and Human Resource
Management (HRM) although, on some key issues, PM
and HRM are identical.
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Traditional Personnel Management tends to be

narrow, striving to attend line managers, whereas HRM is
integrated into the role of line managers with a strong
proactive position and a bias towards business.
The PM has a history of placing emphasis on
bureaucratic control, often in a reactive sense, i.e., control of
manpower and personnel systems.
Some would argue that PM represented a highly
compartmentalized system. By contrast, HRM makes a
determined effort to be a more integral mechanism in
bringing people issue into line with business issues, with a
pronounced problemseeking and problem-solving
orientation, and a determination to build collaborative
organizational systems. The role of top management in
setting the agenda for change and development is very much
in evidence in HRM.
From the above discussion, we can make the major
differences between traditional personnel management and
modern HRM. Human resource management is a new
version of personnel management. There is no watertight
difference between human resource management and
personnel management. However, there are some
differences in the following matters :
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Dr. K.Vengatesan
Personnel Manage- Human Resource Man-

ment agement
Careful delineation Aim to beyond contract
of written contracts (employment contract).
(employment con-
Pay after job evalua- Performance related pay

tion (fixed grades). system.
Collective bargaining Individual contracts are

is a means of labor the basis for labor man-
management. agement.
Labor is treated as a People are treated ass as-
tool which is expend- sets to be used for the
able and replaceable. benefit of an organiza-
tion, its employees and
Interests of the or- Mutuality of interests.

ganization are up-
permost.
Indirect communica- Direct communication.
Job design is division Job design is teamwork

of labor oriented. oriented.
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Materials Management
Definitions of Materials Management:
(i) ‘Materials Management’ is a term used to connote
“controlling the kind, amount, location, movement and
timing of various commodities used in production by
industrial enterprises”.
(ii) Materials Management is the planning, directing,
controlling and coordinating those activities which are
concerned with materials and inventory requirements, from
the point of their inception to their introduction into the
manufacturing process.
It begins with the determination of materials quality
and quantity and ends with its issuance to production to meet
customer’s demand as per schedule and at the lowest cost.
(iii) Materials Management is a basic function of the
business that adds value directly to the product itself
(iv) Materials Management embraces all activities
concerned with materials except those directly concerned
with designing or manufacturing the product.
(v) Materials Management deals with controlling and
regulating the flow of material in relation to changes in
variables like demand, prices, availability, quality, delivery
schedules etc.
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Dr. K.Vengatesan
Thus, material management is an important function

of an organisation covering various aspects of input process,
i.e., it deals with raw materials, procurement of machines
and other equipment’s necessary for the production process
and spare parts for the maintenance of the plant. Thus in a
production process materials management can be considered
as an preliminary to transformation process.
It involves planning and programming for the
procurement of material and capital goods of desired quality
and specification at reasonable price and at the required
time.
It is also concerned with market exploration for the
items to be purchased to have up to date information, stores
and stock control, inspection of the material received in the
enterprise, transportation and material handling operations
related to materials and many other functions. In the words
of Bethel, “Its responsibility end when the correct finished
product in proper condition and quantity passes to the
consumer.”
The fundamental objectives of materials management
activities can be:
(i) Material Selection:
Correct specification of material and components is
determined. Also the material requirement in agreement
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with sales programme are assessed. This can be done by

analysing the requisition order of the buying department.
With this standardisation one may have lower cost and the
task of procurement, replacement etc. may be easier.
(ii) Low operating costs:
It should endeavor to keep the operating costs low
and increase the profits without making any concessions
in quality.
(iii) Receiving and controlling material safely and
in good condition.
(iv) Issue material upon receipt of appropriate
authority.
(v) Identification of surplus stocks and taking
appropriate measures to produce it.
The outcome of all these objectives can be listed as
given below:
(i) Regular uninterrupted supply of raw-materials
to ensure continuity of production.
(ii) By providing economy in purchasing and
minimising waste it leads to higher productivity.
(iii) To minimise storage and stock control costs.
(iv) By minimising cost of production to increase
profits.
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Dr. K.Vengatesan
(v) To purchase items of best quality at the most

competitive price.
Organization of Materials Management
Department:
To facilitate planning, direction, control and co-
ordination of various activities related to material in an
enterprise there should be a separate department of
materials management. The organisational structure of the
department can be.
Management of Examination
Examinations are a scary subject to even discuss
especially for students and its even scarier when it comes
to teachers, staff members, School/College/ University.
Examinations require very smooth functioning of exams
and it is dependent on managers establishing the
149
processes and a working relationship with the Exam

Centre Manager. Also communicating these with staff and
students ensures everyone is working towards the same
goal. Automated systems can bring all the hassle related
to examination management to ease.
Academia ERP is a comprehensive system that
provides Examination Module which covers all the
activities related to management of examination directly
from receipt of Enrollment Forms and Examination Forms
through the processing of Results and Printing of
Certificates and Statistical Reports etc. The Examination
module involves all the necessary forms that are needed
for the student to fill up to register for exams. The module
is connected to the student database; therefore, it helps in
retrieving all necessary information about the student on
just filling in the Id/ name/ enrolment etc.
Academia’s Examination module provides the
followings for easy and effective management of
examinations at the institute- Academic or examination
module follows systematic workflow beginning for pre-
examination setup, student marks update to defining
different reports etc.
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Dr. K.Vengatesan
151
Pre-Examinations Preparation
 Exam Notifications
 Exam courses and student registration
 Exam Schedule
 Exam Day
 Exam Student Attendance Management
Post Exam
 Student performance and mark entries
 Grade, Percentage, GPA, CGPA management
 Result preparation
 Overall Reports for the exam and Marksheet
management
 Reports for result analysis
 Automated processes for exams at all the stages.
 Save time and energy of the staff.
 Reduce duplication of the work and also make it error-
free.
 Auto-work on student’s progress report which
ultimately helps in improving learning outcomes.
 Eliminate manual forms and hence paper-less
processes.
 Simplify exam processes to make it easy and
transparent.
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Dr. K.Vengatesan
Exam Management module in Academia ERP is

an excellent automation system that can effectively
automate and streamline planning and execution of the
exams, and it has been designed to make the examination
processes efficient and also paper free. Academia’s Exam
Management portal helps you to automate the entire
examination process from Pre-exam preps like the
creation of test papers, Exam timetable, and grading
criteria etc. to handling logistics and allocating
invigilators. The automation systems are designed to
manage access permissions for different users to prevent
misuse and mismanagement of legal and official data by
an unauthorized user for not only exam info but various
other data as well.
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Unit - 3
EDUCATIONAL PLANNING AND

ORGANIZATION
Educational Planning in India

Meaning and Definitions
There is a saying that if there is a will there is a
way. It signifies the will of an individual comes into
picture after thinking which can be done through planning
in mental level. The term planning is the major guideline
for development of any individual, institution,
organisation and society in every respect. ‘Now our
country India is a democratic, dynamic and developing
one marching to become a country of super power by
2020 A.D. Behind this target there is a systematic and
deliberate planning.
Planning is essential for development of every
nation and according to which changes would have been
brought in social, political, economic, cultural and
educational sphere in a systematic and orderly manner.
Simply speaking planning means to think before acting,
and to act according to facts, not, conjectures or
speculation.
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Dr. K.Vengatesan
“Planning is to design some action to be done

before hand.” —Oxford English Dictionary
“Planning selects among alternatives explores,
routes before travel begins and identifies possible or
probable outcomes or action before the executive and his
organisation committed to any.” —Hugman and
Schwartz
“Planning is regarded as the process of setting out
in advance a pattern of action to bring about overall
national policies by the closest possible articulation of
means and ends.” —Philips
In the light of above definitions, it can be highly
stated that planning is the process of preparing a set of
decisions for action in the future and directed towards
realizing some goals by the best possible means. Hence
the essence of planning is the assessment of as many
operational alternatives as possible and then selecting the
best for launching action.
In another context planning is considered as a
process of thinking which refers to many possible
alternatives of action which are likely to achieve the
goals of a programme, institution or organisation. It has
to choose or decide the best alternative of future action in
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relation to both the goals and available resources.

Planning is essential in the field of education
entitled as “Educational Planning” which is a major
requirement in the contemporary society. The
complexities of the present scientifically developed and
technologically advanced society have given special
position to the need for planning in education.
Like planning in any field, educational planning
has to explore the best possible means of making the
greatest use of available resources leading to the
maximum realization of the educational aims and
objectives, both individual and social.
So educational planning may be defined as a
systematic design of action for realization of educational
aims and objectives for individual and social
development through maximum utilization of available
resources. In practical perspective, educational planning
is defined as a process utilized by an administrator while
performing the role of a leader, decision-maker, change
agent and so on.
Significance of Educational Planning:
1. To make every programme of an educational
institution or organisation grand success.
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2. Proper educational planning saves time, effort

and money as planning in every field is a time-saving, an
effort-saving and a money-saving activity.
3. Educational planning is a sound method of
solving educational problems by avoiding the trial and
error method of doing things.
4. Educational planning is essential for the best
utilization of available resources.
5. Educational planning checks wastage and
failure and contributes to the smoothness, ease and
efficiency of the administrative process in the field of
education.
6. Through proper planning in education,
education can be the best means by which society will
preserve and develop its future value system, way of life
of an individual, knowledge, skills and applications, and
culture of the country.
7. Through proper educational planning, the
means and ends of the society can be properly interacted
through educational system. It implies that the
educational system utilizes a large proportion of the
country’s educated talents and a major part of public
expenditure.
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8. Educational planning is highly essential for

preparing a blueprint or plan of action for every
programme of an educational institution or organisation.
9. Planning in education is necessary for making
one’s educational journey goal-oriented and purposeful.
10. It is essential to maintain, sustain and enhance
the thinking process of an individual, institution or
organisation.
11. Planning in education is necessary to highlight
the universal aims of education required for every nation
for its development in every respect.
12. To bring total development of a nation in time,
in which educational development is one among its
various aspects.
13. To reflect the modern developments like
explosion of knowledge, advancement of science and
technology, development of research and innovation while
reformulating the aims and objectives of education in the
light of the particular situation a country is facing.
14. It explores and provides the best possible
means of making the wide use of available resources
leading to maximum realization of the educational goals.
15. Educational planning facilitates gathering of
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educational experts, teachers, supervisors and

administrators for taking decision in relation to the
realisation of purposes of educational programme.
16. Educational planning gives equal importance to
the purposes of different classes of experts such as
sociologists, economists, scientists, politicians,
educationists etc.
Types of Educational Planning:
1. Administrative Planning:
Generally speaking administrative planning refers
to planning in administrative perspective. In the field of
education, administrative planning relates to distribution
of responsibilities and powers for different levels of
education. In administrative educational planning, the
administrative responsibilities and powers are phase-wise
planned in relation to the level of different educational
administrators.
This planning of education makes a detail plan on
structure and organisation of education at different levels
– primary, secondary, higher secondary, higher – general,
technical and professional. This planning prepares
planning on duration of an educational programme,
organisation and co-ordination of educational
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programmes, financial allocation or budget for the

programme, engagement of educational officials in the
programme, and smooth management of the programme
etc.
2. Academic or Curricular Planning:
This type of educational planning refers to
planning for smooth academic transaction of the syllabus
for any course at any level of education. It encompasses
planning on education in relation to needs and demands of
the individual and society.
Formulation of educational goals, formation of
curriculum committee for development of curriculum and
selection of appropriate strategies and methods of
teaching, planning of content units, planning for
evaluation, planning for review of the curriculum,
planning for use of library, planning for special provision
for the gifted and remedial instruction for slow learners
etc.
3. Co-curricular Planning:
This planning of education is necessary for
bringing total development of a student in one point and
total development of an educational institution or
organisation in another point. This planning includes
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planning for student welfare services, planning for sports

and games, planning for social activities and
programmes, planning for cultural activities and
programmes, planning for hobbies etc.
4. Instructional Planning:
This sort of planning in education is macro-level
in nature as its deals with planning in classroom situation
in relation to a particular topic of a concerned subject.
This planning refers to emotional and organisational
climate of the classroom.
It includes planning for specification or
instructional objectives, selection and organisation of
learning activities, selection of appropriate means for
presentation of learning experiences, monitoring of the
learning or instructional progress, selection of suitable
evaluation techniques for learning outcomes etc.
5. Institutional Planning:
This type of educational planning gives a practical
shape to the meaning of educational planning. In this
context educational planning refers to the needs and
requirements of every institution to be achieved through
creation and maintenance of a planning atmosphere in the
institution.
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Although institutional planning includes all types

of planning cited above by focusing on curricular and co-
curricular planning, but there is the need of having a
discussion on institutional planning. This situation occurs
because of two basic purposes. Such as-to give a practical
meaning, shape and form to educational planning and to
start educational planning at the grass-root level.
By “Institutional Planning” we mean the plans
initiated, formulated and implemented by individual
educational institutions. Certifying it as a planning at
grass-root levels it includes all types of planning in its
jurisdiction.
These are:
 a. Planning for administration.
 b. Planning for academic or curricular development.
 c. Planning for non-academic or co-curricular
activities
 d. Planning for school-community relations.
 e. Planning for discipline.
 f. Planning for developmental activities or
programmes.
 g. Planning for proper utilization of community
resources for total development of the institution.
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Concept of Educational Planning

Traditional development planning According to
this definition, planning is nothing exceptional. Human
beings have been planning in one way or another since
rational thinking emerged. However, as a formalized
way of organizing development in complex societies,
planning is an invention of the twentieth century. The
preparation of directive development plans has been the
backbone of socialist states since the communist
revolution of 1917.
But, soon after the Second World War, several
non-socialist countries in Western Europe (e.g., France
and the Netherlands) and elsewhere (Japan) adopted the
idea of indicative planning as an instrument for post-war
recovery and the development which followed it2.
Contrary to the socialist directive planning, indicative
planning accepts the primacy of private market
economies, but it tries to guide investments toward
national priority objectives, avoid duplication of efforts
and, to the extent possible, reduce cyclical instability.
Traditional educational planning Over time,
various forecasting techniques and simulation models
were developed which aimed at orienting the
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educational investments either according to the needs of

the labour market (manpower approach), or to the social
demand for education (social demand approach), or to the
needs of education sub-sectors with the best rate of return
(cost-benefit approach), or to a more-or-less harmonious
combination of these three approaches.
At the beginning of the 1960s, educational
planning was seen as a ‘must’ for the newly independent
countries in order for them to move ahead quickly and
systematically with their human resource development.
Planning units were set up in ministries of education but
were highly dependent on external expertise. The IIEP
was created to train national planning experts at UNESCO
headquarters in Paris and in the field. A number of
relatively sophisticated educational plans were prepared.
However, in many instances the results did not live up to
the expectations and disenchantment with the classical
planning approach, which was already underway in the
1970s, became more vigorous in the 1980s.
Strategic planning
A management tool to help an organization
improve its performance by ensuring that the members of
the organization are working towards the same goals and
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by continuously adjusting the direction of the

organization to the changing environment on the basis of
results obtained.
Strategic planning is not just a cold technical
undertaking that spells out future objectives to be reached
and actions to be taken. It requires a global sense of
purpose and direction capable of guiding implementers in
making everyday choices about what actions should be
taken in order to produce the expected results.
A summary of differences between traditional and
strategic planning below summarises some of the major
differences between the traditional planning approach,
(which was commonly practiced in the education sector
until the late nineties) and the more recent strategic
planning approach adopted in an increasing number of
countries. In reality, the differences are often less
contrasted and many plans that claim to be strategic have
kept several characteristics of the traditional planning
approach which has been prevailing for so long. Indeed,
adopting a strategic planning approach is not just a
technical move. It implies a more fundamental challenge
of building up a new management culture based on the
values of participatory decision-making, accountability
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and openness for change. This is a process which needs

time to produce results, particularly in countries in which
some of the most basic conditions for an efficient public
service system are simply not fulfilled.
Blueprint contrasts between traditional and strategic
planning:
Although there is a logical, sequential order in raising

these questions, there is often no clear-cut sequential order in
addressing them. The answers to the different questions are
interdependent and influence each other, thus, the decision
about where we would like to be in future might have to be
reexamined once we have started examining how we can get
there and after having encountered major difficulties to reach
the initially fixed objectives.
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Time Table
All of us know what is the timetable and how it is
useful. When we were kids going to school, we used to
refer to the daily and weekly timetables to plan our
studies. The timetables also helped us in figuring out
which books to carry to the school for a specific day.
More than the subjects taught on a specific day, the
timetable is a complicated tool beyond its perceived
simplicity.
A timetable majorly connects and coordinates
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between four distinctive elements in a school or

university, which are:
Students
Teachers
Classrooms
Time-slots
Time-slots are popularly known as periods. Other
minor elements coordinated through timetables are the
subjects taught in the time-slots allocated to teachers and
the type of classrooms allocated. Ex: laboratory, drawing
room, sports ground, etc..
There are two major benefits of the timetable.
They are the efficient organization of all operational
activities in the school and predictable routines for
students, teachers and other staff. Through the
organization of all activities spread through different
timetables, the confusion will be minimal and it increases
the overall efficiency of the school. The same timetable
communicates to parents about what is happening in the
school hours and will help them to guide the students at
their home. Through predictable routines, the students
and teachers perform better as they will reduce the
cognitive load in planning school activities. Routines are
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proven to be enhancing cognition abilities.

Different Types of Timetables in Schools
Even though many types of timetables are used
across schools and universities all around the world, there
are only three major types of timetables from which all
other sub-types are derived. They are:
Master timetable
Teacher-wise timetable
Class-wise timetable
Master Timetable
The master timetable will have comprehensive
information about teacher-wise and class-wise time-slot
allocation in a single view. This timetable is usually kept
in the principal’s room or chief administrator’s room. In a
way, it is a consolidated timetable helpful for the principal
to supervise the teachers. This timetable helps the principal
or HOD (Head of the Department) to swap classes or re-
allocate teachers according to unforeseen events like the
leave of a teacher or unavailability of a classroom.
Teacher-wise Timetable
This timetable contains the time-lost and class-room
allocation of a single teacher. The teacher-wise timetable
will be created for each individual teacher. Some teachers
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will be handling multiple subjects and the subject

association also will be displayed in the teacher-wise
timetable.
Class-wise Timetable
This is the most familiar timetable for all of us.
This timetable contains all the subject teacher allocations
done for the working days in the week for a particular
class. Each class in the school will have an individual
class-wise timetable. This timetable will also contain time
-slot allocations for non-teaching periods like free time,
games, extra-curricular activities, etc..
Other than the above major timetable types, the
following time-tables are derived from the master-
timetable to enhance the administrative experience of the
school.
Free Period Timetable
This timetable contains the vacant period info of
all teachers. This is usually kept in the principal’s or
admin chief’s room so that the efficient allocation of
teachers can be done by looking at the free periods
available all across the institution.
Games/Sports Timetable
As the name indicates this timetable contains the
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different games and sports played using the indoor and

outdoor playfields in the school. This timetable is
managed by the Principal as well as the physical education
head of the school. This timetable helps to coordinate the
grounds and indoor playrooms effectively.
Co-Curricular Activities Timetable
Similar to the sports timetable, the co-curricular
activities timetable allocates the teachers in charge of each
co-curricular activity with a room for the activity. This
timetable is usually publicly displayed on the noticeboard
or distributed to the student prior.
Homework Timetable
This is not followed in all the schools. Even though
regular homework is assigned to students, a fixed
timetable is not given to parents and students to follow at
home. With the homework timetable, it is possible to
balance the time spent on different subjects at home. This
will help parents to allocate the time for different
homework assignments.
How to Manage Timetables effectively with School
ERP?
The different timetables in a school can be
managed effectively with dedicated timetable
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management software. Nowadays most of the school ERP

comes with inbuilt timetable management software.
The school ERP software can be used to generate and
manage timetables of any levels of complexity. Let us see
some of the most used functions within the timetable
module of school ERP:
Creating a Class-wise Timetable with School ERP
With the class timings, weekdays, teacher
workload allotment and subject associations set in place.
The class-wise timetable can be created by the drag and
drop feature. You can select a class and all the teacher-
subject associated with that class will be available to
place in the time-slots (periods). This is an intelligent
module and if any mismatch with configurations happens,
it will show a warning. Also with the help of school ERP
for timetable creation, you will be prompted when the
same time-slot is allocated for the same teacher in two
different classes.
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Unit - 4
EDUCATIONAL MANAGEMENT RESOURCES
[Management of Resources –Human, and material -Head

master and Teacher: duties and responsibilities-
Leadership - Meaning – styles -Management Grid –
Morale – Organizational commitments –Academic
freedom –Professional development. Classroom
management – Management of school building –
equipment –library –records and registers – hostel.]
Schools and colleges are formal organizations set
up for the purpose of educating the youngsters. Education
has to do with preparing young people for living life as
meaningfully and effectively as possible in society.
Education is mostly carried out in the classroom through
varied learning experiences based on various topics listed
in the curriculum. If education is to be made effective, all
available resources -be they human, physical, or financial
- have to be efficiently managed. Resources in education
refer to all those assets - contingency, equipment,
instructional material, personnel, buildings, finance -
which have the potential to be used in the process of
education for attaining pre-specified educational goals.
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175
state governments, and the community at large, to direct,

guide and integrate human efforts, which are focused
towards the attainment of educational goals.
When we speak of resources, we have in mind
any part of the physical environment, living or non-
living or any human skill or knowledge that can be used
in the production of goods and services.
Thus, the word 'resources' refers to any supply
that will meet a need or to the stock or reserve, which
one could draw upon when necessary. In fact, resources
are assets, which can be used for the attainment of set
goals. Resources in education, thus, refer to all those
assets such as contingency, equipment, instructional
material, personnel, buildings, finance and ideas which
have the potential to be used in the process of education
for attaining certain goals.
Management is mostly concerned with the
comprehensive effort to direct, guide and integrate
human efforts, which are focused towards the
accomplishment of educational goals. In short, resource
management has to do with maximum exploitation of all
available resources for the attainment of educational
goals. It provides and mobilizes all the required
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resources including those from the Ministry of Human

Resource Development and other organizations and the
community and ensures their full and effective utilization.
The world in which we live today is a world caught up in a
storm of changes, which leave no walk of life unaltered.
As a result, information, which we thought of as relatively
fixed, is being questioned more than ever before.
The skills that we thought would accompany us for
at least a lifetime are becoming obsolete within a short
span of time. Old jobs, which required the use of
traditional skills, are now being replaced by new ' jobs
requiring sophisticated skills. The total system, being in a
state of flux, we need to adjust ourselves to the changing
situations, to be effective and functional. The role of
educators is changing rapidly from that of dispensers of
information to that of guides in the process of learning.
Applications of technology in matters related to
education enable teachers to do a much better job today
than they have ever done before. This use of resources has
freed teachers from routine tasks to a great extent. As a
result, teachers and students can interact, question, debate,
and exchange ideas, as they never could before. The
teachers of today are very much involved in the whole
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spectrum of learning resources. They have the

opportunity to select from an ever-growing inventory of
instructional media to help them achieve the objectives of
a course of study.
The system of education today, as we have already
noted, is faced with a rapidly Resume Management for
expanding technological explosion. To meet the
increasingly complex and varied learning Education at
Macro-level needs of youngsters in the country, our
system of education has to be well organized. Only those
experts who have a clear conception of the functions of
the total system of education are in a position to work
towards the goal of providing the best learning
experiences for each individual. Now it is generally
understood that the traditional methods of teaching are no
longer adequate in meeting the rapidly enlarging needs of
society.
The schools are caught between the need for
additional facilities to meet the tremendous increase in
the number of students and the knowledge explosion
created by the rapidly expanding technology. The
teaching learning process, thus, has become a programme
in which technology, resources and the teachers are
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brought together, each functioning in what it can do best.

Technology has taken over the chores of teaching and
provides quick access to knowledge. Learning resources
would bring the world into the classroom taking on verbal
abstractions and making them concrete. Teachers would
lead and guide students on an individual basis to hidden
areas of knowledge. In short, if ever we wish to tide over
the present tumultuous situation and provide quality
instruction to our youngsters, we are left with no
alternatives but to manage all the available resources in
the optimum way possible. Since India is a democratic,
secular, socialist republic where equality for all, national
identity, etc. are some of our ideals, conscious attempts
are being made to manage resources both at the macro and
micro levels so as to lead to the realization of these ideals.
We ought to know what is being done with regard to this
especially at the macro level.
What does HRD mean?
HRD is a process that attempts in a continuous planned
way to sharpen people's competencies that are needed for
performing their various functions in the organization or to
discover and exploit their own potentialities so as to contribute
to their professional as well as personal well-being.
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HRD, thus, focuses both on human as well as

organizational aspects. It places a premium on the dignity
and the potential of people and insists that people need to
be treated as human beings and not merely as factors of
production. It lays stress on trust in the integrity of people,
belief in their potential and respect for their dignity. In our
institutions, we still stick on to the age-old bureaucratic
style, which is hierarchical, and rule governed. Instead of
focusing on the old approach of vigilance and control, 70
HRD emphasizes the new paradigm of involvement and
self-development. Since people have been conditioned to
the old system for a long time, they find it very difficult to
Resource Management for Education at Macro-level switch
over to a new culture that is based on values of openness,
respect for individual dignity and trust. HRD lays stress on
what is right and helps individuals to overcome their
weakness. This is just opposite to the traditional practice of
keeping confidential reports, which directly or indirectly
focuses on finding out what is wrong with an employee.
What HRD ultimately aims at is the total
empowerment of people so that they will be able to
participate significantly both in their professional as well as
personal life.
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Teacher Empowerment
As educational institutions are labor-intensive
organizations, the quality of staff is of paramount
importance. A group of personnel who are highly
qualified, well motivated and supportive is an asset that
can take any organization a long way towards building up
of excellence. If teachers are to deliver the goods, their
skills should be continually strengthened and enhanced.
The more the investment on their continual training and
retraining, the greater would be their capability to
accomplish organizational goals. Several factors that
prevail in the organizational set up point to the need for
such an empowerment of the teachers.
It is estimated that in some academic disciplines,
knowledge keeps doubling every five years. Unless
teachers are inspired to make conscious investment in
scholarship, they are unlikely to successfully deal with
such a barrage of information. In addition to this
explosion of knowledge are the advances in pedagogy,
learning materials, and use of technology. The present
day teachers are also confronted by other problems such
as ever increasing number of students, their diversity in
terms of learning abilities (slow, average and gifted),
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changing societal values and expectations, as well as

changing requirements of the teaching profession. All
these call for sustained and concerted efforts on the part
of the concerned agencies so that the teachers would
become capable of handling their roles efficiently and
effectively.
If teachers are to tide over the difficulties like the
ones explained above and take up and tackle challenges,
their resources should be developed to the optimum level
possible. When teachers are equipped with the skills that
enable them to keep abreast of the latest information, to
make themselves familiar with the latest innovations in
teaching methodology and research and develop a
concern for quality, they will be in a position
Implementation to carry on with their roles with ease and
effectiveness. Similarly, they need to pick up sufficient
skills to deal with the ever-growing enrolments of
students, skills to handle resources within the constraints
of finances available, and skills to respond to the
changing demands, needs and aspirations of the students.
Only then will teachers be able to impart quality
instruction to the learners. Despite fast dwindling
finances and fast growing enrolments, the community
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expects a lot from teachers. If teachers wish to rise to the

expectations of the present society, they need to build up
proper understanding about pupil needs and aspirations,
about the manifold ways through which students learn,
about information technology and its application to the
subject.
In addition, teachers also need to develop a
commitment to scholarship in the subject of their
specialization and learn to maintain a work ethic. Teachers
also require the ability to teach a diverse range of students
with varied abilities, learning to different age groups and
socio-economic backgrounds.
Those teachers who handle higher education, in
addition to the above, require the competence to instruct
their pupils how to prepare research proposals and research
reports. Unless teachers are specifically trained in these
aspects, most of them will not be in a position to pick up
these skills on their own. Hence, elaborate and sustained
efforts need to be put in to develop teacher competencies.
Roles of Different Agencies in Teacher Development
If we just take a look around, it would not take long
to find that several agencies like CTEs (Colleges of
Teacher Education), DIETs (District Institutes of
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Education and Training), CASE (center of Advanced

Study in Education), and IASE (Institute of Advanced
Study in Education), University Departments of
Education. Indira Gandhi National Open University, State
Open Universities, Correspondence Course Institutes and
several others are continuously involved in the
professional development of teachers. There are hundreds
of colleges of teacher education spread over the length
and breadth of the country.
These colleges are relentlessly involved in
selecting, orienting and training student teachers. The
teacher educators of these organizations strive to identify
the several roles the present day teachers are supposed to
play in their prospective schools where they may be
appointed and design their education programmes to meet
those objectives.
During the process, they make conscious efforts to
develop in teachers several professional competencies
and personal qualities required for imparting quality
instruction to the students. In order to vitalize elementary
teacher education and to enrich primary education
qualitatively, several DIETS have been established. They
energize the educational climate of the districts where
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they are situated by providing rich support in terms of

resources for improving the professional competencies
of teachers. Each DIET acts as resource and learning
center for teachers as well as instructors. It creates
awareness not only about educational technology and its
use but also provides computer education support for the
district. Besides providing pre-service education to
primary teachers, it provides instructors and supervisors
with orientation; non-formal and adult learners with
continuing education and the required resource support.
Above all these, DIETs also provide management
support to District Boards of Education, school
complexes and to other institutions that seek its help.
The Centre of Advanced Study in Education
(CASE) set up in the Faculty of Education and
Psychology, the Maharaja Sayajirao University of
Baroda, Gujarat, the only one of its kind in the entire
country and a number of Institutes of Advanced Study in
Education (IASE) now being set up in different states of
the country are also involved in the development of the
teachers for teaching at the secondary and higher
secondary levels.
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These institutions conduct B.Ed., M.Ed., M.Phil,

and Ph.D.programmes. They play an indisputable role in
strengthening teaching at the graduate and postgraduate
levels in education. These institutions not only plan and
carry out extensive and intensive research on various
aspects of education but also evolve research-based
alternatives for improving the instructional process at
various levels. These institutions also train personnel in
the educational research and provide professional
orientation to teachers of other organizations.
Above all these, they also try their hand at
extension by dissemination of research findings in the
area of education through various publications. CASE,
IASEs, DIETS and other similar organizations that are
involved in teacher education, apart from taking up pre-
service education programmes of teachers, also organize a
variety of programmes by way of inservice education.
They run refresher courses and hold orientation
sessions and other enrichment programmes with a view to
vitalizing and familiarizing teachers with modem trends
and innovative modalities of cuniculum transactions in the
area of teaching and learning. Above all these, they also
hold conferences, workshops, and seminars, carry on
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exchange programmes, field trips, and projects and

conduct research. Thus attempts on a continuous basis are
made to transform teachers into better-empowered entities.
The School of Education, IGNOU and many State Open
Universities offer in-service teacher education
programmes at pre-primary, primary, elementary,
secondary and higher education levels. The Academic
Staff Colleges (ASCs) conduct orientation and refresher
programmes for college and university teachers.
PHYSICAL RESOURCE MANAGEMENT
The term "physical resources" stands for the land
that fdls under the jurisdiction of an organization, the
various edifices that are built on it, the furniture, apparatus
and other equipment required for the education of
youngsters. Laboratories (Physics, Chemistry and
Biology), Social Science room, school playground, art and
craft room, library, school office, principal's office,
computer rooms, medical unit, NCC/NSS/Guide Room, all
come under physical resources. Whether or not an
organization functions effectively depends upon the
availability of the necessary infrastructure.
Organizations can exist even in the absence of
elaborate or magnificent structures. There are schools
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even with a single classroom. However the ones that have

adequate physical facilities are in a better position to
render quality education as compared with those that have
fewer facilities. Not only should organizations have the
necessary infrastructure, they should also be located at
carefully chosen sites.
Ideally, when a site for setting up an institution is
selected, preference should be given to an area that is
peaceful, noise-free and pollution free. At any rate, no
preference should be given to an area by the side of a
highway, a railway station, an aerodrome, a factory or a
market place. This however, does not mean that we
should select a location that is so far away as to be
inaccessible.
We should not select an area that is overcrowded
but rather a peaceful location having reasonable
accessibility and sufficient space wherein all needed
structures as well as the playground etc. can be
accommodated. In short, the site selected should be such
that it offers a conducive climate that facilitates teaching
and learning. If the physical resources are to be exploited
well, representatives of all groups that would be using
them may be involved at some stage or the other in the
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planning. This would include administration, faculty and

parents. The individuals in charge ofcurricula and
instruction and their service are of vital use at the
planning stage. If the school is to provide proper
environment and facilities for learning, individuals who
are well versed in technical fields must do the technical
aspects of planning. The coordinators of learning
resources, librarian, and media coordinators should be
deeply involved in the development of educational
specifications in working with the architect and experts in
visual and sonic environmental control. The greater the
care with which the various physical structures and
related facilities are built, the greater will be their impact
on the teaching learning process.
While making specifications, the following basic
information is of vital importance:
1) The educational philosophy and objectives of
the school.
2) The educational aspirations of the community. .
3) Data concerning the number and age of the
students to be housed.
4) A brief exploration of the type of curriculum
and the instructional procedures to be used.
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5) A list of the number and kinds of facilities

that are required including possibilities of
future expansion.
6) Suggestions concerning the qualitative aspects
of each space and area.
7) A list of activities that will take place in each
area.
8) Details of the furniture and equipment for each
space.
9) Subject-specific requirements of personnel
handling different subjects.
10) Subject-specific requirements of personnel
handling different subjects.
11) Type and amount of chalkboard, storage and
similar needs.
The information provided above as well as those
aspects specific to the institution in question may be
spelt out in sscient details so that the architect clearly
understands the specific requirements. Affinities and
relationships of the various facilities are very important
considerations in planning facilities for learning
resources. For instance, the learning resource center may
be placed in the center and all the academic learning
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areas are then grouped around it.

Duties and Functions of an ideal Headmaster
As a functionary, hundreds and thousands of eyes
watch him, judge him, and measure him and eager to
follow his noble examples. Unless he has a perceiving
eye, and understanding heart and an all- adjusting mental
poise, he is bound to falter and fumble in his duties. The
Headmaster should be firm in his dealings, resolute in his
conviction and decisions, relentless in his execution. A
Headmaster has to perform multifarious duties.
They can be categorized conveniently into the
following:
(a) Teaching:
Headmaster of a school is a teacher first and last.
Teaching is his fundamental duty. Headmasters remain so
much absorbed in other duties that they never enter
classes. But they should take at least two periods a day on
specialized subjects.
They should deliver or guide demonstration
classes. Despite some frustration of administration and
demands on his time improvement of instruction is one of
the most important responsibilities and duties of
Headmaster. The headmastership and leadership are
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synonymous in education. He is the key person charged

with responsibilities of improving instruction. By actually
teaching, the Headmaster comes to know the standard of
pupils in different classes and the standard of teaching in
the school. He directly comes in contact and understands
difficulties of students and teachers. No one expects
Headmaster to be an expert in all instructional areas. He
may master at least one or two subjects with manageable
standard in other subjects.
In spite of the fact, that Headmasters are over-
burdened with a number of other duties; they should be
first rate teachers being conversant with content and the
latest methods of teaching.
(b) Planning:
Unless the Headmaster plans for the school, there
will be confusion all round. For making proper planning,
help of pupils, teachers, and parents should be taken.
Most of the planning will be there in course of
discussions of school problems in the staff meetings and
students councils. Jacobson paints a good picture, "In
extreme cases there are teachers without students, classes
without teachers, class-sections with enrolment twice the
capacity of the room, the teachers are handicapped,
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because of shortage of suppliers, lack of books and

equipments, improperly classified students". This state of
affairs is dues to inadequate planning in schools.
(c) Organization & Administration:
The next important task of Headmaster is
organization. In the organization of school plant the
headmaster should procure adequate furniture and
equipment for the school. He should make petty repairs,
distribute the furniture, look to the buildings, organize
laboratories, the workshop and the library and take care
of the sanitation and entire material aspect of school
plant. The Headmaster looks to the instructional work of
the school including construction of curriculum,
preparation and distribution at syllabi, work distribution
among the staff, allotment of co-curricular duties,
construction of the time schedule and the school
calendar.
(d) Supervision:
Supervision and administration are the two
combined functions which are mostly blended in one.
Administration means performance of certain routine
duties in connection with finance, discipline,
correspondence etc. By supervision it is meant the
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overseeing the work done by the teaching staff.

Supervision is improving the total teaching learning
situation. This situation is no more "detection or fault
finding."
A Headmaster should follow the following
principles of supervision.
1. Its purpose is to help, encourage and guide
rather than criticize.
2. It should be done in a spirit of cooperation.
3. It should be done regularly and effectively.
4. Partiality and prejudice should find no place in
it.
5. The criteria of supervision should be known to
teachers.
Supervision of instructional work is the most
important function of the Headmaster. Classroom is the
heart of teaching situation. It is the centre of instruction.
It is the duty of headmaster to upgrade the quality of
education through creative, cooperative and constructive
supervision. It is not a matter of rushing into a classroom
in session to make correction or an adjustment, as an
auto mechanic adjusts a faulty motor. A motor is a thing
within itself, but a classroom is a combination of human
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beings. Class visits form an essential part of the duties of

the Headmaster. But that alone gives him no right either to
snub or criticize a teacher in the presence of the class. If
the Headmaster feels a particular teacher needs correction,
he should send for the teacher for post-visit conference.
So, Headmaster's role is to play an excellent guide and the
post- visit conference should see the teacher, a better
person, wiser and saner. When Headmaster finds any
defect with the teacher, he will discuss after the period is
over in the Headmaster's office and not in front of the
class.
Some specific Duties of Headmaster
1. School Supplies:
This involves planning. Estimates are to be
prepared regarding the quantity of purchases to be made.
Specification of each item is to be laid down and
quotations have to be invited and approved by the
Headmaster. Goods ordered should be inspected and
checked on arrival. Headmaster will appoint a selection
committee for purchase and maintenance of equipments.
2. School Campus:
School plant should provide adequate educational
services. Best use of all the rooms, laboratories,
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workshops and the farm is made. In case of over-

crowding students may attend laboratories in groups.
School may be used for its specific uses. All school
buildings should be guarded against building hazards.
The perfect up-keep of the school campus is the lookout
of the Headmaster.
3. Co-Curricular Activities:
Over-all management of school co-curricular
activities is the Headmaster's responsibility. Various
activities may of course, be distributed amongst the staff
members in accordance with their previous background,
interest and aptitude. Adequate budget allotment should
be made for these activities. All wastage and unnecessary
expenditure should be checked.
4. Office:
The modern conception of the Headmaster's office
is that, it is a service centre. Communication with higher
authorities, the parents, the public, the teacher and the
students is made by the Headmaster. Among the specific
duty on the Headmaster in respect of efficient working of
school office, the following are noteworthy:
(i) The office must be located at a suitable place. It
must be adequately spaced and proper up-keep ensured.
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(ii) Office work must be distributed adequately

among members of the office staff. Headmaster must
supervise their work, check irregularities, check
inefficiency and ensure regular and prompt work.
(iii) Headmaster must decide time to be devoted
for office work.
(iv) Headmaster must make note of his office
duties.
(v) Duties of Headmaster prescribed by Education
Department and Managing Committee should be strictly
followed.
(vi) The Headmaster should strictly obey the rules
and regulations by the University or school Board, to
which the school is affiliated.
(vii) Routine duties of the Headmaster should be
admission, checking class registers, cash book,
acquaintance roll, attendance registers accounts of various
fees and fines. All these general duties and specific
responsibilities of the Headmaster will go to make better
schools.
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DUTIES AND RESPONSIBILITIES OF A TEACHER

Knowledge of the Subject
 To have expert knowledge of the subject area
 To pursue relevant opportunities to grow
professionally and keep up-to-date about the current
knowledge and research in the subject area
Teaching
 To plan and prepare appropriately the assigned courses
and lectures
 To conduct assigned classes at the scheduled times
 To demonstrate competence in classroom instruction
 To implement the designated curriculum completely
and in due time
 To plan and implement effective classroom
management practices
 To design and implement effective strategies to
develop self-responsible/independent learners
 To promote students’ intrinsic motivation by providing
meaningful and progressively challenging learning
experiences which include, but are not limited to: self-
exploration, questioning, making choices, setting
goals, planning and organizing, implementing, self-
evaluating and demonstrating initiative in tasks and
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projects
 To engage students in active, hands-on, creative
problem-based learning
 To provide opportunities for students to access and use
current technology, resources and information to solve
problems
 To provides opportunities for students to apply and
practice what is learned
 To engage students in creative thinking and integrated
or interdisciplinary learning experiences
 To build students’ ability to work collaboratively with
others
 To adapt instruction/support to students’ differences in
development, learning styles, strengths and needs
 To vary instructional roles (e.g. instructor, coach,
facilitator, co-learner, audience) in relation to content
and purpose of instruction and students’ needs
 To maintain a safe, orderly environment conducive to
learning
 To comply with requirements for the safety and
supervision of students inside and outside the
classroom
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Assessment
 To define and communicate learning expectations to
students
 To apply appropriate multiple assessment tools and
strategies to evaluate and promote the continuous
intellectual development of the students
 To assign reasonable assignments and homework to
students as per university rules
 To evaluate students’ performances in an objective,
fair and timely manner
 To record and report timely the results of quizzes,
assignments, mid- and final semester exams
 To use student assessment data to guide changes in
instruction and practice, and to improve student
learning
Professionalism
 To be punctual and be available in the university
during official working hours
 To comply with policies, standards, rules, regulations
and procedures of the university
 To prepare and maintain course files
 To take precautions to protect university records,
equipment, materials, and facilities
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 To participate responsibly in university improvement

initiatives
 To attend and participate in faculty meetings and other
assigned meetings and activities according to
university policy
 To demonstrate timeliness and attendance for assigned
responsibilities
 To work collaboratively with other professionals and
staff
 To participate in partnerships with other members of
the university’s community to support student learning
and university-related activities
 To demonstrate the ability to perform teaching or
other responsibilities, including good work habits,
reliability, punctuality and follow-through on
commitments
 To provide and accept evaluative feedback in a
professional manner
 To create and maintain a positive and safe learning
environment
 To carry out any other related duties assigned by the
department chairman
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Good Behaviour
 To model honesty, fairness and ethical conduct
 To model a caring attitude and promote positive inter-
personal relationships
 To model correct use of language, oral and written
 To foster student self-control, self-discipline and
responsibility to others
 To model and promote empathy, compassion and
respect for the gender, ethnic, religious, cultural and
learning diversity of students
 To demonstrate skill when managing student
behaviour, intervening and resolving discipline
problems
 To model good social skills, leadership and civic
responsibility
Overall Functions
 To teach and educate students according to guidelines
provided by the National Curriculum Framework
under the overall guidance of the competent education
authority;
 To teach and educate students according to the
educational needs, abilities and attainment potential of
individual students entrusted to his/her care by the
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Head of School or Head of Unit.

Main Responsibilities
 • Planning, preparing and delivering lessons to all
students in the class;
 • Teaching according to the educational needs, abilities
and achievement of the individual students and groups
of students;
 • Adopting and working towards the implementation of
the school development plan of the particular school
they are giving service in;
 • Assigning work, correcting and marking work carried
out by his/her students;
 • Assessing, recording and reporting on the
development, progress, attainment and behaviour of
one’s students;
 • Providing or contributing to oral and written
assessments, reports and references relating to
individual students or groups of students;
 • Participating in arrangements within an agreed
national framework for the appraisal of students’
performance;
 • Promoting the general progress and well-being of
individual students, groups of students or class
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entrusted to him/her;
 • Providing guidance and advice to students on
educational and social matters and on their further
education and future careers; providing information
on sources of more expert advice;
 • Communicating, consulting and co-operating with
other members of the school staff, including those
having posts of special responsibility and parents/
guardians to ensure the best interest of students;
 • Reviewing and evaluating one’s own teaching and
learning strategies, methodologies and programme/s
in line with the National Curriculum Framework
guidelines;
 • Advising and co-operating with the Head of School,
Assistant Head, Heads of Department, Education
Officers, and other teachers in the preparation and
development of courses of study, teaching materials,
teaching programmes, methods of teaching and
assessment and pastoral care arrangements;
 • Ensuring high standards of professional practice and
quality of teaching and learning of the subject/s.
Through effective dialogue, participating in
reciprocal peer review and observation of class
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teaching practice by the Head of Department (subject/

level) concerned;
 • Participating in In-Service education and training
courses as well as in continuing professional
development (CPD) opportunities, and taking part in
action research exercises;
 • Maintaining good order and discipline amongst
students under one’s care and safeguarding their health
and safety at all times;
 • Participating in staff, group or other meetings related
to the school curriculum or pastoral care
arrangements, for the better organization and
administration of the school;
 • Contributing to the professional development of new
teachers and student teachers according to
arrangements agreed with the Head of School;
 • Providing the necessary information and advice to
the designated personnel in the school and/or College
and to provide all the necessary information regarding
requisitions and arrangements in connection with the
teaching of the subject/s assigned to him/her;
 • Ensuring the safe custody and optimum use of
equipment normally used by oneself during lessons
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and sees to its regular servicing and maintenance;

 • Participating in school assemblies;
 • Registering and monitoring the attendance of
students under one’s care;
 • Sharing in any possible and reasonable way in the
effective management, organisation, order and
discipline of the school;
 • Nurtures a culture where teachers view themselves
essentially as facilitators of learning and reflective
practitioners;
 • Participating in and contributing to MAPS and IEP
conferences and reviews of officially statement
students and collaborating with parents, SMT,
Inclusion Coordinators and other professionals/
stakeholders working with the student;
 • Together with the Learning Support Assistants,
developing and implementing the Individual
Educational Programme (IEP) of students with
Individual Educational Needs and participating in
IEP and Individual Transition Plan (ITP) meetings;
 • Ensuring that schemes and forecast of work carried
out in class are handed to the LSA in good time so
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that the necessary adaptations and resources are made

for use with students with individual educational
needs in class;
 • Regularly discussing, monitoring the work being
carried out by the LSA in class;
 • In the case of students with severe learning
difficulties and with communication problems,
ensuring that a Contact Book is daily updated with
the necessary information including parents’
signature;
 • Liaising and collaborating with specialist teachers/
resource persons and other professionals working with
statemented students;
 • Making use of audiovisual technological devices/aides
(such as radio aids; projectors) and other adaptations

during the delivery of the lessons;
 • At the secondary level, teachers shall be expected to
teach students of different levels of achievement. Such

teachers will preferably teach not more than two levels
unless special circumstances warrant otherwise;
 • Encouraging participation in EU projects and other
projects in accordance with the SDP targets and as

agreed with the Senior Management Team.
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LEADERSHIP
Definition
Leadership is defined as influence, the art or
process of influencing people so that they will strive
willingly and enthusiastically toward the achievement of
group goals. - Leaders act to help a group attain objectives
through the maximum application of its capabilities. -
Leaders must instill values – whether it be concern for
quality, honesty and calculated risk taking or for
employees and customers.
SKILLS
1. The ability to use power effectively and in a
responsible manner
2. The ability to comprehend that human beings
have different motivation forces at different
times and in different situations
3. The ability to inspire
4. The ability to act in a manner that will develop
a climate conductive to responding to and
arousing motivations.
5. Fundamental understanding of People
6. Ability to inspire followers to apply their full
capabilities to a project
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Leadership Styles
1. Autocratic Leader –Commands and expects
compliance, is dogmatic and positive, and
leads by the ability to withhold or give rewards
and punishment.
2. Democratic or Participative – consults with
subordinates on proposed actions and decision
and encourage participation from there
3. Free-rein leader / laissez-faire Leadership –
uses his or her power very little, giving a high
degree of Interdepence in their operations.
Leaders depend largely on subordinates to set
their own goals and the means of achieving
them, and they see their role as one of aiding
the operation of followers by furnishing them
with information and acting primarily as a
contact with the groups external Environment.
4. Paternalistic Leadership – Serves as the head
of the family and treats his followers like his
family members. He assumes a paternal or
fatherly role to help, guide and protect the
followers.
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Functions
1. Goal Determination
2. Motivating Followers
3. Direction
4. Coordination
5. Representation
Importance of Leadership
1. Aid to authority
2. Motive power to group efforts
3. Basis for co operation
4. Integration of Formal and Informal Organization.
Theories
1. Trait Theory – A Leader is a one who has got a
enthusiastic look, courageous look – describes the
external qualities of a person
2. Behavioral Theory – A per son who intend to be
leader, they do not have any qualities like Trait Theory
3. Contingency Theory – a. Fiedler Model b. Likert
Model c. Managerial Grid Theory Fiedler Model -
Leaders can be classified as two - a. Relationship
Oriented b. Task Oriented 3 Situations been given to
find the performance of two types of Leader- – Leader
member Relationships - Task Structure - Position
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Power Employees under Relationship oriented Leader

seems to achieve more performance than the other.
Likerts Model
System—1 :Exploitive Autocratic Leader (oriented
towards task alone)
System—2: Benevolent Autocr atic Leader (task
oriented but has the quality of opposing if things are good)
System—3: Par ticipative Leader (concer ns the
employees for a particular kind of work, though he
concern decision will be taken only by him.
System—4: Democr atic Leader
Situations
1. Confidence / Trust in Employees
2. Subordinates feeling of freedom
3. Managers seeking involvement with
Subordinates
Ratings of the Leaders by their employees at different
situations
Managerial Grid Theory
Proposed by Blake and Mounton Two Kinds of
Leader
1. Leaders concerned for People
2. Leader concerned for production / Task
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Leader styles
1. Task Manager E.g., Defense , Concerned only
on task
2. Team Builders – leaders high concern for
production as well as people
3. Impoverished Style – Unfit for Leadership
qualities, less concern for people as well as
production
4. Country club Manager E.g. – Trade union, high
concern for people than production.
What is organizational commitment?
Organizational commitment is defined as a view of
an organization’s member’s psychology towards his/her
attachment to the organization that he/she is working for.
Organizational commitment plays a pivotal role in
determining whether an employee will stay with the
organization for a longer period of time and work
passionately towards achieving the organization’s goal.
If an organizational commitment is determined it
helps predict employee satisfaction, employee
engagement, distribution of leadership, job performance,
job insecurity, and similar such attributes. An employee’s
level of commitment towards his/her work is important to
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Dr. K.Vengatesan
know from a management’s point of view to be able to

know their dedication to the tasks assigned to them on a
daily basis.
Theory of organizational commitment
A distinguished theory in organizational
commitment is the Three-Component Model (TCM).
According to this theory, there are three distinct
components of organizational commitment:
Affective commitment: This is the emotional
attachment an employee has towards the organization.
This part of TCM says that an employee has a high level
of active commitment, then the chances of an employee
staying with the organization for long are high. Active
commitment also means, an employee is not only happy
but also engaged in the organizational activities like,
participation in discussions and meetings, giving valuable
inputs or suggestions that will help the organization,
proactive work ethics, etc.
Continuance commitment:
This is the level of commitment where an
employee would think that leaving an organization would
be costly. When an employee has a continuance in
commitment level, they want to stay in the organization
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for a longer period of time because they feel they must

stay because they have already invested enough energy
and feel attached to the organization – attachment that is
both mental and emotional. For example, a person over a
period of time tends to develop an attachment to his/her
workplace and this may be one of the reasons why an
employee wouldn’t want to quit because they are
emotionally invested.
Normative commitment:
This is the level of commitment where an employee
feels obligated to stay in the organization, where they feel,
staying in the organization is the right thing to do. What
are the factors that lead up to this type of commitment? Is
it a moral obligation where they want to stay because
someone else believes in them? Or is it that they feel that
they have been treated fairly here and that they do not
wish to take the chance of leaving the organization and
finding themselves in between the devil and the deep
sea? This is a situation where they believe they ought to
stay.
Academic Freedom
Over the course of decades, a great many books,
essays, and policies have been written and published about
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Dr. K.Vengatesan
academic freedom. We have learned how to apply it to

pedagogical, technological, cultural, and political realities
that did not exist when the concept was first defined. Not
only faculty members, administrators, trustees, and
students, but also parents, politicians, and other members
of the public, would now benefit from a concise summary
of its major features. Sometimes academic freedom is
invoked in situations where it doesn't actually apply. But
many within and without higher education are not well-
versed in all the protections it does provide. This
statement is designed to help clarify both what academic
freedom does and doesn't do.
PART 1: What it does do
1. Academic freedom means that both faculty
members and students can engage in intellectual debate
without fear of censorship or retaliation.
2. Academic freedom establishes a faculty
member’s right to remain true to his or her pedagogical
philosophy and intellectual commitments. It preserves the
intellectual integrity of our educational system and thus
serves the public good.
3. Academic freedom in teaching means that both
faculty members and students can make comparisons and
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contrasts between subjects taught in a course and any field

of human knowledge or period of history.
4. Academic freedom gives both students and
faculty the right to express their views — in speech,
writing, and through electronic communication, both on
and off campus — without fear of sanction, unless the
manner of expression substantially impairs the rights of
others or, in the case of faculty members, those views
demonstrate that they are professionally ignorant,
incompetent, or dishonest with regard to their discipline
or fields of expertise.
5. Academic freedom gives both students and
faculty the right to study and do research on the topics
they choose and to draw what conclusions they find consistent
with their research, though it does not prevent others from
judging whether their work is valuable and their conclusions
sound. To protect academic freedom, universities should
oppose efforts by corporate or government sponsors to
block dissemination of any research findings.
6. Academic freedom means that the political,
religious, or philosophical beliefs of politicians, administrators,
and members of the public cannot be imposed on students
or faculty.
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7. Academic freedom gives faculty members and

students the right to seek redress or request a hearing if
they believe their rights have been violated.
8. Academic freedom protects faculty members and
students from reprisals for disagreeing with administrative
policies or proposals.
9. Academic freedom gives faculty members and
students the right to challenge one another’s views, but
not to penalize them for holding them.
10. Academic freedom protects a faculty member’s
authority to assign grades to students, so long as the
grades are not capricious or unjustly punitive. More
broadly, academic freedom encompasses both the
individual and institutional right to maintain academic
standards.
11. Academic freedom gives faculty members
substantial latitude in deciding how to teach the courses
for which they are responsible.
12. Academic freedom guarantees that serious
charges against a faculty member will be heard before a
committee of his or her peers. It provides faculty members
the right to due process, including the assumption that the
burden of proof lies with those who brought the charges,
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that faculty have the right to present counter-evidence and

confront their accusers, and be assisted by an attorney in
serious cases if they choose.
PART 2: What It Doesn’t Do
1. Academic freedom does not mean a faculty
member can harass, threaten, intimidate, ridicule, or
impose his or her views on students.
2. Student academic freedom does not deny faculty
members the right to require students to master course
material and the fundamentals of the disciplines that
faculty teach.
3. Neither academic freedom nor tenure protects an
incompetent teacher from losing his or her job. Academic
freedom thus does not grant an unqualified guarantee of
lifetime employment.
4. Academic freedom does not protect faculty
members from colleague or student challenges to or
disagreement with their educational philosophy and
practices.
members from non-university penalties if they break the
law.
6. Academic freedom does not give students or
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faculty the right to ignore college or university

regulations, though it does give faculty and students the
right to criticize regulations they believe are unfair.
7. Academic freedom does not protect students or
faculty from disciplinary action, but it does require that
they receive fair treatment and due process.
members from sanctions for professional misconduct,
though sanctions require clear proof established through
due process.
9. Neither academic freedom nor tenure protects a
faculty member from various sanctions — from denial of
merit raises, to denial of sabbatical requests, to the loss
of desirable teaching and committee assignments — for
poor performance, though such sanctions are regulated
by local agreements and by faculty handbooks. If minor,
sanctions should be givable; if major, they must be
preceded by an appropriate hearing.
10. Neither academic freedom nor tenure protects
a faculty member who repeatedly skips class or refuses
to teach the classes or subject matter assigned.
11. Though briefly interrupting an invited speaker
may be compatible with academic freedom, actually
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preventing a talk or a performance from continuing is

not.
12. Academic freedom does not protect a faculty
member from investigations into allegations of scientific
misconduct or violations of sound university policies, nor
from appropriate penalties should such charges be
sustained in a hearing of record before an elected faculty
body.
An Over view of Academic
Academic freedom has an institutional and
individual component. Academic freedom refers to the
right of a university to determine its educational mission
free from governmental intervention. This is institutional
academic freedom. Academic freedom also refers to the
right of an individual professor to teach her or his
curriculum without undue interference from university
officials. This is individual academic freedom.
The American Association of University
Professors in its 1940 Statement of Principles of
Academic Freedom and Tenure defined academic
freedom as “full freedom in research” and “freedom in
the classroom in discussing their subject.” The statement
with regard to freedom in the classroom also states that
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Dr. K.Vengatesan
teachers “should be careful not to introduce into their

teaching controversial matter which has no relation to their
subject.”
Still another aspect of academic freedom refers to
the ability of university professors to be able to speak as
private citizens without fear of reprisal from their
universities or the government. The AAUP’s statement
provides: “When they speak or write as citizens, they
should be free from institutional censorship or discipline,
but their special position in the community imposes
special obligations.”
Academic freedom is an idea that many people laud
without defining its meaning or understanding its
implications. As Philip Altbach has observed, “while it
seems a simple concept and in essence is, academic
freedom is also difficult to define.” i The result is that, all
too often, how one defines academic freedom can seem
like a social construction based on one’s understandings.
There has long been discussion in the United States, for
example, about how to define academic freedom at a
religious institution that holds fast to conservative tenets
based on Biblical understandings.
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Assume an institution’s religious doctrine views

creationism as a competing or superior interpretation to
evolution. Does a professor have the freedom to reject
such a belief in his or her classroom and focus only on
evolution? If an institution subscribes to a particular
interpretation of how women or gays and lesbians should
be viewed, what might the institution’s beliefs portend for
those campus groups who wish to speak and write in a
manner that challenges those beliefs? And, of course, a
dialogue and debate is ongoing about whether one has the
academic freedom to make a particular statement about a
particular group if such comments might be defined as
hate speech or patently false. Although individuals,
groups, and institutions may have answers to such
questions, others will have alternative interpretations.
India is a multiethnic society with very strong roots
in conservative religious traditions. With regard to
religion, in this instance, Hindus and Muslims account for
94 percent of the population. vi Thus, although a secular
society, India has the world’s largest population of Hindus
and the second-largest population of Muslims. The
religious beliefs of these populations undoubtedly shape
how individuals think about academic freedom and the
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role of universities. Although a free press and democratic

elections are the norm, free speech is circumscribed to
conform to cultural and religious mores. Movies are
routinely censored and edited; for example, India’s
Censor Board cut half the kissing scenes in the recent
James Bond movie Spectre because they were
“excessive.” Books have been banned, none more
famously than The Satanic Verses by a British Indian,
Salmon Rushdie, which resulted in a fatwa that compelled
him to go into hiding for several years in fear for his life.
Allegations are also frequently lodged against
politicians or other citizens for language said to have
demeaned or denigrated an individual or a group. Societal
mores naturally shape definitions of academic freedom on
campuses. The result is that the world’s largest
democracy approaches academic freedom very differently
from its Western democratic counterparts; the manner in
which one thinks about academic freedom, then, is
shaped not only by religion but also by views about caste
and opinions about cultural practices, such as whether to
eat beef or to celebrate a particular holiday.
Recent examples of student expressions from
different castes and regions being suppressed include the
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celebration of Mahishasur Martydom Day

(commemorating a mythological figure considered as an
icon by the adivasis and other marginalized groups but
viewed as a demon by other castes) and the holding of beef
-pork festivals (students from northeastern regions
celebrating their culinary tradition) that some celebrate and
others condemn.
CLASSROOM MANAGEMENT
Classroom management refers to the wide variety
of skills and techniques that teachers use to keep students
organized, orderly, focused, attentive, on task, and
academically productive during a class. When classroom-
management strategies are executed effectively, teachers
minimize the behaviors that impede learning for both
individual students and groups of students, while
maximizing the behaviors that facilitate or enhance
learning. Generally speaking, effective teachers tend to
display strong classroom-management skills, while the
hallmark of the inexperienced or less effective teacher is a
disorderly classroom filled with students who are not
working or paying attention.
While a limited or more traditional interpretation of
effective classroom management may focus largely on
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“compliance”—rules and strategies that teachers may use

to make sure students are sitting in their seats, following
directions, listening attentively, etc.—a more
encompassing or updated view of classroom
management extends to everything that teachers may do
to facilitate or improve student learning, which would
include such factors as behavior (a positive attitude,
happy facial expressions, encouraging statements, the
respectful and fair treatment of students,
etc.), environment (for example, a welcoming, well-lit
classroom filled with intellectually stimulating learning
materials that’s organized to support specific learning
activities), expectations (the quality of work that teachers
expect students to produce, the ways that teachers expect
students to behave toward other students, the agreements
that teachers make with students), materials (the types of
texts, equipment, and other learning resources that
teachers use), or activities (the kinds of learning
experiences that teachers design to engage student
interests, passions, and intellectual curiosity).
Given that poorly designed lessons, uninteresting
learning materials, or unclear expectations, for example,
could contribute to greater student disinterest, increased
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behavioral problems, or unruly and disorganized classes,

classroom management cannot be easily separated from
all the other decisions that teachers make. In this more
encompassing view of classroom management, good
teaching and good classroom management become, to
some degree, indistinguishable.
In practice, classroom-management techniques
may appear deceptively simple, but successfully and
seamlessly integrating them into the instruction of
students typically requires a variety of sophisticated
techniques and a significant amount of skill and
experience. While the specific techniques used to manage
classrooms and facilitate learning can vary widely in
terminology, purpose, and execution, the following
representative examples—taken from Teach Like a
Champion: 49 Techniques that Put Students on the Path
to College by Doug Lemov—will provide a brief
introduction to a few basic classroom-management
techniques (NOTE: While the general strategies
described below are widely used by teachers, the specific
terms in bold are not):
Entry Routine is a technique in which teachers
establish a consistent, daily routine that begins as soon as
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students enter the classroom—preparing learning

materials, making seat assignments, passing in
homework, or doing a brief physical “warm-up” activity
would all be examples of entry routines. This technique
can avoid the disorder and squandered time that can
characterize the beginning of a class period.
Do Now is a brief written activity that students are
given as soon as they arrive in the classroom. This
technique is intended to get students settled, focused,
productive, and prepared for instruction as quickly as
possible.
Tight Transitions is a technique in which teachers
establish transition routines that students learn and can
execute quickly and repeatedly without much direction
from a teacher. For example, a teacher might say “reading
time,” and students will know that they are expected to
stop what they are working on, put away their materials,
get their books, and begin reading silently on their
own. This technique helps to maximize instructional time
by reducing the disarray and delay that might accompany
transitions between activities.
Seat Signals is a technique in which students use
nonverbal signals while seated to indicate that they need
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something, such as a new pencil, a restroom break, or

help with a problem. This technique establishes
expectations for appropriate communication and helps to
minimize disruptions during class.
Props is the act of publicly recognizing and
praising students who have done something good, such
as answering a difficult question or helping a peer. Props
is done by the entire class and is typically a short
movement or spoken phrase. The technique is intended to
establish a group culture in which learning
accomplishments and positive actions are socially valued
and rewarded.
Nonverbal Intervention is when teachers establish
eye contact or make gestures that let students know they
are off-task, not paying attention, or misbehaving. The
technique helps teachers efficiently and silently manage
student behavior without disrupting a lesson.
Positive Group Correction is a quick, affirming
verbal reminder that lets a group of students know what
they should be doing. Related techniques are Anonymous
Individual Correction, a verbal reminder that is directed
at an anonymous student; Private Individual Correction, a
reminder given to an individual student as discretely as
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possible; and Lightning-Quick Public Correction, a quick,

positive reminder that tells an individual student what to
do instead of what not to do.
Do It Again is used when students do not perform
a basic task correctly, and the teacher asks them to do it
again the correct way. This technique establishes and
reinforces consistent expectations for quality work.
MANAGEMENT OF SCHOOL BUILDING
The school plant includes the material conditions
such as the school building, furniture, playgrounds,
hostels, classrooms, school libraries, apparatus and
equipment’s etc. These are the components of the school
plant which are helpful in realizing the aims and
objectives of education. Proper functioning of the school
plant depends upon the quality and adequacy of the
components of the school.
1. Class-rooms:
Class-rooms are the major component of the
school plant. There should have a classroom for each
section of students and there should be as many
classrooms as there are sections in different classes in
secondary schools. The classrooms should provide sitting
arrangement to accommodate 40 to 50 students with
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adequate space for students and teachers to sit, stand and

move freely for using maps, charts, pictures etc. The
classroom should be ideal and a workable one according
to the present need. The size of a classroom depends upon
the number of students in the class.
The class-room should have a pleasant look. The
rooms should be tastefully decorated and the walls should
be painted with some light colour. Each classroom should
have essential equipment of desk and chairs for the pupils,
wall black-board, a chair and a table for the teacher and a
map stand. Besides, a dias for teacher’s use, an almirah
for books, attendance register, chalks, duster should be
there in each class-room. Bulletin board, water basin, dust
-bin, door-mat, table cloth etc. may be among non-
essential equipment to decorate the classroom.
There should be adequate lighting arrangement in
each classroom. The rooms should have sufficient number
of sources in the form of doors, ventilators and windows
for admitting light from outside. The light should come in
only from the left so that no shadow is cast by the pen or
the pencil when the child is working at his desk. For this
purpose, the seating arrangement should also be cared for.
For altering intensity of light according to need, suitable
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curtains and screens should be provided for the windows

and doors.
Proper ventilation of the classrooms is just as
important as adequate lighting. The classroom should
have sufficient number of doors, windows and ventilators
to admit light and air from outside. The size and number
of the windows should be decided on the basis of the size
of the room. Ceiling fans should be fitted in the classroom
which helps in solving the problems of over-perspiration,
draught and suffocation in summer and rainy seasons.
2. Subject Rooms:
Besides the class-rooms, the school plant should
have accommodation for teaching of some specific
subjects like Science, Mathematics, Geography, Drawing,
Crafts, Music, Home Science etc. In the modern school
system, where the new teaching devices like project
teaching, individualized instruction, laboratory work,
discussion and debate, audio-visual instruction etc. are
followed, it is not desirable to provide a general
classroom which is meant for teaching subjects for
general nature.
The subject-rooms helps economizing time,
energy, when the equipment, apparatus and other teaching
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aids are not moved from one end of school to another. So

the schools which provide for the teaching of different
practical subjects must have different special rooms for
the purpose.
3. Library Room:
Library should find a dominating position in the
centre of the academic life of the school. It is the most
important facility in the school and it improves academic
life of a school. Today it is considered to the most
powerful media to promote self-education, to acquire
information and to provide research facilities.
Every school building should have a separate wing
for library and reading room. Where resources permit,
reading room should be separated from the library hall.
The library room should be “attractive, colourful and
inviting.” It should be well decorated, so as to present a
homely look. It should be centrally located so that it may
be easily accessible to pupils.
The library room should be provided with adequate
natural light and ventilation with satisfactory window
shades and provision for needed artificial light. The
furniture, book shelves, tables, chairs, reading desks
should be carefully designed with an eye to artistic effect
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as well as functional efficiency. It should be well-

equipped with nicely selected books and literature, which
should be easily approachable and accessible to one and
all. It should be kept neat and clean.
The library should create a conductive reading
atmosphere to encourage students to read general books.
It should provide useful social experiences. Therefore,
the school should have a library with a full-time librarian
to stimulate learning. So library should be an intellectual
hub in school with a qualified librarian.
4. Headmaster’s Room:
In a secondary school, there should be a room for
the headmaster. Site for this room should be carefully
chosen. It should be situated at some prominent place
where the headmaster’s presence may be felt strongly. It
should be easily accessible to visitors, teachers and
pupils. So the room should be a spacious one, so that
whenever need of calling a meeting arises, the whole
staff may be seated there.
This room should be constructed with attached
bathroom, lavatory and retiring room etc. It should be
near the school office and staff room, so that a proper-co
-ordination may be kept among these components. So the
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headmaster’s room should be attractive one to impress the

outsiders, the parents those who are coming to his office
frequently.
5. The School Office:
The school office is the controlling place for the
working of the effective organisation of the total school
programme. So it should be centrally located to serve as a
good coordinating centre for the school. It should be as
near to the Headmaster’s office as far as possible. There
school office should be provided with necessary
equipment such as type-writer, duplicators, rubber stamps,
almirahs etc. This room should have adequate
arrangement of the drinking water and attached bath-room
and lavatory. The store-rooms of the school also be quite
adjacent to the school office.
6. The Staff-room:
There should be a common room for the teachers in
a secondary school. This staff room is meant for the
teachers to meet each other, to work together or
individually. In this room teachers can rest in their vacant
periods. This may be a waiting place for teachers in
between working periods. It should be spacious enough to
accommodate the whole teaching staff of the school. It
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Dr. K.Vengatesan
should be situated at such a place where there is least

disturbance of the classes and also should not have much
distance from the headmaster’s office.
The staff-room should have cup-boards in the wall,
where the teachers may keep their class notes,
examination papers and other things safe. Besides being
equipped with cup-boards, there should be study tables
and chairs and some comfortable easy chairs in the staff
room. There should be adequate arrangement of drinking
water. It should have attached bath-room-cum lavatory.
Adequate care should be taken for its proper flooring and
decoration.
7. School Laboratories:
Every secondary school must possess well-
equipped and well-planned laboratories for teaching
science subjects. The size of this room should be more
spacious to accommodate all the laboratory equipment’s.
It should also have one or two attached rooms used as
stores. The service connections for gas, electricity and
water are to be provided in the wall of this room.
This arrangement will facilitate to use movable
tables in one position for classwork and in another for
laboratory. Built in cup-boards for storing the chemicals
235
in a laboratory should be provided. There should be

adequate provision for the individual shelf for the
students for keeping their apparatus and belongings.
Proper care should be taken for the adequate lighting and
attention.
8. The School Hall:
Every school should have a big hall where
assembly of the whole school may be possible. Here all
the pupils assemble for general meetings, dramatics,
lectures, exhibition and many other school activities for
all the students whenever required by the headmaster. It
should be located on the ground floor ensuring easy
access to the pupils, teachers and the public.
It must be situated in an isolated wing of the
school building to ensure safety from crowds and for
reduced sound interference. The school hall can be used
as multipurpose room as an auditorium, as gymnasium,
refreshment room, the audio-visual room.
The hall should be properly furnished and well-
decorated. It should have a suitable stage, a dias, mike
and fans (including exhaust fans). There should be a
permanent arrangement of seats and furniture. There
should be adequate arrangements for lights and
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Dr. K.Vengatesan
ventilation. The walls of the hall should be properly white

-washed or painted and it should possess photo or pictures
of great men, charts, paintings and sceneries etc.
Sometimes, it can be used as a place for community
centre.
9. The School Play-grounds:
Play ground is said to be the cradle of democracy.
Games and sports are the essential parts of the total
education. So every school should essentially have a due
provision for the playgrounds. Play grounds are needed
for all types of physical activities, sports and games,
regular physical exercises etc.
Therefore, enough area should be occupied for the
playgrounds in order to provide maximum number of
games to the students. Due care should be taken for the
maintenance of these grounds. A boundary wall should be
constructed around them and there should also be
provision for shady trees, grassy lawns in the play
grounds.
10. The School Hostel:
The school hostel is an important component of the
school plant. It is an important institution, where pupils
develop their personality by learning punctuality,
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discipline, citizenship, regularity in works and leadership

habits. The hostel should be in the school compound at a
sufficient distance from the school. If possible, it should be
behind the school building with playing fields and garden
between.
The design of the hostel building will depend on the
site available, on local circumstances, and on the amount
of money available. The best type of building is the single-
story one. It should be built in the form of a quadrangle
with a court-yard in the middle, hi this type of hostel
building, there should be a superintendent’s quarter at the
gateway on one side with an office and a reading and
study room on the other side.
This will form the front of the quadrangle with the
main gateway in the middle. The other three sides will then
be divided into dormitories. There should be an almirah for
each pupil. Each pupil should have a chair and a table.
Care should be taken to see that lighting arrangements are
good, especially in study and reading rooms. There should
be plenty of windows and skylights for proper ventilation.
The school hostel must be housed in a proper
building with good sanitary arrangements. The kitchen and
dining room may be placed at the back, outside the
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Dr. K.Vengatesan
quadrangle. There should be provision for septic tank

latrines at the back of the quadrangle. Care should be
taken to see that arrangements for supply of waters are
satisfactory both for washing of dishes and latrines. For
this purpose, proper drainage should be constructed in
such a manner that water is carried away.
The Hostel Superintendent:
The school headmaster is ultimately responsible for
the discipline of the school hostel. But naturally he
depends to a very extent on whoever is in charge of the
school hostel. So one of the members of the teaching staff
should be selected as superintendent of the school hostel.
His quarters should be located at a little distance from the
main-gate of the hostel.
The Duties of the Hostel Superintendent:
The role of the hostel superintendent is strenuous
job. The work needs a great deal of tact, patience and
psychological knowledge and skill. So he should be
affectionate and his treatment towards the boarders should
be parental. He should be academically and professionally
well-equipped to guide students in their studies.
He should be free from religions fanaticism. He
should be sociable, tolerant, broad-minded, sympathetic,
239
impartial, sincere an well-behaved. He should be a man

of vision and should have a deep insight into human
character.
Besides the above mentioned qualities, the hostel
superintendent should have the following duties and
responsibilities:
(1) General Supervision:
(a) The superintendent naturally must supervise all
the arrangements of the hostel and all its activities.
(b) He must keep an eye on how pupils utilize
their leisure.
(c) He has to see that, as far as possible, the hostel
loses the institutional atmosphere and becomes a
substitute for home, not too far removed from the real
thing.
(d) He has to take an interest in the physical
activities of pupils, in their hobbies and in their work.
2. Supervision of living-conditions of the Hostel:
(a) The hostel superintendent must see that there is
sufficient ventilation in the dormitories.
(b) He should pay attention to the neatness of the
rooms and the way in which they are kept.
(c) He should be always on the look-up to help his
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Dr. K.Vengatesan
pupils to cultivate habits of tidiness.

(d) The superintendent must see that the sanitary
arrangement in the hostel are up to the mark, that latrines
are in order, and that they are used.
(e) He must pay special attention to the kitchen
and the cooking arrangements.
(f) He must exercise general supervision over the
employees of the hostel and their work.
3. Supervision of Food:
(a) The superintendent should make a study of the
subject of diets.
(b) He has to take into consideration the values of
different kinds of food, the amount of protein, fat and
carbohydrate in the food, eaten by the pupils.
(c) The duty of the hostel superintendent is to see
that the water supply is good and that there is no danger
of contamination of the water.
Along with all the above duties, the hostel
superintendent should execute certain other
responsibilities. He should supervise the study of the
boarders during the prescribed study hour. He should
minutely observe the students activities in the hostel. He
should organise curricular and co-curricular activities.
241
He should look into the matters relating to the cleanliness

and beautifying of the hostel, arranging for special
meetings and general matters of discipline of the hostel.
11. Equipment’s:
Every school should have adequate furniture’s and
equipment’s. So furniture and equipment play a dominant
role in the physical, mental and moral welfare of the
students. These are essential for the successful working
of the school. Suitable furniture’s should be provided in
the classroom. Improper seating arrangement leads to
physical deformities and ruin the health of the students.
Therefore, every care should be taken for the right type of
furniture and seating arrangements.
Ryburn is of the opinion that the single desks are
better than dual desks and dual desks are better than
longer ones. As far as practicable, students should be
provided with single desks. But the furniture’s should be
according to the average height of the students in a class.
So the size of the furniture should vary from class to
class.
The seat and desk should be made to fit the
students but not the students the seat and desk. Seats
should be of such a height that children’s feet do not
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Dr. K.Vengatesan
dangle but reach the floor. However, the desk should be

designed to give comfort to the students. With careful
examination, the height, the seat and writing surface
should be determined.
The class-rooms should have cup-boards and
almirahs to keep the equipment’s like maps, charts,
dusters, registers, reference books, pictures model etc.
The cheapest cup-boards are those which are built into
the wall the building is being put up. If possible, there
should also be open-shelves in the classroom for
dictionaries, encyclopedias, picture books, atlases and so
on.
In every classroom, a blackboard is highly
essential. Blackboards are of several types. Generally
two types of black board are in use-the wall black-board
and the easel black-board. Among these, the easel black-
board is considered to be the best. It can be moved from
place to place and can be used outside the classroom also.
But in case of wall black-board, a cemented and
painted or wooden board should be permanently fixed in
wall of the classroom. It may be painted with black or
green colour. The black-board should at least be four feet
wide. The black-board should be at an easy distance from
243
the teachers. A true teacher can use black board very

effectively keeping in view the location, height, colour and
cleanliness.
12. School Records:
School records are indispensable for the successful
functioning of the school administration. So every school
should maintain certain records from which its origin,
growth and development, condition and circumstances at
various periods, achievements, efficiency and usefulness
can clearly be known and estimated.
These records help in reporting to parents regarding
the progress, merits and short-coming of their children and
endeavour to enlist cooperation from them. This record
also assists in furnishing the necessary information to the
local educational authorities and departmental heads. The
school records provide a useful help in supplying
comprehensive data to those who are interested in
educational reforms.
The following records should be maintained in the
schools:
(a) General:
(i) Calendar,
(ii) Log Book,
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Dr. K.Vengatesan
(iii) Visitor’s Book

(iv) Service Registers,
(v) Order and Circulars of the Educational Authority,
(vi) Staff leave Register,
(vii) Memo Book
(viii) Local Delivery Book,
(ix) From and To Registers or Receipt and Issue
Registers.
(b) Financial:
(i) Acquaintance Roll
(ii) Contingent Order Book,
(iii) Contingency Register
(iv) Register of Fees Collection
(v) Register of Receipt and Expenditure (Games and
Unions)
(vi) Register of Donations,
(vii) Scholarships Register
(viii) Cash Book,
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(ix) Register for Pay bills.

(c) Educational:
(i) Pupil’s Attendance Register,
(ii) Teacher’s Attendance Register
(iii) Admission Register
(iv) Class Time-Tables
(v) Teacher’s Time Table
(vi) General Time Table
(vii) Teacher’s Progress Work
(viii) Cumulative record Cards
(ix) Pupils’ Progress Card
(x) School Test Records
(xi) Headmaster’s Supervision Register
(xii) Transfer Certificate Book
(xiii) Public Examination Records.
(d) Equipment:
(i) Stock Book of Furniture and School Appliances
(ii) Library Catalogue
(iii) Library Issue Book
(iv) Stock and Issue of Games materials
(v) Register of News -Papers
(vi) Register of Issue and Supply of materials.
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Dr. K.Vengatesan
The following is the discussion about in the

important school records which should be kept in a school:
(i) The School Calendar:
Every secondary school should prepare a calendar
at the beginning of each academic session. All the
probable dates of various events and activities to be
executed during the session is reflected on the school
calendar. The school authority, the parents, students and
the community at large where the school is established,
can very well know the total picture of the school
programme in a year.
Following information should find a place in the
calendar:
(i) Information about the general, local and gazetted
holidays.
(ii) Dates for the submission of monthly, quarterly, half-
yearly and annual reports and returns.
(iii) Duties of public and school examinations
(iv) Dates of meeting of School Committees, Teacher’s
Association, Debating and other Societies etc.
(v) Dates of important School Functions like the annual
prize day, the parents day, the UNO day. Independence
day, Republic day. Birthday of great personalities.
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2. Log Book:
The log book is a school diary and permanent
record for future reference. This is usually required by
departments for writing up the reports of Inspector’s visits
and their remarks on the condition of the school. It is a
record of events and as such it furnishes materials for a
history of the school. It should contain special events,
remarks of the inspecting officers and other distinguished
person interested in education.
So it should not be confined to the remarks of the
inspecting officers only. Information like the introduction
of new textbook, changes in the school time-table,
absence or illness of any of the official staff etc. should be
written in the Log Book. Generally, the entries in the log
book should be made by the headmaster.
3. Admission Register:
This register is a record of all pupils who are
admitted to the school. It is one of the most important
school records and the headmaster should be personally
responsible for its maintenance. It should be preserved
permanently in the school.
Following items should be entered in the admission
register:
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Dr. K.Vengatesan
(a) The serial number of the child in the Register.

(b) Date of admission.
(c) Name of the child in full.
(d) The exact date of birth (day, month and year) should
be carefully noted in the register.
(e) His father’s mother’s name, caste, occupation and
address.
(f) The class to which the pupil is admitted.
There are also columns for the date of withdrawal
and the class from which the pupil is withdrawn.
According to departmental rules, it should be kept
permanently and the necessary entries therein, should be
done by the headmaster. Special care is to be taken that
there are no mistakes in entering up the date of birth of the
pupil when he is admitted to the school. This register is
often required as evidence for the date of birth, and hence
it should be carefully preserved.
4. Pupil’s Attendance Register:
This is also important register of the school. The
class teacher, to whom a class has been assigned, should
keep the attendance register of his class. This register
should contain the names of the pupils on the roll of the
class or section, during a month. Great care should always
249
be taken to see that attendance is properly marked on the

spot. All details concerning fees and so on which have to
be entered in the attendance register should be carefully
filled in. Holidays will always be shown in the attendance
registers.
5. Teacher’s Attendance Register:
Every secondary school maintains the teachers’
attendance register to accord the daily attendance of the
teachers. This should be regularly filled in and signed by
all teachers every day. This register should be placed in
the staff room. Holidays and their nature will also be
indicated in it. Leave taken by the teachers during the
month, holiday etc. are to be written on it. Every day it
should be sent to the headmaster for verification.
6. The Cash book:
It is an important record of all day-today money
transactions of the school. The cash book should show
two sides namely credit side and debit side. All amounts
received by way of grant-in-aid, donations, subscriptions,
fees, fees for students’ finds, scholarship money and so
on, are entered upon the credit side.
On the debit side, the payments like the salaries of
the teachers, stipends, contingent expenditures incurred,
250
Dr. K.Vengatesan
deposits made in the treasury, bank and post office are

shown. Balance is shown in red ink. If money is placed in
the bank, the entries on the debit side will correspond with
bank book entries when the money is needed will be
withdrawn from the black and shown on the credit side,
appearing again on the debit side as it is paid out.
The cash book should be written daily and the
balance at the beginning of each day, called the opening
balance, should be brought forward on the receipt side and
the balance at the end of the day is called the closing
balance is entered on the payment side. The cash book
should be balanced at the end of each month and should be
posted each day.
7. Stock Register:
The stock register is a register of all the movable
property in the school. Whenever any equipment or
furniture of permanent nature, is purchased and kept in the
school, it must be duly entered up in the property register.
The register should contain the following
information:
(a) Name of the article.
(b) Quantity of the article.
(c) Date of purchase.
251
(d) Name of the firm which supplied the article

with receipt number.
(e) By whose authority it was brought.
(f) The room in which it is placed.
(g) Signature of the authority.
The stock register should be regularly checked by
the headmaster. Verification report should be recorded in
the stock register. If anything is realizable on old and
discarded articles, those should be sold or auctioned with
the prior approval of the headmaster. A report regarding
this matter should be given by the headmaster in this
register.
8. Service Book:
The service book contains the service history of
every officer, teacher, clerk, peon, and others working in
the institution. There should be one service book for each
employee in the school. Information like the name of the
employee, his date of appointment, date of birth,
educational qualification, identification marks,
permanents home address, transfer, leave accounts, date
of increments, reversion if any or reinstatement etc. are
carefully recorded in this book.
252
Dr. K.Vengatesan
On the basis of this book, matters concerning

promotions, leave, superannuation etc. are determined. So
all the information’s relating to the official life of the
employee should be recorded in the service book and must
be attested by the headmaster.
9. Acquaintance Roll:
Every school must prepare an acquaintance roll for
each month. It must contain the salaries paid to teachers
and to other employees number of days of the month
during which the teacher was employed, deductions for
provident fund and any other deductions, with the
signature of the teacher and the date.
10. A Visitor’s Book:
This should also be kept for registering the remarks
of any dignitaries who visit the school. Sometimes,
eminent personalities are invited by this headmaster to
different functions of the school. It seems more
appreciative if this visitor’s book is produced before these
persons to give their remarks on it. This will help in
developing the overall aspect of the personality of the
pupils.
— End —
253
REFERENCE
Books
 Dash, (2004) ; Education in India- Problems and
Perspectives, Atlantic Publishers & Distributors,
Rashtriya Printers, Delhi.
 Mohanty, B., (2007); School Administration and
Supervision, Elegant Printers New Delhi.
 Mohanty,J., (2004); Modern Trends in Education, Deep
& Deep Publications, New Delhi.
 Pandya, S.R, (2011), Administration and Management
of Education, Himalaya Publishing House, Mumbai.
 Sundar, I and Jawahar, R., (2009); Principles of
Economics of Education, Sarup Book Publishers Pvt
Ltd, New Delhi.
 Thakur, D and Thakur,D.N, (1997); Educational
Planning and Administration, Deep & Deep
Publications, New Delhi.
 Tyagi, R.S.,(2009), Administration and Management in
School Education, Shipra Publications, Delhi.
254
Dr. K.Vengatesan
Websites
 http://164.100.47.134/intranet/
FinalGovernmentSchemesforSchoolEducation.pdf
 http://en.wikipedia.org/wiki/Financial_endowment
 http://gse.buffalo.edu/org/inthigheredfinance/files/
Country_Profiles/Asia/India.pdf
 http://mhrd.gov.in/elementaryeducation1
 http://mhrd.gov.in/secondaryedu
 http://recoup.educ.cam.ac.uk/publications/WP18-
ADfin.pdf
 http://www.educationforallinindia.com/management-
of-elementary-education-in-india.pdf
 http://www.kkhsou.in/main/education/
wood_despatch.html
255
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Cover Page · July 2019

K Vengatesan Professor In History

Historical Study View project

Education View project

The user has requested enhancement of the downloaded file.

Author: Dr. K. Vengatesan

Copyright © 2020 GURUSHISHYA YOGAM Publication

This book is sold subject to the condition that it

shall not, by way of trade or otherwise, be lent, resold,

hired out, or otherwise circulated without the publisher’s

prior written consent in any form of binding or cover other

than that in which it is published and without a similar

condition including this condition being imposed on the

subsequent purchaser and without limiting the rights under

copyright act reserved above, no part of this publication

may be reproduced, stored in or introduced into a retrieval

system, or transmitted in any form or by any means

(electronic, mechanical, photocopying, recording or

otherwise), without the prior written permission of both the

copyright owner (author of the book) and the above

mentioned publisher of this book.

First Edition : September 2019

Size : Demy Size (5.5″ X 8.5″)

Price : INR 300 / -

This book aims at helping students understand

the theories and processes of educational

administration and management, and thereby become

effective leaders and managers of the educational

system tomorrow. A comprehensive textbook for

students pursuing B.Ed., this book provides the

historical perspective of educational administration

and explains the concept of educational management

in detail which will help the student to understand

various educational aspects. It also describes the

basic characteristics of educational planning and

implementation. The host of student-friendly features

such as exercises and questions will help students in

their study and exam preparations.

Author Dr. K.Vengatesan

Management and Areas of

Educational Planning and

Reference 254 — 255

MANAGEMENT AND AREAS OF

[Meaning-Definition –Objectives of Management –Role of

leading or directing, and controlling an organization or

Another way people talk of management is to

establishment based on a mission (or goals), objectives,

Management as a person Managements may be

management of resources including human, material,

find ways to improve management. So, Fayol focuses more

institutions. Educational administration is a process of

planning of the budgets of institutions.

 Improving the processes of planning, organising and

implementing within the institution

image of the institution.

-teaching staff, teaching staff and students)

 Enabling job satisfaction

 Creating and maintaining a congenial and cohesive

developmental goals require the professional management

Planning is the first step of educational management.

plural activity, and support each other. One determines the

considered good if there is intended output at the earliest.

putting together human material resources in order to achieve