Educational Management PDF

Educational Management UNIT 1 INTRODUCTION TO EDUCATIONAL MANAGEMENT 1.1 Management The life of all human beings is associated with one or the kinds of organizations like school, college, religious or civic organizations, clubs etc. So...

Educational Management UNIT 1 INTRODUCTION TO EDUCATIONAL MANAGEMENT 1.1 Management The life of all human beings is associated with one or the kinds of organizations like school, college, religious or civic organizations, clubs etc. Some of the organizations like the schools, colleges are very formally structured while some others like local play teams are less formally structured. In all these organizations people work together and try to achieve some common goals, collective objectives through their integrated efforts. In order to integrate all the efforts of these organizations, an activity known as Management is needed so that they can attain their objectives. It is only through efficient management, a group activity can be planned, organized, directed, controlled and unified so that objectives can be achieved. Mars Parker Follett (1868-1933), who wrote on the topic in the early twentieth century, defined management as “the art of getting things done through people”. This definition is incomplete as it reflects as if employees are mere means to certain ends which is not true. One cannot overlook the needs and aspirations of the people working in the organisation. According to Harold Koontz and Cyril 0' Donnell, "Management is the art of getting things done through and with people in formally organized groups. It is the art of creating an environment in which people can perform as individuals and yet co-operate towards attainment of group goals. It is the art of removing obstacles or blocks to such performance, a way of optimizing efficiency in reaching goals." Management is thus the art of directing and inspiring people. According to George R Terry, "Management is a distinct process performed to determine and accomplish stated objectives by the use of human beings and other resources." Thus, management is the effective utilization of human and material resources to achieve the organizational objectives. Frenchman Henri Fayol considers management to consist of five functions: 1. Planning 2. Organizing 1 Educational Management 3. Leading 4. Co-ordinating 5. Controlling According to him "To manage is to forecast and plan, to organize, to command, to co-ordinate and to control". However modern authors do not consider coordination as a function of management. They consider it as an essence of managing. To W. Jack Duncan, "Management consists of all organisational activities that involve goal formation and accomplishment, performance appraisal, and the development of an operating philosophy that ensures the organisation's survival within the social system”. 1.2 Characteristics of Management The following are the main characteristics of management. Goal-oriented process An essential aspect of management is to combine individual efforts and direct them towards achieving organisational goals. These goals differ from organisation to organisation. Pervasive Management is a requirement and essential for the functioning of all kinds of organisations- social, economic or political. Without management, the processes of an organisation would be chaotic and unordered. Further, it is equally essential for organisations across all countries. However, the only difference lies in the how management is implemented within an organisation. Multidimensional Management has three dimensions: i) Work management: Every organisation exists for completion of some work. This work varies from producing clothes in clothing sector to treating patients in hospitals. Management looks at this work as goals to be achieved and works towards these goals. Further, this is done in terms of problems to be solved, decisions to be made, plans to be established, budgets to be prepared, responsibilities to be assigned and authority to be delegated. ii) Management of people: Another dimension of management is concerned with getting work done from people, by assigning work to worthy employees who can work effectively towards 2 Educational Management the realisation of organisational goals. This is achieved by ensuring that the strength is highlighted and the weakness is driven out of the equation. It further has two dimensions- a) dealing with people as individuals with diverse needs and behaviours and b) dealing with individuals perceiving them as a part of a wider group of people. iii) Management of operations: As every organisation aims at the completion of work, they also have a particular product or service to provide with respect to their domain of operation. Note that this is met with the help of a production process. Management also looks after a production process of an organisation that transforms the input with the help of technology required into the output for consumption. Interestingly, this is linked to both management of work and people. Continuous Process The various functions of management are- planning, organising, directing, staffing and controlling. As a matter of fact, a manager performs all these functions simultaneously. Although these functions are separate, management is concerned with performing all of them simultaneously all the time. Consequently, management is a dynamic and continuous process. Group Activity An organisation consists of a large number of individuals having different reasons and purposes to join. Again, these individuals differ based on their needs and behaviours. However, it is important to realise that these diverse individuals work together towards the achievement of the organisational goals. Management diverts the individual efforts towards the right direction. Further, effective management enables all the individuals to grow and develop as their needs and opportunities change. Dynamic Function An organisation has to adapt to the environment in order to succeed. Thus, management is dynamic in nature and adapts to the ever-changing social, economic and political conditions. Intangible Force Management cannot be touched or it isn’t tangible. However effective management can be easily felt. Evidently, if there is order instead of chaos within an organisation, the employees are happy and the organisational goals are being organised it can be easily said that there exists good management. 3 Educational Management 1.3 Functions of Management 1. Planning, 2. Organising, 3. Staffing, 4. Directing, and 5. Controlling. 1. Planning: Planning is concerned with the determination of the objectives to be achieved and the course of action to be followed to achieve them. Before starting any action, one has to decide how the work will be performed and where and how it has to be performed. Thus, planning implies decision-making as to what is to be done, how it is to be done, when it is to be done and by whom it is to done. Planning helps in achieving the objectives efficiently and effectively. Planning involves selecting of objectives and strategies, policies and programmes and procedures for achieving them. Planning function is performed by managers at every level because planning may either be for the entire enterprise or for any section or department thereof. Planning pervades the entire gamut of managerial activity, and also it is continuous and never-ending. While the managers at the top level devote more time on planning, the managers at the lower level follow the policies, programmes and procedures laid down by the top management. 2. Organising: According to Fayol, “to organise a business is to provide it with everything useful to its functioning — raw materials, tools, capital and personnel.” Thus, organising involves bringing together the manpower and material resources for the achievement, of objectives laid down by the enterprise. Organising involves the following process: (a) Determining and defining the activities involved in achieving the objectives laid down by the management; (b) Grouping the activities in a logical pattern; (c) Assigning the activities to specific positions and people; and (d) Delegating authority to their positions and people so as to enable them to perform the activities assigned to them. 4 Educational Management Organising function helps in increasing the efficiency of the enterprise. Further, by avoiding repetition and duplication of activities, it reduces the operation cost of the enterprise. But organising function can be useful to the enterprise only when there are clear and verifiable objectives and clear understanding of the activities needed to achieve the objectives and clear definition of the authority assigned to the managers at every level. 3. Staffing: Every enterprise is very much concerned with the quality of its people, especially its managers. The staffing function is concerned with this aspect of management. According to Harold Koontz and Cyril O’ Donell, “the managerial function of staffing involves managing the organisational structure through proper and effective selection, appraisal and development of personnel to fill the roles designed into the structure.” Thus, the staffing functions involve: (a) Proper selection of candidates for positions; (b) Proper remuneration; (c) Proper training and development so as to enable them to discharge their organisational functions effectively; and (d) Proper evaluation of personnel. Staffing function is performed by every manager of the enterprise as he is actively associated with the recruitment, selection, training and appraisal of his subordinates. Staffing function is a difficult managerial function because it is concerned with the selection of persons who are properly qualified and mentally well-adjusted to the situations. 4. Directing This is one of the important functions of management and is the art and process of getting things done. While other functions like planning, organising and staffing are merely preparations for doing the work, the directing function actually starts the work. Directing is concerned with actuating the members of the organisation to work efficiently and effectively for the attainment of organisation goals. Directing involves the manager telling the subordinates how they have to perform jobs assigned to them. It is concerned with guiding, supervising and motivating the subordinates for achieving the enterprise objectives. According to Joseph Massie, “Directing concerns the total manner in which a manager influences the 5 Educational Management action of his subordinates. It is the final action of a manager in getting others to act after all preparations have been completed.” Directing consists of the following four sub-functions: a. Communication or issuing of orders and instructions to subordinates. A manager has to instruct the subordinates what to do, how to do it and when to do it. b. Guiding, energising and leading the subordinates to perform the work systematically and also building up among workers confidence and zeal in the work to be performed. c. Inspiring the subordinates to do work with interest and enthusiasm for the accomplishment of the enterprise’s objectives. d. Exercising supervision over the subordinates to ensure that the work done by them is in conformity with the objectives that are determined. 5. Controlling: Controlling is related to all other management functions. It is concerned with seeing whether the activities have been or being performed in conformity with the plans. According to Haimann, “Control is the process of checking to determine whether or not, proper progress is being made towards the objectives and goals and acting if necessary to correct any deviation.” Koontz and O’Donnell have defined controlling “as the measurement and correction of the performance of activities of subordinates in order to make sure that enterprise’s objectives and the plans devised to attain them are being accomplished.” Thus, controlling involves the following sub-functions: (a) Determination of standards for measuring work performance. (b) Measurement of actual performance. (c) Comparing actual performance with the standards. (d) Finding variances between the two and reasons for variances. (e) Taking corrective actions to ensure attainment of objectives. For control to be effective and fruitful, it must be based on a plan; there must be measurement of actual performance to ascertain deviations and to take action to remedy the deviations. 1.4 Concept of Educational Management Educational Management is a field which is concerned with the operation of educational organizations. It is the process of planning, organizing and directing activities in a school, 6 Educational Management effectively utilizing human and material resources, in order to accomplish the school’s objectives. It is not a field limited to school principals. All parties involved in education should gain insight in Educational Management as it is vital to help schools function successfully and effectively realize their goals. 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’s, library, laboratory etc, Human resources – teacher, students and non-teaching staff etc, Curricular and Co-Curricular Activities- Educational Management is the process of managing these resources to achieve the desired goals of educational organisation. The educational management plays an essential role in today's scenario. The rapid impact of globalisation and technological changes have made difficult for organisation to survive in the competitive world. As a result, the importance of management in education has been increased rapidly. The term management is used in a broad sense to describe planning, organising, leading and controlling on all levels of educational institutions. The management of education or educational management implies the practical measures for ensuring the system to work for achieving the goals or objectives of an educational institution. So educational management operates in educational organisations or institutions. Definition of Educational Management: “Theory and practice of the organisation and administration of existing educational establishments and systems.” —G. Terrypage and J.B. Thomas 1.5 Types of Educational Management: 1. Human Resources: 7 Educational Management Human Resources of an educational institution comprise the entire staff, both the teaching and non- teaching – teachers, clerks, researchers and other elements such as students, parents, members of the community, members of the managing or governing body and departmental officials. Management of human resources is of vital importance at present and calls for selection, recruitment, appointment, hire, retention, development and motivation of the personnel to achieve the educational objectives. The individuals involved in the process should be provided with adequate facilities for reaching the highest levels of achievement and for improving the professional growth to the maximum. So, an educational institution or organisation in order to be effective and efficient has to ensure that there is right type of people with the right skills, in the right place and at the right time for carrying out the various jobs and services. For this human resource needs are to be identified. Proper selection and recruitment are to be made, demands and supply of services be properly matched and suitable forecasting be made about the future requirements. There are problems of working conditions, promotion prospects, appointment and transfer, motivation and security, career development and so on which have to be handled with sympathy, understanding, fellow feeling and co-operation on the one hand and proper sense of commitment and accountability and involvement on the other hand. 2. Physical and Material Resources: For every organisation or institution, basic infrastructure in concrete terms is essential. Buildings, playgrounds, equipment’s, furniture’s, machineries and stationeries are required for various practical purposes. Libraries, laboratories, auditorium and so on are part and parcel of an educational institution for organizing different curricular and co-curricular programmes. The modern age of science and technology has made it possible to equip the educational institution with various media and materials, electronic gadgets including radio, television computers, projectors of many kinds and traditional aids like illustrations, models, charts, maps etc. at reasonable prices. Like human resources, there must be proper identification of physical resource needs, installation, maintenance and the most important thing is their proper utilization. But the material resources must be of right type with right specifications to be available in the right 8 Educational Management place and at the right time so that the educational goals can be realized without difficulty, duplication and wastage. It is also necessary that physical resources should have adequate flexibility, adoptability and stability for meeting the future needs and conditions. 3. Ideational Resources: The resources which are mostly based on ideas and ideals, heritage, image are the curriculum, methods of teaching, innovations and experiments. Like the individual, every organization has its own personality with integrity, its own culture and its own values which are unique and influential for the smooth functioning and effective management of the institutions for creating motivation and self- pride among individuals. All these create feelings, belongingness, involvement and self-satisfaction among the personnel for working and implementing the programmes in educational institutions. At last, it can be said educational management will be meaningful if there will be a great deal of co-ordination and inter relation among these three resources. The cause is that all these three resources are interdependent and immensely contribute to holistic development of every educational institution as a whole. Hence educational management in broader perspective says about: (i) Setting directions, aims of objectives of educational organisations or institutions. (ii) Planning for progress of the programme. (iii) Organising available resources—People, time, material. (iv) Controlling the implementing process. (v) Setting and improving organisational standards. In order to understand the Management of Education in the country it is necessary to understand its structure. Generally, Educational system in a country is organized on the basis of the levels (stages) of Education, each of which is identified with a specific level of attainment. These stages are Elementary education which encompasses both Primary and Upper Primary Education, Secondary Education, Senior Secondary Education (General Education, Vocational 9 Educational Management Education) and post-secondary/Senior Secondary Education (Higher Education and all forms of Professional and Technical education). However, education being a social system deeply affects the lives of people as a whole and thus the role of governments in the management of education becomes inevitable. It is only the government of a country which considers various issues in the broader perspective of a nation's interests. Most governments frame a national policy on education to provide a broader framework, ensure the implementation of the policy and formulate legislations that provide for the regulatory framework within which the private and public sectors function in the field of education as it cannot run all educational institutions directly. Generally, the overall framework that most governments provide would cover: Educational Structure: levels of education, standards of attainment at each stage, mobility from one stage to another, organization of institution at each level Resources: grants, sources of finance, fees and other resources, management patterns, etc. Curriculum: subjects to be taught, contents of courses, national core curriculum may be in the form of a model only, examinations at the national or institutional level, etc Academic Resource: qualifications prescribed centrally by law or determined by the institutions on the basis of models or guidelines, recruitment and training of teachers, their conditions of service, etc. Performance assessment and review: performance audit of institutions, organizational systems, review of policies, changes in directions, etc. The role played by governments will vary depending on the structure of governance in the country. Countries like India having a federal structure have a largely decentralized system in which states perform most of the management functions and also the local self-governments play major responsibility especially in the areas of finance and management within the parameters of the policy laid down at the national level. However, in a fully centralized system the education system is run by the central government/authority. Thus, organization of education can be seen in terms of three-tiered systemic structure: 10 Educational Management A meta system that operates at the national level and is managed by Central Government. It for formulation of policies, funding etc. Here the management is far removed from where the action lies. A meta system that functions primarily in the sphere of execution of the national policy and includes various agencies established for managing i.e. planning, coordinating, regulating and evaluating specific areas of education (university education, technical education, teacher education, medical education, etc.) assigned to them. The institutional system which is concerned with prescribing courses, appointing teachers and administrative ministerial staff, admitting students, imparting instruction, evaluating students, and managing finances and administration. This system forms the core of the educational system. 1.6 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 arising in every field of Commercial, War, Religion, Human Relation etc. 2. Educational Management is an art: 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 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 11 Educational Management 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 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. 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. 1.7 Scope of Educational Management Scope of Educational Management indicates the different aspects related to educational management which 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: Another important aspect of scope of educational management is to providing material resources i.e. land or site, building, classroom, equipment’s, 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. 12 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 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, Laboratory, Equipments 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 1.8 Components of Educational Management 1. Educational Planning Being the first aspect in the scope of educational management, planning implies a basic function that is how the aims and objectives are to be realized. Before launching upon a particular educational programme and implementing it the person or authority in-charge or at the helm of affairs is required to take decisions about the methods and strategies for effectively and efficiently achieving the objectives. This means planning has to be done for managing the total educational programme and for this, the basic facts and figures, background, date and profile are necessary. 13 Educational Management A plan is conceptualized as a predetermined strategy, detailed skills or programme of action related to the achievement of an objective. It implies some kind of mental activity during the course of analysis or laying out a method of achieving something. As educational plan for making efforts to plan and bring deliberate change stands in the system of education for achieving identified and relevant objectives. Modern planning which are prevailing now and top most necessity of the prevailing society needs to be democratic, scientific and decentralised. There must be adequate participation of all concerned in the planning process. Nothing should be imposed from top, but should come from bottom. In view of the objectives and size, the plans may be long term, medium term and short term. This kind of planning usually promotes high moral, enthusiasm and motivation for work and success of the institutions or organisations. Today, educational planning is an absolute requirement. The complexities of modern technology in the prevailing society have given rise to the need for planning in education. Educational planning is a process utilized by an administrator while performing the role of a leader, decision maker, change agent and so on. It is a basic management task and a means of achieving higher levels of effectiveness. The Nature and Characteristics of Educational Planning are as follows: a. Goals and objectives: Educational planning is a means of creating relevant present and future goals and objectives for any educational institution or organisation. b. Team Work: Modern educational planning doesn’t put stress on the fact that only the top administrator of the government should be involved in planning. Rather planning should be the responsibility of all people concerned with the desired change. For this a team of experts in the related area, responsible people and those who will implement the plan should determine the goals and appropriate ways of attaining them. c. Decision-Making: Educational planning is the preparation of pre-courses in the decision-making process. It has to help for determining the optional to be taken. While educational administration is mostly decision making, planning in education is only the other side of it. 14 Educational Management d. Forecasting: Educational planning describes or defines determining events, needs and conditions of future time. It implies forecasting or projection of important factors in education such as number and types of pupils and expansion of facilities needed for them. e. Social and Economic goals: Modem educational planning emphasizes that the goals of a democratic society should be social and economic in nature concerning with the welfare and progress of all citizens rather than the self-centred or selfish goals of some special interest groups. The expected goals of the society and needs of children and young pupils in the schools and colleges should be the broad frame of reference. f. Anticipation: Modern educational planning anticipates probable developments and needed change in future, much ahead of time so that proper facilities, supporting media and required resources for implementing the planned change may be secured. Hence, relevant changes and efforts are avoided and the changes are effectively implemented. g. Remedial Measures: This nature or characteristic of modern educational planning indicates that it is remedial and guidance oriented in nature and approach. With appropriate planning procedure it is possible to identify maladjustments or deficiencies in the system that causes educational problems. Identifying causes or the educational problems and suggesting relevant solution is the main objective of educational planning. h. Choice of best alternative: Modern educational planning is a logical, systematic and scientific process different from the elementary kinds of procedure utilized in the part of bringing about changes in the system of education. Principles of Educational Planning Educational planning or modem educational planning has the following principles: 1. Educational planning must be one aspect of general national planning. 2. Research is planning based on system analysis. 15 Educational Management 3. Planning must be a continuous process. 4. Planning should find a definite place in educational organization. 5. Planning should take into consideration resources and establish conditions of work. 6. Planning must be realistic and practical. 7. Planning must ensure active and continuing participation of all interested individuals and groups. 8. The content and scope of planning should be determined by the needs of the individuals and groups to be served. 9. Planning should utilize the services of specialists without allowing them to dominate. 10. Planning should provide opportunity for all persons and groups to understand and appreciate the plans. 11. Planning should provide for continuous evaluation. 12. Planning should have opportunity for modification for further action. 2. Educational Administration Educational administration is another vital task of educational management so far, its scope is concerned. It plays a vital role in making management of every educational programme grand success. It is a specialized set of organisational functions whose primary purpose is to ensure the efficient and effective delivery of relevant educational services as well as implementation of legislative policies through planning, decision making and leadership behaviour. This keeps an organisation to make focus on predetermined objectives of the programme or system. According to Graham Balfore, “Educational Administration is to enable the right pupils to receive the right educational administration is to enable the right teacher at a cost within the means of the state under conditions which will enable the pupils best to profit by their training.” Characteristics of Educational Administration The term educational administration is characterised in the following grounds: 1. Making all efforts and agencies work together in joint venture. 2. Assisting in the realization of the aims and objectives of education. 3. Rendering service to society in its progress and progress of individuals. 16 Educational Management 4. Educational Administration is concerned with diverse human beings, the teachers, students, parents and public and co-ordination of their efforts. 5. It is concerned with all those activities undertaken and fullest utilization of resources for education. Scope of Educational Administration a. Production: In education it means realization of the goals of education which have been set up by society. Hence educational administration has to interpret the aims of education to the educational workers so that they may shape the final product of education in the desired form and behaviours. b. Assuring Public: It is the business of educational administration to define the operations needed to make them known and to promote them so that the final educational product is good for public use. c. Finance and Accounting: Educational administration is also concerned with receiving and spending money necessary for the operation and activities of the educational machinery. It should measure and record the monetary and other resources invested in the educational enterprise and also evaluate the inputs and outputs. d. Personnel: Personnel is the framing and operation of policies and procedures for recruitment of workers and maintenance of goodwill and personal relationships among them. The purpose behind it is to ensure fullest interest, co-operation, moral and loyalty of all the persons working in the organization. This is especially important for the educational enterprise where the whole work is centred round the impact of one type of human beings, the teachers upon another types of human beings and the students. e. Co-ordination: It is an important activity of educational administration, which ensures the close inter-relation and integration of all the functional activities of the organization such as personnel, finance and production for desired results. Such integration has to be brought about not only of the structure of the organisation but also of the attitudes and efforts of the workers, so that all of them pull together in the direction of the desired goals and achieve them. Functions of Educational Administration Educational Administration discharges the following functions: 1. To delegate authority and responsibility. 2. To strengthen local initiative and local control. 17 Educational Management 3. To secure the greatest return from the money spent. 4. To secure the goodwill of personnel, public education department and other social agencies and institutions. 5. To implement a democratically determined programme. 6. To determine policies and implement them. 7. To utilise special capacities of personnel and material resources. 3. Educational Organisation An organisation be defined as stable pattern of interaction, among conditions or groups having a collective identity (a name and a location) pursuing interest and achieving given tasks and co-ordinated through a system of authority. Organisations are social units deliberately constructed and reconstructed to seek specific goals. The educational organisations or institutions are also considered as the social organisations. So, schools, colleges, universities and training institutions may well be considered as social organisations. Educational organisation means two things; one is the educational institution and the other is organisation of resources. 4. Educational Direction It is essential that there must be an authority or an order or a policy for providing direction to the management of every educational programme and for taking decisions in solving the problems. For this direction is necessary for giving leadership in order to implement the programmes and carrying out the entire management. Democratisation of management seeks to encourage the pride, enjoyment and growth among the individuals working in the organisation. Each individual must work according to his needs, interests and capabilities. 5. Educational Co-Ordination For making smooth management of every educational programme for resulting in adequate realization of its goals or objectives, there is need of ensuring co-ordination and co-operation among the multifarious resources. Through this coordination all facilities will be unified and all services are harmonized. So, through this aspect of educational management different kinds 18 Educational Management of resources especially human resources have to be interrelated or co-ordinated for utilizing the resources properly in an effective manner. 6. Educational Supervision Educational administration and supervision are now regarded as the total process of making any educational programme a grand success. For this, there is the need of ensuring and maintaining good inter-personal relationships between the administrator and supervisor, the supervisor and teachers, teachers and pupils, school and community etc. Educational supervision is the means to co-ordinate, stimulate and direct the growth of the teachers, to stimulate and direct the growth of every individual pupil through the exercise of his talents towards the achievement of richest goals. In the modern perspective, educational supervision is an expert technical service primarily concerned with studying and improving the conditions that surround learning and pupil growth. So educational supervision is now conceived as process which has for its purpose for the general improvement of the total teaching-learning situation. 7. Educational Control Controlling is exercised through proper technique that is the evaluation. Controlling is not similar to evaluation but it is meant to fulfil the purposes of evaluation. In order to fulfil the purposes of evaluation, the techniques of control are the policies, the budget, auditing, time table, curriculum, personal records etc. Educational controlling involves the human elements in relation to the management of an educational programme. Both men and women involved in the educational programme should have to discharge their duties efficiently and effectively by being controlled. 8. Educational Evaluation Being the last but not the least aspect of educational management, educational evaluation is an integral part of it as it determines the degree of realisation of educational objectives or goals as well as the effectiveness of it; for this there must be evaluation short-term or long-term, periodic or continuous and formal or informal. 19 Educational Management This is necessary for bringing about improvement as desired in the management of educational institutions in the light of past experiences that may be failure or success or both. It is also desirable that both internal and external agencies need be involved in evaluating the achievement and performance of the individuals concerned with management. 1.9 Centre- State Relationship in Education In States, education has been established as its function. Each State exercises this function completely or in part through a state department of education, within which there are varying degrees of responsibility. The state educational authority (usually known as the State Department of Education and personified by the State Board of Education and the Chief State School Officer and his or her staff) gains its powers and responsibilities specifically from the State's Constitution and Statutes. In general, the growth and the specific roles of State Departments of Education have resulted from the State Legislatures' responsibility to provide an adequate educational system; state education departments serve not only to interpret and facilitate the development of educational legislation, but also to observe its effect and to implement legislative mandates relating to education. The departments observe the school systems in operation and advise the legislatures of desirable changes and regulations. State Departments of Education are needed to provide both voluntary services and services mandated by the legislatures to educational agents and state agencies. In general, the departments developed from the need to exercise leadership through both local government and the legislative and executive branches of state government and from the need to encourage positive improvement by uniting the educational forces within each state. Although, there is still a great variation in the organization, operation, structure, staff, and influence of state departments of education, enough basic similarities exist so that one can generalize about their accepted roles and functions. In general, each state department of education has four major roles: regulation, operation, administration of special services, and leadership of the state program. Regulation: The regulatory role consists of the following 20 Educational Management determining those basic administrative duties have been performed by local schools in compliance with state and local laws; ascertaining that public school funds are employed properly; enforcing health and safety rules for construction and maintenance of buildings; enforcing and determining the proper qualifications and licensing of teachers and educational personnel; ensuring that minimum educational opportunities are provided for all children through enforcement of compulsory school laws and child labour laws, and through pupil personnel services; ensuring and monitoring the development of state educational standards and student performance measures and ascertaining that required procedures are used; and ensuring that schools are organized according to the law. The regulatory function of all state departments of education is based on the acceptance of the fact that education is a state function and that local school districts have limited authority to act, except as state laws permit. (b) Operation: Operational roles of State Education Departments vary greatly from State to State. Historically, States have accepted responsibility for the operation of educational agencies and services when no other agency could provide the necessary state-wide direction, especially during the developmental stages of a particular program or enterprise. A State Education Department may operate teachers’ colleges, schools and services for students with disabilities, trade and correspondence schools, and agencies or institutions of a cultural nature (e.g., state libraries, museums, archives, historical agencies). It may also offer programs that other institutions are unwilling to offer, such as trade classes and programs for migrant workers. (c) Administration of Special Services: The State's role in the administration of special services developed in response to a need for state-wide uniformity and efficiency in educational services. The state offers centralized services that improve education in general (e.g., teacher placement and retirement programs), and it provides services that, because of their scope, technical nature, or expense, can better be offered on a state-wide basis (e.g., library services, centralized insurance, financial services, control of interscholastic athletics, state-wide testing). The State also provides local school districts, the legislature, the executive office, and the general public with basic information about the status of education, such as comparative studies and statistical information and clarification of all statutes, rules, and regulations on education. 21 Educational Management As in the case of operational services, the state maintains administrative services, only if they are not available through another institution or agency. (d) Leadership: According to the Council of Chief State School Officers, the important Leadership functions of a State Department of Education include conducting long-range studies for planning the state program of education, studying ways of improving education, providing consultant services and advice in all areas of education, encouraging cooperation and promoting the proper balance among all units of the educational system, informing the public of educational needs and progress and encouraging public support and participation, and providing in-service education for all persons in the state engaged in educational work. All states have a state School Administration at the state level school officer responsible for the department, but, again, the responsibilities of this officer vary among the states: some are political leaders and others are educational leaders; some are appointed and others are elected; some are regarded as the Chief Educational Officer of the state; and others are one of many in the educational hierarchy who have state educational responsibilities. Functions of The Directorate of Education Each State Department of Education has a Directorate of Education or Directorate of Public Instruction that works as the executive body of the Department of Education. This body is responsible for evaluation of all the government policy and also provides all information regarding thousands of institutions in the state to the government. The Directorate is headed by Director, has overall authorities to exercise administrative, financial and supervisory powers administration of education throughout the state and is ex-officio member of the syndicates or the executive bodies of state universities. The main functions of the Director are as follows: Frames plans for educational expansion in the state, Coordinates the educational programmes of different districts in the state, Heads the evaluation services and Examination Boards, Appoints and transfer of teachers of the Government schools which are under his/ her charge, Passes orders for their efficient functioning, arranges for instructions and determines the financial aid to be given to them, 22 Educational Management Gives grant-in-aid to the privately managed schools. The appointment is done from the provincial cadre of educational services with experience in the field of educational administration. In some cases, a member of the Indian Administrative Services (IAS) can also become the director. The Director is not alone but is assisted by a number of other senior level officers like Additional Directors, Joint Directors, Deputy Directors and Assistant Directors. The Director of School Education has the power to mobilize funds for the development of secondary or higher secondary education. Sometimes, he/ she organizes conferences at district level and encourages community, industry and wealthy persons to contribute in cash or kind for the development of school education. Government School Education Department The Commissioner Secretary to the Government's School Education Department is the Head of the Department. All the policies of the Department are framed and were implemented with the approval of the Education Minister. All the major decisions are taken by him and got implemented through the subordinate functionaries. Director of School Education: The Director of School Education is the Head of the Directorate at the State level. All the Chief Education Officers of the Division and other functionaries of the Education Department the divisional level directly fall under him/her. He/ she is assisted by the following officers: Joint Director, School Education Joint Director, Elementary Education Joint Director, Trainings Personnel Officer Deputy Director, Planning and Statistics Accounts Officer The office is divided into different sections under the Section heads of each section to look after the day-to-day work of the office. Gazetted Section Non-Gazetted Section General Section 23 Educational Management Planning Section Private Schools Section Account Section Computer Section SSA Section Migrant Section Legal Section R.E.T. Section Receipt and Dispatch Section 24 Educational Management UNIT 2 TIME AND MATERIAL RESOURCE MANAGEMENT 2.1 Institutional Planning When a plan is prepared by a particular institution on the basis of its own development and improvement, we call it as institutional plan. Some eminent authorities have defined institutional planning in the following way. A programme of development and improvement prepared by an educational institution on the basis of its felt needs and the resources available or are likely to be available, with a view to improving the school programme and school practices constitute a plan for an institution. The plan may be for a longer duration or a shorter duration. —W.M. Buch Institutional planning is a milestone in the journey towards the improvement of education. The teacher is the kingpin in any educational effort. It is for the first time that the teaching community is being asked to act as the planner and executor of educational improvement. — E. W. Franklin 2.2 Characteristics of Institutional Planning It is a fact of experience that no two schools can be identical in their needs and requirements. Hence every school will have to prepare an institutional plan for itself independently. An ideal school plan will have the following characteristics. 1. It should be need based. It should be prepared according to the needs of the institution and not on the basis of grants sanctioned. 2. It should aim at the maximum use of the available human and material resources. 3. It should be a ‘plan of work’ and not a charter of demands. In other words, it must aim at utilizing what is available and not demanding what is not available and/or is available to more fortunate schools. 25 Educational Management 4. It should limit itself to the total improvement of the school and should not suggest work for the district educational authorities or demand funds from the directorate of education for its implementation. 5. It should be based on certain predetermined objectives and goals and all activities planned should help directly or indirectly to achieve these ends. 6. The plan should have a well-defined and finely classified activities for the school improvement and school development. 7. It should be flexible in nature so that at various stages of its implementation changes may be effected according to needs and requirements. How-so-ever brilliantly a plan may be prepared, there can be some unforeseen circumstances which may, later on, force an amendment. 2.3 Areas of Institutional Planning 1. Administration: A number of projects can be taken up to improve administration, for instance, developing procedures to increase the effectiveness of staff meetings; Improving supervision; Improving Principal-Faculty Relations; Improving Staff relations; Democratic organization of school giving main responsibility to pupils. 2. School-Community relations: Utilizing community resource for better learning in different subjects; Arranging talks by commune members etc. 3. Academic: Improving reading habits through a planned use of library; Improving internal examinations; Reducing wastage and stagnation; Assistance to retarded students: Education of the gifted; Use of bulletin board for improved teaching. 4. Co-curricular Activities: Trying out different ways of organising co-curricular activities; Better use of leisure by teachers as well as students; Trying out new programmes in school assembly; Promoting student interests in school activities; Developing hobbies among students and so on. 5. Discipline: Finding out ways for removing various evils like truancy, stealing etc. Projects in democratic organisation of school giving more responsibility to pupils; Mock Parliament in school etc. 26 Educational Management 2.4 Time Management Time Management refers to managing time effectively so that the right time is allocated to the right activity. Effective time management allows individuals to assign specific time slots to activities as per their importance. Time Management refers to making the best use of time as time is always limited. Time Management includes: i. Effective Planning ii. Setting goals and objectives iii. Setting deadlines iv. Delegation of responsibilities v. Prioritizing activities as per their importance vi. Spending the right time on the right activity The school time-management is the plan school showing the daily allotment of time among the several subjects, activities and classes. What a school stands for and how it functions can be assessed from the school time-management. It is a mirror that reflects the entire educational programme followed in the school. It is the ‘spark plug’ of the school which sets its various activities and programmes into motion. It determines how the time and other facilities of the school will be allocated among different user to secure the objectives of education. It is a medium through which it reflects the philosophy of the school as well as time professional competence of the Head master. School time-table is the tool to manage time in school. It prevents waste of time and directing the teachers’ attention to one thing at a time and saving him from degression, confusion and unnecessary repetition. It gives each subject and activity the place, attention and emphasis that it deserves. It ensures the most effective use of the time at the disposal of the school. It regulates the distribution of work. It makes it possible to fix courses wanted by each pupil. It secures the adjustment of the school work to the pupils with regard to the demands it makes on their energy and their capacity to meet them. A very important element in the internal economy of the school, it indispensable from the pupils’, teachers’ and principal’s point of view. Hence, it is called the “second school clock.” 27 Educational Management 2.5 Time Table A time table is a detailed plan showing the schedule of time allotment to various subjects and activities. Usually, time table is prepaid for a week, to be repeated. All the work in school is carried out systematically in tune with the time table. The successful working of a school depends on a suitable time table. Hence time table is said to be second school clock. Need for a Time Table A time table is necessary for the proper management of the affairs of a school. Through this, the head master knows the work of every class and every teacher. The time table will help him in carrying out the work of the school effectively. Importance of Time Table i) It ensures orderly work. It assigns proper persons for particular classes during appropriate periods in a proper manner. ii) It saves the time and energy of teachers and pupils by preventing duplication and overlapping. iii) It ensures right allocation of time for different subjects and activities by giving proper weightage according to needs. iv) It ensures proper distribution of work among teachers. v) It indicates habits of orderliness, steadiness, regularity and alertness among pupils and teachers. vi) It helps to maintain discipline and order. Content of time table i) Time of beginning and ending of the school days. ii) Time of beginning and ending of each period. iii) Subjects and activities assigned a specific period. iv) Days on which and time during which each subject’s and each activity is to be handled. v) Name of the teacher engaging each subject’s and each activity during the respective period. vi) Name of the teacher in charge of each division of each period. 28 Educational Management vii) Room in which each class meets. viii) Details regarding the recess periods. Types of time table There are three types of time table i) Class time table This is meant for the classes. This will show the distribution of subjects. There should be a general time table showing class wise distribution of subjects. ii) Teachers’ time table Every teacher should have a copy of his time table of his work. This time table will show the class in which he is to teach in a particular period. iii) Master time table This is the consolidated time table for the whole school. This will give a complete picture of the work of a school. It should be available with the head master. In addition to the above it is better to prepare and maintain separate time table such as:- Teachers’ leisure time table Activities time table Room time table Home work time table etc. 2.6 Principles of Time Table Construction Time table gives a clear vision and comprehensive picture of school activities i.e, what work is being done during which period, where by whom and when. The following principles have to be kept in mind during preparation of a good time table. 1. Type of school: We see firstly whether the school is girls/boys oriented or co-educational, rural, or urban, secondary or senior secondary. We determine the nature of activities involved in the school is to be taken in to consideration while framing the time table. 2. Amount of time available: Time table is framed keeping in view of the available time i.e., the length of the school year and total number of holidays. 29 Educational Management 3. Department regulation: The state department of education fixes length of the school year, and its terms i.e., when an academic year starts and when its ends, the duration of the school day and even the number of periods for each subject. 4. Principle of justice: While assigning work, special care has to be taken that. Each teacher is assigned those subjects who he/she feels his/her best qualified to teach He/she does not teach in more than two departments Teaching load for every teacher is about equal to that of others 5. Relative importance and difficulty value of subjects: The time dedicated to a subject should be as per the importance of it and its difficulty value. There is certain socio-economic consideration that determine the importance of a subject in the school curriculum and accordingly time is allotted to them in the time table. 6. Incidence of fatigue: The elements of fatigue influence the construction of school time table a number of ways. Children are fatigued at certain periods of certain days. It is not only physical but also physiological in nature. It results in a definite weakening of attention and diminishing interest and effects of learning. 7. Principles of variety: It has been seen experimentally that change of room, seat, and posture usually is an antidote against weakness. It is applied on both students and teachers variety and can be introduced in the following manners. No subject expect science practical should be kept far two consecutive periods. The same class should not set in the same room for the whole day. The same teacher should not have two consecutive periods in the same class. If subject is taught only 2/3 time a week, period should follow at intervals. The physical training periods, science practical and drawing work follow a change. 8. Free periods for teachers: We should provide free periods for teachers so as to increase their efficiency and also to provide time for their correction work. 9. Principles of play and recreation: Careful attention needs to be given to provide for rest and recreation and provision for various co-curricular activities should also be made in the time table, to avoid monotony. 30 Educational Management 10. Maximum utilisation of resources: The qualification, experience, room size should always be kept in mind so as to make the maximum use of all the resources and avoid wastage or under-utilisation of resources. 11. Elasticity: The time table should have a flexibility so as to work the teachers smoothly. An educationally sound time-table emerges from the following considerations: (1) Subjects which necessitate more mental efforts and attention are more fatiguing than other. Such subjects should be put at a time of day when the child is fresh, alert and at his/her best. Usually, morning is considered to be better than afternoon for such subjects. However, it must be noted that mental offence and alertness is not greatest at the beginning of the day, but gradually increases and reaches its peak about the middle of the morning. Similarly, mental freshness is not greater immediately after recess, but towards the middle of the afternoon. In other words, the best periods for difficult or mentally demanding subjects are the second and third periods in the morning and the second period in the afternoon. The worst period for such subjects is the last period of the day when students are tired, inattentive and perhaps eager to go home. (2) The same principle holds in case of the days of a week. Tuesdays and Wednesdays are the best days from the point of view of freshness and mental vigour. On Monday mornings and at the end of the week freshness and alertness of the mind are not at their peaks. This principle should also be borne in mind while preparing a time-table. (3) In order to handle fatigue appropriately, a break should be kept for the entire school for a short duration for drill and games a little after the middle of the morning. (4) The length of the periods should be considered in connection with the time-table. Ideally, it would be better to have different lengths of periods for different subjects. For those subjects which are more demanding mentally, the duration of a period should be less and the number of periods should be more. For less demanding subjects, the duration of a period could be longer. However, in reality this is seldom achieved due to administrative difficulties in co-ordinating a time-table of this kind for various subjects, teachers and classes. 31 Educational Management (5) The principle of variety should be considered while framing a time-table. This principle applies to both students and teachers. Students should not be made to study the same subject or type of subjects or highly demanding subjects for too long a duration or stretch. Whenever possible, two consecutive periods should not be kept for the same subject, unless this is necessary due to the nature of the subject such as science. Similarly, teachers should also be allotted easy and difficult subjects alternately. (6) Adjacent classes should not be given a reading lesson and a lesson in tables simultaneously. Otherwise, noise will interfere with learning in both the classes. When one classes reading, the other class should be writing. (7) For experiments and practical work in science, two consecutive periods should be allotted. (8) A good time-table must provide free periods to teachers. However, all free periods should not be given to a teacher on the same day. They should be scattered and equally distributed over the entire week. Each teacher should ideally lave five free periods a week. (9) A time-table should make adequate provisions for rest, recreation and co-curricular activities. 2.7 The School Calendar School calendar is a useful record. It helps in the systematic organisation of school activities. It should contain the following items of information: 1. General, partial and local holidays. 2. Dates for the submission of monthly, quarterly, half yearly and annual reports and returns. 3. Dates of public and school examinations. 4. Dates of sending up applications for public examinations. 5. Dates of meetings of School Committees, Teachers Associations, different clubs and societies, school tournaments, school excursions and educational tours. 6. The dates of periodic and terminal tests in different subjects. The school calendar, gives us a clear picture of various activities to be conducted throughout the academic year. It is helpful to the administrator, teachers and pupils. 2.8 Resource Management 32 Educational Management 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 resources including those from the Ministry of Human Resource Development and other organizations and the community and ensures their full and effective utilization. Resource management is concerned mainly with the management of both human and material resources. The human resources include learners, parents, teachers and all other employees employed in the sphere of education at local, regional, state and central levels. On the material side, there are factors like money, buildings, grounds, equipment, and instructional supplies. All these that have a bearing on the educational process have to be integrated in such a manner as to bring about the attainment of educational goals. 2.9 School Plant Educational curriculum cannot be sound and well with poor and badly organized school facilities. Provision of safe and adequate facilities with balanced visual environment and sufficient shelter space for work and play ensures emotional needs of students are met and could create an inspiring learning environment. Conducive school physical environment could enhance students’ school enrolment, school attendance and involvement in academic activities which could boost academic performance positively. The school is a social institution set up by the society to serve its ends. School is the nucleus around which the society resolves. It is the school and its environment which play a major role in moulding the ideas, habits and attitudes of the pupils with a view to producing physically strong, mentally alert, emotionally stable, culturally sound, socially efficient and well-balanced personalities. 33 Educational Management The physical facilities as well as the campus do have a great deal to contribute to the total success of the school. Beautiful surroundings are a very important factor in generating a congenial atmosphere for work and job satisfaction. So, in the whole educational process, there are two important resources- human and material. Planned organisation of these materials or physical resources in the school is known as school plant. The physical facilities or the material resources contribute a great deal to the total success of the school. Hence the importance of the school plant is known to all members of the society. It is the most important factor in the whole educational process. Reller has rightly remarked that, “The school plant is one of the major concerns and opportunities of the school administrator. It is of great importance because of the impact of the plant on the educational processes and programme.” The school plant includes the school building, play-ground, furniture, class-room, library, hostel, apparatus and equipment’s, school offices, black-board, school record etc. Thus, the term ‘school plant’ carries a wide meaning. All the material conditions of the school plant should be conducive for the all-round development of the student- physical, emotional, social, cultural, aesthetic and moral. In order to achieve this purpose, good learning environment should be created by developing the school plant. So school plant is the most important factor in the whole educational process. Need and Importance of School Plant School environment involves two types of resources. These are human resources and material resources. The human resources are the headmaster, teachers and other persons involved in the teaching- learning process. The material resources are the physical facilities of the school environment. These are beautiful surroundings of the school which generate a congenial atmosphere for the total success of the school. So, these material resources of the school as a whole. It termed as school plant, is the nerve centre of the educational process. William has rightly said that, “Nothing in the whole educational programme is more conducive to cooperative attitude among the pupils and a love of school than an attractive and wholesome environment.” The head of the educational institution will remain handicapped in the matter of realizing educational objectives, if they are not provided with adequate material facilities in the form of 34 Educational Management school plant. So, school plant enjoys a key role and important position in the educational process. The need and importance of school plant can be understood from its following functions: 1. Helpful in better teaching and learning: As there is too much emphasis on speeding up the learning process, so no less emphasis should be given to the good learning environment. A healthy, beautiful and refreshing environment and essential facilities provided by a good school plant, help in creating a congenial educative environment. As a result of which an environment can be established in which the classroom teacher can be creative and can improve his teaching. The teacher and the taught both may be benefitted in terms of facilities and environment. Learning environment plays an important role in the whole teaching-learning process in school. So, school plant is helpful in better teaching and learning. 2. Helpful in the all-round development of the personality of the students School plant helps for the all-round development of the student – physical, emotional, social, cultural, aesthetic and moral. In the school, pupils spend a good deal of their time. Hence, healthful school plant takes care of their physical growth and development. All aspects of personality of the pupils are developed due to good sanitation, proper ventilation and lighting, good canteen and hostel arrangements, provision of playgrounds etc. in the school premises. 3. Helpful in providing community centre The school is a social institution set-up by the society to serve its ends. The school cannot be thought to exist without society. It is the nucleus round which the society resolves. A good school plant helps in bringing society and the school closer for their mutual progress and development. Hence, the importance of a school plant need not be elaborated. 4. Helpful in better school administration and organization Beautiful school plant is helpful for the proper organisation and administration of school programmes. Administration and organisation of school plant is one of the important responsibilities of the headmasters of schools. And so, all the facilities and equipment’s meant of administration and organisation of the school are more important for a good school plant. Importance of School Plant 35 Educational Management Many researchers have shown the obvious relationship between school plant and curriculum, which in turn affects effective teaching and learning. The impact of the physical environment, in which teaching – learning takes place, is very important. The reasons for this are not far- fetched and include: 1. School plant helps improve students’ performance in achievement tests. 2. School plant improves attendance and reduces dropout rate. 3. School pant improves student’s attitude to learning. 4. School plant increase teaches retention rate. 5. It boosts teaching effectiveness. School plant is very essential to achieving positive outcomes in the teaching – learning process. The school plant is the pillar and support of all teaching and learning activities. The site, size, arrangement and other aspects of the classroom, support facilities such as labs, toilets and other equipment can either be welcoming or repulsive to teachers and students alike. This simple fact has been noted to profoundly influence the acts of teaching and learning. 2.10 School Site Selecting and acquiring suitable school sites are an important part of the school plant planning process. A school’s site is one of the factors that can either enhance or hinder the implementation of its instructional and non-instructional programs. A suitable school site is one that best serves educational activities, enables the optimum utilization of resources, hence shall meet the requirements on location, accessibility, topography, soil condition, and size and disaster/risk reduction measures. Location/Environment In determining the location of the school site, accessibility and suitable surrounding environment are important considerations. Design and Safety Standards School buildings and other structures must strictly follow standard technical specifications. The school site shall be well-located near the center of the present and probable population to 36 Educational Management be served. School site and its immediate vicinity shall be free from any condition endangering the health, safety and moral growth of the pupils/students. It shall be located beyond 200 meters of places of ill-repute. Accessibility A school site must be easily accessible to the greatest number of pupils/students it intends to serve. The maximum distance for a pupil/student to walk from residence to school is 2 to 3 kilometers. While the maximum time from residence to school on board a public conveyance is thirty (30) minutes. Topography The contour of the land shall be preferably level and have no irregular boundaries. Build and locate buildings on higher elevations of the site and consider the following: (1) Soil Condition (2) Size (3) Heat Island A graphic representation of Site Development Program is referred to as Site Development Plan. Its main function is to show the school site in its present status and the current program period. Principles in the Preparation of the Site Development Plan A. All physical structures with similar functions shall be grouped together. The grouping of these structures is in accordance with the most favourable options for grounds utilization which creates functional zones and sets the basic pattern for physical development. B. Layout of Buildings and Other Structures School buildings shall be oriented in accordance with the sun path or the east-west course of the sun during the day. To prevent the direct entry of sunlight into the instructional spaces, buildings shall be laid out along the east-west axis so that the windows have a north- south exposure. C. Buildings shall be arranged to facilitate cross ventilation by exposing the window sides to the direction of prevailing breezes which is generally northeast-southeast. The east-west orientation is sufficient in as much as it allows adequate cross-ventilation. 37 Educational Management D. When there are site limitations, such as the unfavourable area and/or shape of the site, prevent the proper solar orientation of buildings, economical alternatives shall be resorted to. E. The distances between buildings shall be such that ventilation is not obstructed, natural illumination is not impeded and sound does not carry into nearby buildings. Minimum distance between buildings laid outside is eight meters. F. The recommended setback of the school from the street line is five meters to sufficiently reduce intrusive noise. Site Development Planning The purpose of site development planning is to anticipate the future needs and development of a school in terms of physical facilities and to contribute towards conducive teaching- learning environment. A school site development plan shows the following improvements: Improvements of school buildings including the position of existing and proposed buildings, arrangement of circulation elements, and utilization of open areas. Site development must be flexible enough to allow modification according to the needs of the times. However, modifications shall adhere to the basic pattern of development. School Site Zoning School site zoning is apportioning the different areas or zones of which is designed for a specific purpose or utilization in accordance with the educational needs of the school. An important principle in zoning is to create the proper visual, physical and functional zones. School site zoning ensures proper rationalization of the relationship and utilization of external spaces, so that no aspect of the school program may be sacrificed for another. It establishes the parameters for both immediate and future development of the school site so as to provide continuity of course of act. 2.11 Infrastructure The development of school infrastructure is regarded to be of utmost significance in enabling them to increase the enrolment of students, enable the members to carry out their job duties in an appropriate manner and achieve the educational goals and objectives. The provision of infrastructural facilities enables the individuals to create an amiable and productive working 38 Educational Management environment. Classrooms, store rooms, toilets, teachers’ houses, furniture, water supply, paths, playing fields, gardens, drains, fences and other items the school owns are coming under infrastructure. Some of the key components which should feature in an ideal checklist while assessing any school infrastructure are as follows: Spacious and well- ventilated classrooms Libraries Playgrounds Well-equipped labs Facilities study tables, chairs, furniture and basic utilities such as water, electricity etc. Study halls Games equipment Assembly area Well-maintained sanitation facilities 2.12 School Buildings School buildings should be in proper conditions. It is vital to ensure that they are not damaged. As school buildings are regarded to be of utmost significance in attracting the visitors and other individuals. When the parents make visits to schools for the admission of their children, they observe school buildings. To maintain the school buildings, it is vital for the individuals to ensure they are well-repaired and painted. When construction of school buildings takes place, it is vital to take into consideration that they are able to bear the occurrence of earthquakes. Furthermore, they should have well-constructed boundary walls. Libraries A well-equipped library housing a wealth of useful books or informative and interesting video facilities, coupled with a motivating or mood-lifting ambiance not only attracts students but also develops a liking to study. It encourages exploring interesting things among students, especially in their formative years when the curiosity to know is intense among curious minds of children. Such places also serve as holding interactive sessions and exchanging knowledge among students, thereby enhancing students’ writing and reading skills. Science Laboratories 39 Educational Management These are the times of innovations which call for scientific temperament to be nurtured among students in their formative years. Thus, fully equipped and suitably-designed laboratories for various subjects be it physics, chemistry, biology or home science are very much the need of the hour. For is reason, this component has also gained prominence as a key component in any modern–age school infrastructure’s checklist. Auditorium In any school, an auditorium equipped with the latest multimedia technology can serve as an ideal platform to showcase not only students’ various performances but also be a good utility for conducting various educational programmes. Sports Facilities A school without having a scope to play and develop sporting skills can make or mar a school’s reputation in modern times. For, every child today views some or the other sports personality as his/ her ideal. Be it martial arts, swimming, cricket or skating, students wish to learn something at school itself to be better than their friends in the neighbourhood. Thus, availability of sports facilities, basketball courts, tennis courts, cricket pitch, skating rink, volleyball courts and an indoor gym are currently considered to be essential parts of any modern-day School’s infrastructure. Technology The use of technology is regarded to be of utmost significance in acquiring an efficient understanding of academic concepts and achieving educational outcomes. In pre-schools as well as formal schools, major emphasis is put upon usage of technology. When the teachers as well as students make use of technology in implementation of tasks and activities, they are able to enhance their learning as well as prepare their assignments and projects in a well-organized manner. Within schools, it is essential to establish a computer centre, with the recruitment of qualified and skilled professionals. The teachers and students need to acquire efficient training regarding usage of technology. Furthermore, making provision of technology within classrooms is also regarded to be indispensable in bringing about advancements in the teaching- learning methods. When individuals are making use of computers, laptops, projectors, tablets or mobile technologies, they need to ensure that they implement the traits of morality and ethics. Teaching-Learning Materials 40 Educational Management In schools, the provision of teaching-learning materials is vital to impart information to the students regarding academic concepts. It is essential for the members, especially teachers and principals to possess adequate knowledge and information in terms of teaching-learning materials. The various forms of teaching-learning materials that are used within the classroom instruction are, books, articles, reports, projects, documents, hand-outs, computers, blackboards, models, charts and so forth. It is vital for the teachers to make use of teaching- learning materials in accordance to the grade levels of students, learning abilities and subjects. When they are made use of, then it is vital to ensure that they prove to be beneficial to the students to a major extent. Provision of Clean Drinking Water Water is regarded as an essential requirement of the individuals. Normally, it has been researched upon that teachers, staff members as well as students carry their own drinking water from home. But, it is indispensable to make provision of clean drinking water within schools. The individuals normally spend about six to seven hours within schools. Apart from classroom lectures, they even get engaged in extra-curricular and creative activities. Therefore, when they have access to clean drinking water, they feel comfortable. It is also regarded as an essential requirement, particularly during the summer seasons. Summer seasons are hot and individuals prefer drinking large amounts of water. It has been observed that due to lack of clean drinking water, the individuals, not only in schools, but in other regions as well, experience unfavourable effects. Provision of Restrooms Within schools, it is essential to establish separate restrooms for boys and girls. The construction of restrooms has been given significance in not only schools in urban communities, but also rural communities. When the construction of restrooms takes place, it is vital to ensure that there are proper amenities available, such as, clean water, paper towels, soaps etc. Certainly, it’s an established fact that that a school with good infrastructure goes a long way in improving the interest of both – students and teachers alike in learning. It plays a role in improving the attendance of students too. For this same reason, it can be said that investments in school infrastructure play an enabling role in solving many access-related problems of students to the school system, thereby giving boost to their academic performance too. 41 Educational Management 2.13 Concept of School Records In the school the emphasis must shift from examination to education. Teachers and children should concentrate on the real purpose of the school and take examination in their stride. Much greater credit can be given to the actual work done by the students from day-to-day, of which careful and complete records should be maintained. Moreover, in assessing his progressed and his position, factors other than academic achievement should be given due weight his social sense, initiative, truthfulness discipline, co-operation leadership, etc. Objectives of School Records 1. To help the school To locate each pupil quickly. To have available the facts significant about each pupil. To explain and remove undesirable conditions. To find if all legal requirements are met. To determine if any administrative or other changes are desirable. To make important investigation and case studies possible. To find if school funds are adequate and wisely expended. To reduce retardation and failure to the minimum. 2. To help the Class-room Teacher To known pupils when the school year begins. To determine what work a pupil is capable of doing. To provide learning activities suitable to each pupil. To formulate a basis for the intelligent guidance of pupils. To explain the behaviour characteristic or unhappy conditions of any pupil. To make possible the development of unusual capacities or exceptional talents. To identify and make proper provisions for mentally slow. To make assignments to committee work and monitorial positions. To make periodic reports correctly and in time. To be properly informed when conferring with parents and others about pupils. 42 Educational Management 3. To help the Pupil To receive fair consideration in his classification. To do his best in making a good record. To make a progress in accordance with his ability. To secure development of his natural capabilities. To secure transfer of correct information to other schools when desired. To receive proper adjustment and guidance. 2.14 Types of School Records School records and registers can be broadly classified under the following heads : 1. General Records: (i) School Calendar, (ii) Log Book, (iii) Visitors’ Book, (iv) Service Registers, (v) Admission and Withdrawal Register, (vi) Transfer Certificate Book, (vii) General Order Book. 2. Financial Records (i) Acquittance Roll, (ii) Contingency, (iii) Contingent Order Book, (iv) Free Collection Register, (v) Abstract Register of Fees, (vi) Bill Register, (vii) Register of Donations, (viii) Register of Scholarships, (ix) Fund Register. 3. Educational Records 43 Educational Management (i) Pupils Attendance Register, (ii) ‘Teachers’ Attendance Register, (iii) Class Time-Table, (iv) General Time-table, (v) Teacher’s Monthly Programme of Work, (vi) Monthly Progress Register, (vii) Terminal Examination Result Register, (viii) Headmaster’s Supervision Register, (ix) Private Tuitions Register, (x) Cumulative Records. 4. Equipment Records (i) Stock Book of Furniture and School Appliance, (ii) Library Catalogue, (iii) Accession Register, (iv) Issue Books, Register of Newspapers and Magzines received, (v) Stock and Issue Register of Sports Material. 5. Correspondence Records (i) ‘From’ and ‘To’ Registers, (ii) Peon Book, (iii) Memo Book, (iv) Notes File of Department Orders, (v) Register of Casual Leave Granted. 6. Account Books (i) Cash Book for Daily Receipts and Expenditure, (ii) General Ledger or Classified Abstract of the Monthly Totals, (iii) Remittance Book, (iv) Register of Pay Bills. 44 Educational Management 7. Special Registers Maintained by the Basic Schools (i) Craft-work Record, (ii) Community Activity Records, (iii) Production Register, (iv) Producers’ Register, (v) Art Work Record, (vi) Hobbies Record, (vii) Physical Education Programme Records, (viii) Scholar-ship Subjects Achievement Records. 2.15 Maintenance of School Records 1. Stock List: In every institution, a stock lists of registers should be prepared. 2. Particulars: On the outer cover of each register, the following particulars should be written: (i) The name of the school (ii) The Serial No. of the register (iii) The name of the register (iv) Number of the volume (v) The number of pages in the volume and dates on which the volume was opened and closed. 3. Pages: When a register is opened, the pages should be numbered consecutively, either in red ink or with a numbering machine. 4. Registration: Registration should be kept tidy. Writing and figuring should be such as will give a neat appearance to the entries. Figures must not be joined. Registers should not be folded or the pages crumpled. Over-writing should not be permitted. 5. Countersigning: Entries should be countersigned by the principal. A new volume of a register should not be opened every year, if the previous volume contains some blank pages. Whenever a fresh book is put into use, a remark on the flysheet of the book that the previous volume has been fully used and lodged in the records should be recorded and the date from which the new register is used and the number of pages it contains should also be noted therein. The Log Book 45 Educational Management Every school should keep a Log Book. At present only the inspecting officers are entitled to put down their remarks in it. But it should contain a complete record of events and furnish material for a history of the school. It should mention special events, the introduction of new text-books, apparatus or courses of instructions, any plan of lessons approved by the inspector, the visits of the inspecting officers and other distinguished persons interested in education, absence and illness of any of the school staff and any failure in duty on their part, changes in the working hours of school, some special circumstances affecting the school that may deserve to be recorded for future reference or any other reason. Admission Register A record of all the pupils who are admitted to the school. The Admission Register contains the date of admission, the serial number of the pupil, the age and name of the pupil, the father’s name, caste, occupation and address, the class to which the pupil is admitted and the date on which he leaves the school. An admission register has to be preserved permanently and is often required by some superior authority in a court of law as evidence for the date of birth of a pupil. Special care should be taken in keeping the register so that there are no mistakes whatsoever, especially in the column of the date of birth of the pupil when he is admitted to the school. Fresh entries have to be made when pupils move from one department to another in the school. Cash Book All financial transactions occurring from day to day in a school are to be entered in a cash book. It should be a bound volume and containing pages numbered in print. All transactions to which a principal is a party in his official capacity must be brought in the school cash book. All sorts of amounts received on a particular date should be deposited in full into a Government Treasury or the Bank, as the case may be. Specimen of Cash Book All transactions relating to the school, such as salary, fees and fines, should be entered in the cash book. It must be kept up-to-date. There must be agreement between entries in the cash book and the corresponding entries in the other registers such as contingent register, Union Account Register, Admission Fee Register, Medical Register, Games Account Register, etc. Stock Register of School Equipment 46 Educational Management Whenever any equipment or furniture, that is of a more or less permanent nature, is bought and placed in the school, it must be duly entered in the stock register. Along with the name of the article should appear the date of its receipt in the school, its price, and name of authority who ordered the purchase. The stock of equipment should be checked by the principal at least once a year. Verification should be recorded in stock