PAPER VIII UNIT-L Educational Management: Meaning, Nature and Scope At the end of this unit you will be able to: Explain the meaning/concept of Management Describe the nature of Management Enumerate the funetions of Management Explain the meaning of Educational Management Discuss the nature and scope of Educational Management Enumerate the objectives of Educational Management + Ilustrate the functions of Educational Management Understand the evolution of management concepts in education Explain the meaning of Educational Administration Describe the functions of Educational Administration Describe the nature and scope of Educational Administration (ia) What is Management? Etymology: ‘The verb ‘manage’ comes from the Italian maneggiare (to handle, especially tools), which derives from the Latin word manus (hand). The French word mesnagement (later ménagement) influenced the development in meaning of the English word management in the 17th and 18th centuries. ‘Management in business and organizations is the function that coordinates the efforts of people to accomplish goals and objectives using available resources efficiently and effectively Management comprises planning, organizing, staffing, leading or directing, and controlling an organization or initiative to accomplish a goal. Resourcing encompasses the deployment and manipulation of human, financial resources, technological resources, and natural resources, ‘Management is also an academic discipline, a social science whose object of study is the social organization.Another way people talk of management is to describe it as an art, a science, an organisation, a person, a discipline, or a process. Let us consider each of these in turn. Management as an art As an art, management is about carrying out organisational functions and tasks through people. This art involves the application of techniques in: + hmman and public relations + the delegation of an authority: assigning and sharing responsibilities and duties + communication: including decision-making and problem-solving. + managing change. Management as a science ‘Management here is concemed with establishing a philosophy, laws, theories, principles, processes and practices which can be applied in various situations, including schools. Management as an organisation As an organisation, management is about creating formal structures and an establishment based ‘on a mission (or goals), objectives, targets, functions and tasks. For example, social and welfare organisations in government management can refer to education and health services, whilst public security management services could refer to the police and military. ‘Management as a person Managements may be seen as a person or a group of people. For example, a teacher could say ‘The school management has changed the timetable in the middle of the term’. This could be referring to the head alone, or to all the senior staff, or it could refer to the members of the board of governors or school committee. In schools with several promoted staff a ‘senior management ‘team’ might be formed in much the same way as a government has a cabinet of ministers. Management as a discipline In this sense, management is a field of study with various subjects and topies. Knowledge, skills, and attitudes in management can be acquired through learning, from experience and from certified courses. ‘Management is a collection of processes, including such things as decision-making, problem- solving and action-planning. These processes involve the management of resources including human, material, financial and time. These processes are also known as the functions of managers, Management may be briefly described according to its, Basie functions [ ‘Management operates through five basic functions: planning, organizing, coordinating, commanding, and controlling.+ Planning: Deciding what needs to happen in the future and generating plans for action. + Organizing: Making sure the human and nonhuman resources are put into place + Coordinating: Creating a structure through which an organization's goals can be accomplished. + Commanding: Determining what must be done in a situation and getting people to do it. + Controlling: Checking progress against plans, Basic roles + Interpersonal: roles that involve coordination and interaction with employees + Informational: roles that involve handling, sharing, and analyzing information + Decisional: roles that require decision-making Skills Developed «Political: used to build a power base and establish connections + Conceptual: used to analyze complex situations, + Interpersonal: used to communicate, motivate, mentor and delegate + Diagnostic: ability to visualize most appropriate response to a situation + Leadership: ability to lead and provide guidance to a specific group + Technical: Expertise in one's particular functional area. (ib) What is Edueational Management? Meanin; While Education is the provision of a series of learning experiences to students in order to impart knowledge, values, attitudes and skills with the ultimate aim of making them productive members of society, Educational Management is the process of planning, organising, directing and controlling the activities of an institution by utilising human and material resources so as to effectively and efficiently accomplish functions of teaching, extension work and research. Nature and Scope: ‘The National Policies on Education seek to bring about a social, economic and cultural development in society by focusing on human resource development through education. Education, therefore, must have more relevant curricula, be dynamic, and empower students to bring about desirable social changes while preserving the desirable aspects of our existing cultureThe national developmental goals require the professional management of education to bring about the effective and efficient functioning of educational institutions. ‘The scope of Educational Management is wide and includes the history and theories of management science, roles and responsibilities of an educational manager along with the requisite managerial skills. Educational Management focuses on: the study of theories of management science which define and deseribe the roles and responsibilities of the educational manager and the development of managerial skills. the study of educational planning at macro levels, its goals, prineiples, approaches and processes and on institutional planning and educational administration at the micro level. decision making, problem solving, communication, information management and effective team. building. Planning of curricular and co-curricular activities, curriculum and academic calendar Maintenance of school records, evaluation of students’ achievement Effective allocation of financial resources and the planning of the budgets of institutions. Educational Management aims at: Achieving an institution’s objectives Improving the processes of planning, organising and implementing within the institution Creating, enhancing and maintaining a positive public image of the institution, Optimal utilisation of human resources (administrators, non-teaching staff, teaching staff and students) Enhancing the efficiency and effectiveness of infrastructure Enabling job satisfaction Creating and maintaining a congenial and cohesive atmosphere Managing interpersonal conflicts, stressImproving interpersonal communication. Building a relationship with the community. The functions of Educational Management are largely based on Henry Fayol’s 14 Principles of Management, namely, Division of work Authority Discipline Unity of command Unity of direction Subordination of individual interests Remuneration Centralisation Scalar chain Material and social order Equity Stability Initiative Esprit de comps ‘These functions can be encapsulated into the following 5 funetions: 1, Planning: is the process of setting objectives and determining the actions in order to achieve them. Planning is anticipatory in nature and sets priorities. It is proaetive rather than passive. Planning asks the following questions: What? When? Where? By whom? How? while following a series of stepsDefining Objectives (setting objectives or goals) t Determining the current status with respect to the objectives (being aware of opportunities) t Determining planning premises (analysing the situation for external factors and forecasting future trends; generation of future scenarios) t Identifying alternative (best altemative to accomplish the objectives) L Choosing an alternative (selecting the course of action to be pursued) L Formulating support plans (arranging for human and material resources) L Implementing the plan (action stage which also involves evaluation) 2, Organising: is the process of combining the work which individuals or groups have to perform with facilities necessary for its execution such that the duties performed provide the best channels for efficient, systematic, positive and co-ordinated application of available effort. Organising is characterised by: Division of work or specialisation: Activities are assigned to different people who are specialists in that area, for specialisation improves efficiency. Orientation towards goals: it harmonises the individual goals of employees with the overall goals of the institution.‘Composition of individuals and groups: individuals are grouped into departments and their work is coordinated and directed towards organisational goals. Differentiated functions: the entire work is divided and assigned to individuals so that the organisation’s objectives are achieved, While each individual performs a different task, each. one also coordinates with the tasks of others. Continuous process: groups of people with defined relationships with each other work together to achieve the goals of the organisation. These relationships do not end once the task is completed. Delegation of authority: the levels of hierarchy are determined and the span of control is determined via formal relationships. Establishing a communication channel: for effective decision making, coordination, control, supervision and feedback, motivation and redressing problems or grievances encountered. 3. Directing: is the art or process of influencing people such that they willingly strive to achieve group goals. It focuses on the development of willingness to work with zeal and confidence, provides adequate guidelines to complete the task, and motivates individuals to achieve goals in a coordinated manner. It also focuses on exercising leadership while determining responsibility and accountability. 4. Controlling: involves measuring and monitoring performance in accordance with plans and taking corrective action when required. It establishes performance standards based on the objectives, measures and reports actual performance compares the two and takes corrective or preventive action as necessary. ‘Thus controlling indicates the quantum of goals achieved, the extent of deviation from actual plans, generates accurate information and requisite feedback. Thus controlling focuses upon the difference between planned and actual performance. Controlling is especially concerned with the areas of Institutional Budget (finance in terms of income and expenditure), Institutional Supplies (stationery and material equipment), Library (maintenance and up gradation), Teaching-learning Process, Accounts and School Records and Discipline (staff and students). 5. Evaluating: is the process of measuring and assessing the achievement of objectives while providing an insight into strengths and weaknesses and planning for future endeavours, Evaluation helps determine the effectiveness of plans for both administrators and other stakeholders like teachers, staff, students and parents, as also the extended community. It seeks 7to document the objectives that have been met and to provide information to all concerned stakeholders regarding achievement, obstacles and corrective action or improvements. ‘Thus evaluation focuses upon Process (how is the plan being carried out), Outcome (achievement of objectives), and Impact (effect of the plans initiated). In an educational setting, evaluation of the following areas is carried out, namely, Goals and Objectives Content: Selection, Validity, Relevance, Appropriateness Processes: teacher activities, pupil activities, instructional material, teaching methods Outcome: Assessment and Feedback ii) Evolution of Concept of Management in Education Educational management as a field of study and practice was derived fiom management principles first applied to industry and commerce, mainly in the United States. Theory development largely involved the application of industrial models to educational settings. As the subject became established as an academic field in its own right, its theorists and practitioners began to develop altemative models based on their observation of, and experience in, schools and colleges. By the 21st century the main theories, had either been developed in the educational context or had been adapted from industrial models to meet the specific requirements of schools and colleges. Educational management has progressed from being a new field dependent upon ideas developed in other settings to become an established field with its own theories and research, There is no single all-embracing theory of educational management. In part this reflects the astonishing diversity of educational institutions, ranging from small rural elementary schools to very large universities and colleges. It relates also to the varied nature of the problems encountered in schools and colleges, which require different approaches and solutions. Above all it reflects the multifaceted nature of theory in education and the social sciences: “Students ofeducational management who tum to organisational theory for guidance in their attempt to understand and manage educational institutions will not find a single, universally applicable theory but a multiplicity of theoretical approaches each jealously guarded by a particular epistemic community” — P-Ribbins iii) Educational Administration: Educational Management and Educational Administration are terms used interchangeably. However, Educational Administration is a specialised activity which runs the entire educational programme composed of human and material resources in an organised manner towards a fruitful and constructive goal. Educational institutions operate in a dynamic environment. They therefore must constantly identify and implement improvements in their own setup. Doing so requires the administrators, faculty, and staff to constantly access training and developmental opportunities. The process of continuous improvement thrives when the mindset of the stakeholders is geared towards constant monitoring, problem identification and research. Educational Administration therefore performs a three-fold task to ensure efficient working. namely. * Stating the specific purpose and mission of education in general and of institutions in particular, © Ensuring that work is productive by nurturing human resources to be productive in their endeavours. * Designing and maintaining an environment in which individuals work together in groups efficiently to accomplish set goals. Thus, Educational Administration deals with the optimal functioning of the institution by developing the human personality in a balanced manner Educational Administration is concerned with the efficiency and commitment that manpower, evinces in the pursuit of goals. It reiterates practical measures adopted to ensure that the system of work assists the educational process and helps realise the set goals and objectives for the benefit of all stakeholders. The main Functions of Educational Administration are: Execution (plans)Direction (line of action) Supervision (of work done in the field) Advice (methods of work) Stimulation (work efficiency) Exploration (new vistas) Leading (leamers’ programmes) Assistance (adopting feedback, diagnosing weaknesses) Execution: In Execution lies the foundation of an institution. Execution not only points out what resources are needed but also the sources of procurement. These resources may include material resources like the building, furniture, library, laboratories, non-material resources like personnel, and other stakeholders like students and parents and abstract resourees like vision, mission statement, ideology and values. The Administrative Executive Body systematically plans, arranges for and uses these resources in order to achieve its goals. Direction: The vision and mission statement of the institution serves to direct the institution in its quest to achieve its goals. Educational Administration ensures that the directives are upheld during curriculum construction and academic planning. Supervision: Supervision ensures that the plans are being executed according to the directives. It thus enhances the quality of work done and the ensuing accomplishments, Advice/ Stimulate: Educational Administration analyses the work and manner in whieh work is done. It weighs the pros and cons and then puts into aetion plans which help remove the weaknesses and serve to accomplish the set goals. Explore: Educational Administration initiates research, adopts and adapts to new methods and techniques in order to enhance learning opportunities. Lead / Assist: Educational Administration not only lays down the directives but also provides the requisite support system to enable the efficient and effective fruition of the set objectives or goals. ‘The Scope of Educational Administration: Educational Administration involves the following aspects associated with an institution: 10Planning: Planning results in 1. Recognition of goals 2. Optimal use of resources 3. Prevention of wastage, duplication of effort and unhealthy practices 4. Orderly execution of plans Educational planning in our country is carried out at the central level, the state level, the local level and at the school level. Budgeting: Budgeting is an essential facet of a successful organisation and administration. It calls for an estimated account of revenues and expenditure with scope to embrace contingencies when required. Organising: Organisation focuses on two main aspects: material equipment (infrastructure) and human equipment (stakeholders) with the main aim of maintaining efficiency, productivity, effectiveness and utility in the teaching-learning environment. Educational Administration further influences: The preparation of curriculum for different classes according to their diverse abilities and aptitudes. © The time table and academic calendar © The co-cuzricular programmes © Organisation and distribution of work © Establishment and working of infrastructure © The organisation and conduct of examinations © The organisation and functioning of guidance and counselling cells on the campus The organisation of community reach programmes + The provision of auxiliary services like midday meals, school uniforms, books medical checkups ete Conclusion: aEducational Administration has a vast area of operation ranging from Planning to Budgeting in an effort to make the educational process purposive and functional. An important tool itis. effective, systematic and has a definite purpose. It focuses upon the attitude towards work and adopts practical measures to ensure that that the system of work functions efficiently and assists in the achievement of the aims of education thus benefiting the learners who are the main stakeholders in the educational system References: Ribbins, P. (1985). Organisation theory and the study of educational institutions, in M. Hughes, P. Ribbins and H. Thomas (eds.). Managing Education: The System and the Institution, Holt, http:/datateca.unad.edu.co_Edueational_management pdfehart and Winston, London. hup:/en.wikipedia.org/wikiManagement http://library amesco-ba.org/English/Better_Schools/module_I.htm ‘http://www.dise.in/Downloads/Reports&Studies.pdf http/swww.educationworld.com/a_admin/admin/admin299 shtm http://www. seribd.com/doc/23267475/Principles-of- Management-and-Organisation-Behaviour 2Unit I Educational Administration at the Central and State Level, Role and Functions i. Introduction ji, Department of Education, Government of India 1. The Department of School Education and Literacy 2. The Department of Higher Education il, The Department of School Education and Literacy a. Elementary Education Sarva Shiksha Abhiyan b. Secondary Education 1. National Council of Educational Research and Training (NCERT ) Central Board of Secondary Education ( CBSE ) Kendriya Vidyalaya Sanghatana ( KVS ) Navodaya Vidyalaya Samiti ( NVS ) Central Tibetan School Administration ( CTSA ) National Institute of Open Schooling ( NIOS ) 7. National Foundation for Teachers’ Welfare ( NFTW ) ¢. Adult Education and Literacy National Literacy Mission ( Saakshar Bharat ) PARON iv The Department of Higher Education a. University and Higher Education b. Technical Education ¢. Book Promotion and Copyright d, Scholarships e. Languages f. Education of SCs/STs and Minorities g. Distance Learning Bv Advisory and Implementation Agencies at the Central and State Level (a) The Central Advisory Board of Education (CABE) (b) University Grants Commission (UGC) (c) National Council of Educational Research and Training (NCERT) (d) State Council of Educational Research and Training (SCERT) (e) District Institute of Education and Training (DIET) vi Functions of Local Bodies Panchayati Raj Institutions: Zilla Parishad, Panchayat Samiti and Gram Panchayat, At the end of this Unit you will be able to: a. b. Describe the role of the Department of Education , Government of India Classify the functions of the Department of Education, Government of India according to the three levels Explain the role of individual agencies at the Central and State levels Enumerate the functions of the Local Bodies. 4UNIT II: iv. Educational Administration at the Central and State Level, Role and Functions. Wiv.i. Introduction: Educational administration is defined as the process of controlling, organizing and directing both human and material resources in an educational institution. This term is also used to describe the study of these processes. It is a discipline within the study of education that examines the administrative theory and practice of education in general and educational institutions and educators in particular. An agency of education on the other hand refers to an administrative division of a government or international body which is authorized to conduct and promote educational activities for the betterment of society at large in a sustained manner. ILiv.ii. Department of Education, Government of India The Government of India created the Ministry of Human Resource Development (MHRD) on September 26, 1985 to ensure that all relevant instruments and agencies which contribute to and are responsible for the integrated development of the citizen beginning from childhood and going right through life are assimilated under one apex body. The Ministry thus has two departments: 1, The Department of School Education and Literacy which oversees Elementary Education, Secondary Education and Adult Education and Literacy,and 2 The Department of Higher Education which oversees University and Higher Education, Technical Education, Book Promotion and Copyright, Scholarship, Languages and Minority Education. a5ILiv.iii, The Department of School Education and Literacy oversees Elementary Education, Secondary Education and Adult Education and Literacy ILiv.tii (a) Elementary Education: The Sarva Shiksha Abhiyan has been initiated by the Government of India in an effort to universalize elementary education by community-ownership of the school system in response to the demand for basic education all over the country. The Sarva Shiksha Abhiyan thus is: a A programme with a clear time frame for universal elementary education. b. A response to the demand for quality basic education all over the country. c. An opportunity for promoting social justice through basic education. d. An effort at effectively involving the Panchayati Raj Institutions, School Management Committees, Village and Urban Slum Level Education Committees, Parents’ Teachers’ Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools. e. An expression of political will for universal elementary education across the country. 16f. A partnership between the Central, State and the Local Governments. g. An opportunity for States to develop their own vision of elementary education. Therefore the Sarva Shiksha Abhiyan aimed: i. to provide useful and relevant elementary education for all children in the 6 to 14 age group by the year 2010. ii to bridge social, regional and gender gaps, with the active participation of the community in the management of schools. iii to allow children to learn about and master their natural environment in a manner that allows the fullest harnessing of their human potential, both spiritually and materially. iv. to be a process of value based learning that allows children an opportunity to work for each other's well being rather than to permit mere selfish pursuits Further, the Sarva Shiksha Abhiyan realizes the importance of Early Childhood Care and Education and looks at the 0-14 age as a continuum. All efforts to support pre- school learning in Integrated Child Development Services (ICDS) centres or special pre-school centres in non ICDS areas are being made to supplement the efforts of the Ministry of Women and Child Development. wvThe Sarva Shiksha Abhiyan Mission had sought to achieve the following goals: (a) Enrolment of all children in school, Education Guarantee Centre, Alternate School, ‘Back- to- School’ camp by 2005. (b) Retention of all children in school til the upper primary stage by 2010. (c) Bridging of gender and social category gaps in enrolment, retention and learning. (d) Ensuring that there is significant enhancement in the learning achievement levels of children at the primary and upper primary stage. In order to achieve its objectives the Sarva Shiksha Abhiyan Mission thus promotes: (a) Empowering of children to be active participants in a knowledge society. (b) A result oriented approach with accountability towards performance and output at all levels (c) A people centred mode of implementation of educational interventions with involvement of all stakeholders, especially teachers, parents, community and Panchayati Raj Institutions and voluntary organizations. 18(d) An equity based approach that focuses on the needs of educationally backward areas and disadvantaged social groups including children with special needs. (€) A holistic effort to ensure convergence of investments and initiatives for improving the efficiency of the elementary education system. (f) Institutional reforms and capacity building to ensure a sustained effort for Universal Elementary Education. Summary! Conclusion: The emphasis is on mainstreaming out-of-school children through diverse strategies, and on providing eight years of schooling for all children in 6-14 age groups. The thrust is on bridging of gender and social gaps and a total retention of all children in schools. Within this framework it is expected that the education system will be made relevant so that children and parents find the schooling system useful and absorbing according to their natural and social environment. Education of girls, especially those belonging to the scheduled castes and scheduled tribes and minorities, is one of the principal concerns in Sarva Shiksha Abhiyan. Focus is also laid on the inclusion and participation of children from SC/ST, minority groups, urban deprived children, children of other disadvantaged groups and children with special needs in the educational process. ILiv.ili (b) Secondary Education: asThe Department of School Education and Literacy administers the following agencies associated with secondary education: 1. National Council of Educational Research and Training (NCERT): The NCERT is an apex resource organisation which assists and advises the Central and the State governments on academic matters related to school education. It provides academic and technical support for qualitative improvement of school education through its various constituents, viz. the departments of National Institute of Education, New Delhi, Central Institute of Educational Technology, New Delhi, Pandit Sunderlal Sharma Central Institute of Vocational Education, Bhopal, and Regional Institutes of Education located at Aimer, Bhopal, Bhubaneshwar, Mysore and Shillong, 2. Central Board of Secondary Education (CBSE): The CBSE is an autonomous body working under the aegis of the MHRD. It’s the second oldest board of the country having been established in 1929. The main objectives of the CBSE are: i. To affiliate institutions in and outside the country. ii, To conduct annual examinations at the end of class X and XII ili, To conduct entrance examinations to professional courses for admission into medical and engineering colleges iv. To update and design curricula. 203. Kendriya Vidyalaya Sanghatana (KVS): The scheme of Kendriya Vidyalayas was approved by the Government of India in November, 1962 to provide uninterrupted education to the wards of transferable Central Government Employees. 4, Navodaya Vidyalaya Samiti (NVS): Navodaya Vidyalayas are run by the Navodaya Vidyalaya Samiti, an autonomous organisation. Navodaya Vidyalayas are fully residential co-educational institutions providing education up to the senior secondary stage. Education in Navodaya Vidyalayas include boarding and lodging , textbooks, uniforms etc. all of which are free for all students. The scheme started with two experimental schools in 1985-1986 and has now expanded to 540 schools covering as many districts in 34 States and the Union Territories with more than 1.76 lakh students on the roll. More than 30,000 new students are admitted every year. Admissions to Junior Navodaya Vidyalayas is made at the level of class VI through tests conducted in the concemed district in which all children who have passed class V from any of the recognised schools in that district are eligible to appear. The test is designed and conducted by the CBSE. 5. Central Tibetan School Administration (CTSA): The Central Tibetan School Administration was established as an autonomous organisation under the Ministry of Education , Government of India in 1961 and was registered under the Societies Registration Act XXI of 1860 with the objective to run, manage and assist institutions set up for the education of Tibetan children living in India. In order to provide modem education while preserving and promoting Tibetan culture and heritage, schools were set up in places with concentrated Tibetan populations in India. 26. National Institute of Open Schooling (NIOS): The National Open School was set up by the Government of India in 1989 with a view to provide education through Open and Distance Learning (ODL) mode to those who cannot attend regular schools. Since its inception, the NIOS has discharged the responsibility of promoting the entire range of school education through the open learning system in the country. It has performed a significant role for defining standards in open schooling, experimenting with innovations, assisting state level organisations with professional resource support and expertise and dissemination of tested innovation, curriculum and materials. 7. National Foundation for Teachers’ Welfare (NFTW): The National Foundation for Teachers’ Welfare was set up in 1962 under the Charitable Endowments Act, 1890. The main objective of the foundation is to provide financial assistance to teachers who may be in indigent circumstances. The following schemes for the welfare of teachers all over India are being operated by the foundation: Financial assistance is given for the construction of Shikshak Sadans. Support is provided for the professional education of children of school teachers. i. Financial assistance (medical) is provided to teachers suffering from serious ailments. . Financial support is made available to teachers for academic activity 2The corpus fund of the foundation consists of contributions received from the member States and the Union Territories in addition to the initial contribution made by the Central Government. (¢) Adult Education and Literacy: Introduction: The Prime Minister Dr. Manmohan Singh launched Saakshar Bharat, a centrally sponsored scheme of the Department of School Education and Literacy (DSEL), Ministry of Human Resource Development (MHRD), Government of India (GOI), on International Literacy Day, September 08, 2009, Aims: i. To promote and strengthen Adult Education, specially of women, by extending educational options to those adults who having lost the opportunity of access to formal education and crossed the standard age for receiving such education, now feel a need for learning of any type, including, literacy, basic education (equivalency to formal education), vocational education (skill development), physical and emotional development, practical arts, applied science, sports, and recreation ii. To impart functional literacy to non-literates in the age group of 15-35 years in a time bound manner. Background : The National Literacy Mission (NLM) was launched in 1988.However, despite significant accomplishments of the Mission; illiteracy continues to be an area of national concern. Wide gender, social and regional disparities in literacy also continue 23to persist. Adult education is therefore indispensable as it supplements the efforts to enhance and sustain literacy levels through formal education Meanwhile, the Government announced that literacy would be its key programme and instrument for emancipation and empowerment of women. Efforts of the Government to give impetus to school education, health, nutrition, skill development and women ‘empowerment in general are impeded by the continuance of female illiteracy. However, this is only the instrumental value of female literacy. Its intrinsic value is in emancipating the Indian woman through the creation of critical consciousness to take charge of her environment where she faces multiple deprivations and disabilities on the basis of class, caste and gender. Thus, Saakshar Bharat was devised as the new variant of National Literacy Mission. Saakshar Bharat seeks to cover all adults in the age group of 15 and beyond though its primary focus is on women. Basic Literacy, Post literacy and Continuing Education programmes form a continuum, rather than sequential segments. Besides, the volunteer based mass campaign approach, provision has been made for alternative approaches to adult education. Jan Shiksha Kendras (Adult Education Centres or AECs), have been set up to coordinate and manage all programmes within their territorial jurisdiction. The State Governments, as against the districts in the earlier versions, and Panchyati Raj institutions, along with communities, are valued stakeholders. Vigorous monitoring and evaluation systems have been installed. The budgetary support has also been enhanced substantially. Saakshar Bharat had come into operation from October 01, 2009. With the launch of Saakshar Bharat, the National Literacy Mission and its entire programme and activities were concluded on September 30, 2009. Objectives: The Mission has four broad objectives, namely to: i, Impart functional literacy and numeracy to non-literate and non-numerate adults. 24il, Enable the neo-lterate adults to continue their learning beyond basic literacy and acquire equivalency to formal educational system. il, Provide non and neo-lterates with relevant skill development programmes to improve their earning and living conditions. iv. Promote a learning society by providing opportunities to neo literate adults for continuing education. Target: The principal target of the mission is to impart functional literacy to 70 million adults in the age group of 15 years and beyond and to cover 1.5 million adults under the basic education programme and an equal number under vocational (skill development) programme. Within these targets, the Mission will primarily focus on, women, Scheduled Castes (SCs), Scheduled Tribes (STs) Minorities, other disadvantaged groups and adolescents in rural areas in low literacy States. Nature of Programme: The Programme focuses on the following: Women / Disadvantaged Communities: The programme has been given gender treatment wherein the gender, social and cultural barriers that women face have been taken into consideration while designing teaching learning programmes. Gender has not been seen in isolation but in conjunction with other social categories like caste, ethnicity, religion, disability, etc. The gender perspective permeates all components of the programme, including the approach, strategies, planning, management structures, teaching-learning materials 25and monitoring and evaluation. Special priority has been given to women belonging to SC, ST, minority and other disadvantaged groups in rural areas. The approach has been to build on women’s existing knowledge and levels of their literacy and numeracy in order to ensure that in the long run the existing levels are substantially upgraded and they are able to use the skills acquired in their own contexts. Women have been engaged as volunteers and instructors to encourage women learners to participate in the programme. Adolescents: The dominant aspect of the design interventions of the prevalent educational programmes for non/semi-literate adolescents is fertility, sexual behaviour, planned parenthood, etc. To address the real life needs of these adolescents, innovative design interventions have been conceived that will lead to acquisition of marketable qualifications, supported by certification. These programmes are a combination of basic education and practical training in a skill or vocation. Camp based instruction is provided to meet the needs of the adolescents. The Mission has a flexi approach to provide room for such innovations. Geographical Area Coverage: Another goal of the Mission is to minimize inter and intra regional/state disparities. To minimize regional disparities, the programme, in its first phase that is during the 11th Plan period (March, 31, 2012) remained confined to districts with adult female literacy rate of 50% or less as per 2001 Census. Nearly 18 crore non-literate 26adults live in these districts. In addition 33 districts affected with left wing extremism will also be covered under the Mission irrespective of the existing literacy rate. Rural and other Special Areas: According to 2001 Census, 84% of India’s non-literates live in rural India. Since illiteracy is far more widespread in rural areas as compared to urban India, and because urban areas are better endowed with educational infrastructure leading to better access to opportunities, the Mission is concentrating on and deploying public resources in rural areas where the focus is on women and adolescents belonging to SC, ST, minorities and other disadvantaged groups. Strategy for Urban Areas: In the urban areas, Mission objectives will be achieved innovatively, using the Jan Shikshan Sansthans, State Resource Centres, NGOs, social groups and any other institution identified by National Literacy Mission Authority (NLMA) through Public Private Partnership (PPP) or any other mode. Linkages with Ministry of Housing and Urban Poverty Alleviation under Jawaharlal Nehru National Urban Renewal Mission (JNNURM) will also be developed for synergy and augmentation of resources. Creating Sustainable Demand for Literacy: While in some areas there is an explicit demand for literacy in several parts it is tacit Success of the Mission depends on creating a social environment conducive to literacy by addressing the whole society, both the educated and the non-literate, especially the women. A key aspect of the demand creation is to make visible to the leamers the value, importance and relevance that literacy will have in their day to day lives, including women in Self Help Groups (SHGs), Project of Residual Iliterates (PRIs), Community Based Organisations (CBOs) and NGOs etc. To this end, NLMA launched a major social motivation and mobilization campaign that propagated the benefits of 27literacy and the handicaps of being non-lterate. The objective of environment building for literacy is to generate a positive, natural and spontaneous demand for literacy in all parts of the country. Along with this, the environment building activities are directed towards removing mindsets or ill perceived notions about literacy on the one hand and to enlist the involvement and support of all sections of the civil society in literacy promotion efforts on the other. All forms of media including print, electronic and folk media have been simultaneously harnessed to create positive perceptions about literacy and to simultaneously motivate and spur to action both potential literacy volunteers and leamers. Information Education and Communication (IEC) materials, designed with the help of State Resource Centres and other agencies are being used extensively to create a conducive environment for literacy learning. Teaching-Learning Programmes To respond to the demand for literacy and address the diverse needs of the non and neo-literate adults, an assortment of teaching leaming programmes, including Functional Literacy Programme, Basic Education Programme, Vocational Education and Continuing Education Programme have been offered as an integrated continuum. Functional literacy, implies achieving self reliance in Reading, Writing, Arithmetic (Numeracy) and becoming aware of the causes of one’s deprivation and moving towards improving their condition through organization and participation in the process of development, acquiring skills to improve the economic status and general well being, creating an aware and responsible citizenry (imbibing values of national integration, communal harmony, conservation of the environment, women's equality, and reproductive behavior etc.) The approach is to create a sustainable learning environment so that learners are encouraged to continue with their literary aspirations and take advantage of the programme facilities to satisfy their need for leaning, 28The Programme provides the facility of a library and reading room along with other contemporary ICT devices. Short-term thematic courses like Health awareness / Care, Food and Nutrition, Water conservation /Drinking Water / Sanitation, Population Development Education issues - AIDS/STD, Sex Education, Consumer Awareness / Consumer Rights, Legal literacy, RTI or any other topic of interest and relevance to the lives of the learners is also being offered under this programme. The core curriculum reflects the national values like national integration, secularism, democracy, scientific temper, communal harmony, women’s equality, small family norms etc. It also addresses the demands of the learners and takes into account the diversity of their socio-cultural background, life experience, linguistic skills and motivational levels. The curricular framework strikes a balance between the larger social objectives of the Mission and relevance to local contexts and to wider opportunities. It also lays down guidelines for syllabi including processes and methods that help to retain the interest of the leamers and prevent dropouts, guidelines regarding the learning assessment system, including self-assessment by learners. International Partnerships: To gain from international experiences, NLMA Is striving to establish an international network and work closely with UNESCO, UNICEF, and other international bodies engaged in adult education and arrive at bilateral and mubtlateral arrangements for mutually beneficial partnerships. Summary /Conclusion: The programme has been envisaged as a people's programme in the true sense, aprogramme of the people, for the people and by the people. All stakeholders, especially at the grassroots level thus have a say and role in the planning and implementation of the programme. The scheme will be in operation till March 31, 2012, unless decided otherwise by the Government of India. The Literacy programme will have a timeframe of 18 months. Equivalency, Vocational and Continuing Education Programmes will continue to run uninterruptedly from the date of sanction till March, 31, 2012, 23The Department of School Education and Literacy which oversees Elementary Education, Secondary Education and Adult Education and Literacy also implements the following schemes under the sponsorship of the MHRD Rashtriya Madhyamik Shiksha Abhiyan Girls’ Hostel Model Schoo! ICT at schools Inclusive Education for Disabled at Secondary Stage Incentives to Girls for Secondary Education National Merit cum Means Scholarship Financial Assistance for Appointment of Language Teachers Development of Vocational Skills during Secondary Education Adolescence Education Programme 30ILiv.iv The Department of Higher Education oversees University and Higher Education, Technical Education, Book Promotion and Copyright, Scholarship, Languages and Minority Education ILiv.iv (a) University and Higher Education: India has one of the largest Higher Education systems in the world. The Central Government is responsible for major policies relating to higher education in India. It provides grants to the University Grants Commission (UGC) and establishes central universities in the country. The Central Government is also responsible for declaration of educational institutions as “deemed to be university ” on the recommendation of the UGC. State Governments are responsible for the establishment of State Universities and colleges. The coordination and cooperation between the Union and the States is brought about by the Central Advisory Board of Education (CABE). While the UGC is responsible for coordination, determination and maintenance of standards as also the release of grants, Professional Councils are responsible for recognition of courses, promotion of professional institutions and providing grants to undergraduate programmes and various awards. The statutory Professional Councils are: All India Council of Technical Education ( AICTE ) Medical Council of India ( MCI ) Indian Council for Agricultural Research ( ICAR ) National Council for Teacher Education (NCTE ) Dental Council of India ( DC! ) Pharmacy Council of India ( PC! ) Indian Nursing Council ( INC ) 31Bar Council of India ( BC! ) Central Council of Homeopathy ( CCH) Central Council for Indian Medicine ( CCIM ) Council of Architecture Distance Education Council Rehabilitation Council of India ( RCI) ‘State Councils of Higher Education iv (b) Technical Education: Technical Education plays a vital role in the human resource development of the country by creating skilled manpower, enhancing industrial productivity and improving the quality of life. Technical Education covers courses and programmes in engineering, technology, management, architecture, town planning, pharmacy and applied arts and crafts, hotel management and catering technology. The technical education system in the country can be broadly classified into three categories: Central Government funded institutions, State Government funded institutions, Self-financed institutions. Some of the 52 centrally funded institutions of technical and science education include the Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), Indian Institute of Science, Bangalore (IISc). Vv ( ) Book Promotion and Copyright: 32Book Promotion: The National Book Trust (NBT) was established on August 1, 1957 under the aegis of the Ministry of Education, Government of India by Shri Jawaharlal Nehru, the first Prime Minister of independent India, The objective of the NBT was to promote a culture of reading in society by publishing good literature at an affordable price in all major Indian languages including English, and by undertaking book promotion activities like seminars, workshops, book fairs, book exhibitions in India and abroad, Copyright: The Copyright Act, 1957 came into effect from January, 1958 and has been amended many times since then with the amendment of 1994 being the most substantial. The Indian Copyright Act today is compliant with most international conventions and treaties in the field of copyrights. Two new treaties collectively termed Internet Treaties were negotiated in 1996 under the auspices of the World Intellectual Property Organisation (WIPO) to provide for the protection of the rights of copyright holders, performers and producers of phonograms in the Internet and digital era. ILiv.iv (d) Scholarships: The Department of Higher Education makes available scholarships to meritorious students as an incentive and form of encouragement. A special emphasis is given to studies abroad in order to take advantage of innovative methods of learning. The Department of Higher Education oversees the National Scholarship, External Scholarship and Educational Loans for deserving students. Liv (e) Languages: 33Moder India according to the 1961 census has more than 1652 mother tongues genetically belonging to five different language families. Since language has been allocated an important place in the National Policy of Education , the promotion and development of Hindi and the other 22 languages listed in Schedule VIII of the Constitution as also Sanskrit and Urdu along with English and Foreign languages have received due attention from the Department of Higher Education. The language policy of India with reference to usage in administration, education, Judiciary, legislature and mass communication is pluralistic in its scope. It is both language-development oriented and language-survival oriented. The policy is accommodative and evolving and is monitored and implemented by the Language Bureau of the Ministry of Human Resource Development, Government of India. This is done by language institutions setup for this purpose, namely, Central Hindi Directorate, Centre for Scientific and Technical Terminology, Central Hindi Institute, Central Institute of Indian Languages, National Council for Promotion of Urdu Language, Central Institute of English and Foreign Languages. ILiv.iv ( f ) Education of SCs/ STs and Minoritie: The Indian Constitution is committed to the equality of its citizens. The Directive Principles of the Constitution, Government of India , stress upon the promotion with special care the educational and economic interests of the weaker sections of the people and in particular of the SCs/ STs and minorities, Article 46 of the Constitution states that “ the State shall promote with special care the education and economic interests of the weaker sections of the people, and in particular of the Scheduled Castes and the Scheduled Tribes, and shall protect them from social injustice and all forms of social exploitation.” Similarly Article 30 (1 ) provides for the rights of the minorities to establish and administer educational institutions of their choice. 34The Department of Higher Education thus makes special provisions for SCs / STs , minorities, e.g. Schedule Caste Sub-plan, Tribal Sub-plan, National Monitoring Committee for Minorities Education, National Commission for Minorities’ Educational Institutions. IL iv. Iv (g ) Distance Learning: Open and Distance Learning ( ODL ) system of India consists of National and State Open Universities including correspondence course institutes in conventional dual mode universities. This form of learning is significant for continuing education, skill enhancement of in-service personnel and for quality education of relevance to learners located at educationally disadvantageous locations. Conclusion: The Department of Education, Government of India thus oversees a wide range of agencies from the elementary to the tertiary level of education in conjunction with autonomous organizations and subordinate offices. Unit II: v. Advisory and Implementation Agencies at the Central and State Level: Iv (a) The Central Advisory Board of Education (CABE) The Central Advisory Board of Education (CABE) is the highest advisory body relating to policy making in education in India. It provides a platform for the Centre and the States / Union Territories to share their common concerns, review their experiences and envision future policies and programmes. Though the Constitution of India, under the Article 45 of Directive Principles of State Policy, directed the States to “endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years’, it was not until 1993, when the 35Supreme Court while deliberating on a case against the State of Andhra Pradesh gave all children a Fundamental Right to “free and compulsory education until they complete the age of fourteen years” and stated that this right “flows from Article 21 j.e. Right to Life”. The Supreme Court persuaded the Government of India to constitute the Saikia Committee of State Education Ministers (1996), who in January 1997 recommended that “the Constitution of India should be amended to make the right to free elementary education up to the age of 14 years a fundamental right’. However the committee did not focus upon the rights of children to early childhood care and pre-primary education The CABE constituted a committee in August 2004, to prepare “a blueprint for the universalisation of secondary education consequent upon the attainment of universalisation of elementary education.” Universalisation requires rethinking secondary education both in its structural as well as curricular dimensions in order to make it a means of social transformation. The four guiding principles of Universal Secondary Education are Universal Access Equality and Social Justice Relevance and Development Structural and Curricular Aspects BENS 4. Universal Access: Access is envisaged in physical, social, cultural and economic terms. Indian schools need extensive redefinition in their basic features. For example, while providing physical access to an orthopedically disabled child, it is important that the social construct of disability is reworked and that the mindsets of teachers, peers, curriculum planners and textbook writers also undergo a positive and educated change. This is applicable even in cases of children from the marginalised sections of society as also gender discrimination, Schools must redress the issues of cultural alienation which operate as a “hidden curriculum" in a predominantly orthodox, rigid and patriarchal society. Alienation and scepticism not only force children to drop out voluntarily but may also lead to instances of being pushed out or simply walking out as a result of deprivation and humiliation. Universal access becomes meaningful only when the school is able to create a new cultural ambience and a child friendly curriculum. 362. Equality and Social Justice : These fundamental principles enshrined in the Constitution must permeate the very ethos/philosophy of secondary education. The six dimensions of equality and justice which the school system must strive for by reflecting them in the curriculum are: a, Gender b. Economic disparity Social ( marginalised groups) Cultural ( religious, ethnic and linguistic diversity ) Disability ( mental and physical) . Rural-urban divide ea9 The students in school must be sensitised to the composite culture of India as also its plural character. They must be given the opportunity to experience the different social classes and diverse cultural backgrounds. Every child must be empowered to understand, question and empathise with inequality and injustice such that seeking equality and social justice become a way of life for the children even outside the realm of school and later as adults. This is however difficult because of the prevalence of private unaided schools which cater to the privileged sections of society alone. It is therefore necessary to include private unaided schools in a Common School System as per the recommendations of the Education Commission (1964- 66). 3. Relevance and Development: For education to be relevant it must a. Enable the development of the full potential of the child, and b. Link the development of the child to society and its political, productive and socio-cultural dimensions. The developmental role of education is envisaged as: a. Building citizenship for a nation that is striving to become a democratic , egalitarian and secular society b. An inter-disciplinary approach to knowledge, concept formation, and attributes such as critical thought, application and creativity. Evolving values in a plural society that is both stratified and hierarchical. d. Equipping learners with skills and generic competencies that may be useful in various domains of knowledge. 7€. Developing multiple skills in the context of rapidly changing technology and the ability to continuously learn, unleam and relearn Since most parents send their children to schools hoping that their child will be ready for the world of work with confidence, it is imperative that the learning in schools emerges both from the child’s social ethos and her productive experience, while ensuring that the child has access to global knowledge and challenges. 4. Structural and Curricular Aspects: Structural reforms in the Indian education system were initiated by the Education Commission (1964-66) in the form of the 10+2 pattern of school education. The Commission advocated that a minimum of 10 years of common curriculum is required for building citizenship in a democracy and for linking the “world of knowledge” to the “world of work”. Therefore diversified courses could be introduced only at the #2 stage. These recommendations were implemented all over the nation because the Central Government actively enabled a nation-wide switchover to the 10+2 pattern. However, the policy on vocational education wherein at least 25% of students enrolled at the +2 level may be diverted to the vocational stream has not found favour with students. This lack of success prompted the CABE to recommend a two-pronged strategy with radical structural and curricular implications for school education: Productive work must be introduced in the curriculum as a pedagogic medium for acquisition of knowledge, building values and development of skills from the pre-primary stage right up to the +2 stage. 2. Anationwide Vocational Education and Training Programme (VET) must be built to function structurally and administratively outside the school system while incorporating the modular courses with lateral and vertical linkages. This will enable the ‘world of work” to be meaningfully integrated into the “world of knowledge” thus making vocational education a significant and effective programme. The four guiding principles, universal access, equality and social justice, relevance and development, and structural and curricular aspects together will affect the goal of Universalisation of Secondary Education by influencing the level of access, the socio- cultural character, the developmental objectives and the structural and curricular provisions of secondary education. 38The CABE’s vision is to provide high quality secondary education to all Indian adolescent girls and boys up to the age of 16 by 2015 and up to the age of 18 by 2020. The conventional expectation from secondary/senior secondary education is its role in creating the fundamental base for generating technically trained persons, raising the potential of a society to contribute to the growth of knowledge and skills and thereby enhance the nation’s capacity to face the challenge of global competitiveness. The contemporary and additional expectation from secondary education is to build a democratic citizenship that is committed to the constitutional goal of enabling India to move towards an egalitarian, secular and enlightened society while also being sensitive to India's rich, cultural and linguistic diversity and its composite culture. Iv (b) University Grants Commission (UGC) Introduction: Genesis of the University Grants Commission (UGC) Higher education has always occupied a prominent place in Indian history. From seats of higher learning like the Nalanda, Takshila and Vikramsila universities in ancient Bharat to universities in modem times, India nurtures one of the largest higher education systems in the world. The modern system of higher education has its roots in Mountstuart Elphinstone’s minutes of 1823 which stressed the need for establishing schools to teach English and European Sciences. In 1835 however, Lord Macaulay advocated " efforts to make natives of the country thoroughly good English scholars’. Later Sir Charles Wood's Dispatch, also known as the “ Magna Carta of English Education in India’ recommended a clearly structured indigenous scheme of education from the primary school to the university. Subsequently the Universities of Calcutta ( Kolkata), Bombay ( Mumbai ), and Madras ( Chennai ) were set up in 1857 followed by the University of Allahabad in 1887 39The Inter-University Board ( later known as the Association of Indian Universities ) was established in 1925 to promote activities of universities by sharing information and cooperating in the fields of education, culture, sports and associated areas. It was in 1944 that the first attempt to formulate a national system of education in India was made on the basis of the report of the Central Advisory Board of Education on Post War Educational Development in India ( also known as the Sergeant Report ). The report suggested the formation of a University Grants Committee to oversee the work of the three central universities of Aligarh, Banaras and Delhi. The University Grants Committee thus came into being in 1945. In 1947, the committee was handed over the responsibility of overseeing all the then existing universities. After Independence in 1948 the University Education Commission was set up under the Chairmanship of Dr. S. Radhakrishnan especially to “ report on Indian university education and suggest improvements and extensions that might be desirable to suit the present and future needs and aspirations of the country’. The committee recommended that the University Grants Committee be composed on the basis of the general model of the University Grants Commission of the United Kingdom with a full- time Chairperson and other members to be appointed from amongst educationists of repute, In 1952, the Union Government of India decided that all cases pertaining to the allocation of grants-in-aid from public funds to the Central Universities, other Universities and institutions of higher learning may be referred to the University Grants Commission ( UGC ). As a result the UGC was formally inaugurated by the then Minister of Education, Natural Resources and Scientific Research on December 28,1953 late Shri Maulana Abul Kalam Azad. In November, 1956 the UGC was formally established as a statutory body of the Government of India through an Act of Parliament for the coordination, determination, and maintenance of standards of university education in India. The UGC has six regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bengaluru. The head office is located at New Delhi. 40Objective of the UGC: The objective of the UGC is ‘ensuring quality higher education for all Functions of the UGC: 4. Quality Teaching: The UGC's main thrust area is Quality Teaching at both the undergraduate and postgraduate level. It seeks to remove the existing disparities in academic as well as the available infrastructure in colleges and universities. It therefore is focusing on establishing a network of information to support the teaching and learning process through multimedia material, computer graphic’s support material, reference material thus enhancing the academic infrastructure in classrooms. The UGC encourages universities/departments to establish state-of -the-art Content Development Centres and funds teachers to develop multimedia based teaching material. It also ensures that teachers not only update their knowledge base, but also develop healthy work culture practices. The Academic Staff Colleges which function under the aegis of the UGC thus undertake the task of teacher training and orientation activities in a professional manner on a continuous basis. The UGC also establishes international collaborations with universities/institutions to initiate/share joint activities. The teachers are given incentives and rewards for producing academically good and rich material. 2. Curriculum Development: The UGC reviews and strengthens the existing curricula in each subject through Its curriculum development centres and experts in each subject. In addition it provides 4a.intensive support to subject workshops and seminars which in turn enable teachers to work out new approaches in teaching and learning in their own subjects. The UGC encourages the development of skill-oriented and value- added add-on utility oriented certificate/diploma programmes which students may opt for simultaneously while studying for their degrees. The UGC plans to create bridges for integrating the conventional, open and private sectors of education. India has a large non-regulated private education sector which needs to be regulated for quality and also accredited thus addressing the question of demand and relevance, The UGC provides for the marginalised sections of society ( differently abled, backward castes/tribes/classes, religious minorities and women ) several programmes for training and enhancement of skills, incentives for professional courses and accommodation on campus. The UGC promotes teaching and research in areas like humanities, social sciences and pure sciences. It emphasises disciplines like Health, Gerontology, Environment, Bio-technology, Disaster Management, Defence Strategies, Applied Sociology, Management of Stress, the World Trade Organisation and its impact on the economy, the History of Science, Asian Philosophy, and other areas identified by subject experts. 3. Promotion of Excellence: The UGC also selectively supports universities/institutions for achieving greater heights in teaching and research so that the mechanisms used to achieve quality in postgraduate teaching and research percolates to the undergraduate colleges. The universities/institutions thus selected are allocated substantial funds to complete the task within a given time span. These universities/institutions then work as “lead” universities/institutions in their regions. 42The UGC also identifies and funds universities/institutions which have “the potential for excellence’. Postgraduate education is especially supported and funds are allocated to improve and strengthen the infrastructure. n of Accreditation: The UGC envisages a higher education system where an open and transparent environment will nurture a sense of ownership and responsibility thus making the system credible and result oriented. The UGC therefore pursues the concept of autonomy vigorously. Not only is academic freedom promoted but each university/institution is also persuaded to adopt quality in their academic and organisational spheres. Further the UGC also suggests that the institutions/universities should undertake the process of assessment and accreditation conducted by the National Assessment and Accreditation Council (NAAC).The emphasis is on identifying their strengths and potential as well as their weaknesses and lacunae. All financial incentives are linked to the accreditation process. 5. Promotion of Social Change: The UGC also promotes social change through outreach programmes carried out by institutions/universities. Lifelong learning is consequently sustained in the form of Adult and Continuing Education, Women’s Studies, Environmental Education and Human Rights especially of vulnerable groups ( children, aged, women , socially disadvantaged). 6. Promotion of Research: Since higher education is a dynamic phenomenon research is actively encouraged. The UGC has established links with government agencies like the Department of Science and Technology, Defence Research and Development Organisation , Department of Biotechnology, Ministry of Information, Communications and 43Technology, Council for Scientific and Industrial Research, Department of Atomic Energy and Indian Space Research Organisation in order to initiate and strengthen the existing teaching and research programmes. The UGC also enables university teachers to take up research projects in emerging areas like liberal arts, humanities, social sciences, literature, economics, law etc. besides science and technology. Priority is given to inter-disciplinary research in all fields. A culture of doing more application oriented work and safeguarding of research outputs is being promoted. Examples of inter-university centres are : National Science Centre, New Delhi, Inter- University Centre for Astronomy and Astrophysics, Pune, UGC- DAE, Indore, Indian Institute of Advanced Studies, Shimla, Consortium for Educational Communication, New Delhi, National Association for Assessment and Accreditation, Bengaluru and Information and Library Network, Ahmedabad 7. Promotion of Education Globally: With the globalisation of higher education , the UGC has evolved a policy to promote the free flow of students from other countries to India and make it possible for Indian students to study abroad. The UGC thus makes available opportunities for foreign students in Indian colleges and universities through the “study abroad” programmes and by reserving a certain percentage of seats in each of the degree programmes. At the same time the Indian universities are encouraged to initiate web-based education and “twin programmes’ in other countries. 8. Maintaining a Resource Base: The UGC has identified the Indian Institute of Sciences, Bengaluru, Shrimati Nathibai Damodar Thackersey University for Women, Mumbai and Maharaja Sayajirao University, Vadodara as national information centres for serving as the repository for scientific literature and data in the form of electronic data . Researchers throughout India and the world therefore have access to a vast body of information which in turn enhances the quality of research being carried out in institutions/universities across India. 44Summary! Conclusion: An apex body of the Government of India the UGC focuses on the following key thrust areas : 1.Improvement of quality in education and development of infrastructure 2.Redesigning of courses/curricula. 3.Training/orientation of teachers, Academic Staff Colleges. 4.Conducting the NET. 5.Accreditation of universities/institutions by NAAC. 6.Enhancing research in undergraduate and postgraduate courses. 7.Implementing research projects/fellowships. 8.Allocation of funds and resource mobilisation. 9.Conducting outreach programmes. 10.Networking of universities. 45Iv (c) National Council of Educational Research and Training (NCERT) Introduction: The NCERT was formed on June 06, 1961 at New Delhi by the Government of India as an autonomous organization to assist and advise the Ministry of Education and Social Welfare, both at the Centre and in the States in the implementation of its policies in education especially qualitative changes in school education and teacher preparation Organization: Constituent Units The Council is governed by five statutory committees, namely: Governing Council, Executive Committee (chaired by the Union Minister of Education),Finance Committee, Establishment Committee and Programme Advisory Committee. Other committees like the Academic Committee , Educational Research and Innovations Committee and National Monitoring Committee for Textbook Development advise the Council on specific activities. The National Institute of Education, the administrative nerve centre of the Council is located in the Delhi campus. It is an important body which pursues academic programmes that include educational research, development of textbooks, in-service training of teachers and extension and dissemination of information. The Council also manages five Regional Institutes of Education (RIEs) at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong. These institutes offer various programmes for trainee- teachers. 46The Central Institute of Educational Technology (CIET), also located in the NIE campus at Delhi, focuses upon educational technology. Audio, video and multimedia programmes for children are developed at CIET which are then disseminated in the form of television and radio programmes for children like Gyandarshan and Gyanvani. CIET in collaboration with The Indian Space Research Organisation (ISRO) had in the 1970s launched SITE programmes for schools. In recent times , India’s educational satellite technology (EDUSAT) has helped innumerable teachers all over the country through teleconferencing Similarly the Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) located in Bhopal organises research development, training and extension programmes in the area of education and vocational education Functions of the NCERT: The Council was constituted with the objectives of promoting educational research, developing model textbooks, conducting pre-service and in-service training of teachers, networking with State Education Departments, universities and NGOs. It has therefore nurtured innovations and brought about qualitative changes in school education. Substantial work has been done on early childhood education, research- based interventions, institutional planning, Sarva Shiksha Abhiyan, development of textbooks and national talent search scheme to identify, support and nurture talented students. Comprehensive surveys of schools, initiation of vocational education, nationwide orientation of pre-service personnel, Science Education, Environmental Education and Nutrition Education Projects as also Primary Education in collaboration with international agencies have also made a significant impact on different aspects of school education. a7Further the educational journals published by the Council, for example, Indian Educational Review, Journal of Indian Education, Primary Teacher etc. present the views, opinions and trends of school education in India. Updating and revision of syllabi for the different school subjects is an Important part of the Council's regular functioning and responsibilities as a research organisation dedicated to education reform and modernisation of school curriculum. The Council has also developed curriculum frameworks based on epistemological and pedagogical issues especially with reference to the nature of knowledge and its transaction in schools in 1988, 2000 and 2005 on the basis of recommendations made by the National Policy on Education (1986).The emphasis has been upon curricular burden, child-centered education, interactive and joyful teaching and on linking education with life outside school. Summary and Conclusion: The NCERT thus undertakes the following activities, namely: a. the NCERT aids, promotes and coordinates research in all branches of education. b, the NCERT organises pre-service and in-service training for teachers at an advanced level. ©. the NCERT organises extension services for institutions which are engaged in educational research and training of teachers. d. the NCERT develops and disseminates improved educational techniques and practices in schools. 48.e, the NCERT cooperates with, collaborates and assists State Education Departments, universities and other educational institutions to further the development of education. f. the NCERT prepares and publishes books, materials, periodicals and other literature to promote educational research and advanced professional training of personnel in Education. II-v (d) State Council of Educational Research and Training (SCERT): Introduction: The SCERT seeks to bring about qualitative improvement in the field of school education by acquainting teachers with innovations through teachers’ training programmes and workshops, Functions: The SCERT endeavours to play an active role in improving the quality of school education. The SCERT therefore carries out the following functions: 4. Organises in-service training programmes for teachers, administrators and teacher educators. 2. Implements new educational techniques and methodologies. 3. Co-ordinates with District Institutes of Education and Training ( DIETs) and imparts guidance. 434, Coordinates with State Council of Education, Regional Institute of Education, NCERT, National Institute of Educational Planning and Administration (NIEPA) and Educational Consultants India Limited (EdCIL). 5. Identifies disabled children in and out of schools through Institute of Entrepreneurship Development (IED) centres in the state. 6. Creates awareness among teachers / students about the need for guidance and counselling through Guidance and Counselling Cells . 7. Diagnoses educational problems and seeks remediation 8. Develops Teaching Learning Material. 9. Organises training programmes and workshops for teachers in educational evaluation. 10.Organises state level science exhibitions, seeks to encourage scientific temper. 11, Develops work experience syllabus for various levels. 12. Popularises computer literacy in schools. 13. Reviews text books in the light of recent advancements. 14. Organises training courses for teachers to create environment awareness. 5018. Develops software for training programmes. 16. Prepares educational programmes for broadcasting through radio and television 17. Trains teachers in the use of ICT and audio-visual aids in the classroom. 18. Implements projects on the integration of art and culture with education, 19. Organises National Integration camps for teachers and students. 20. Conducts state level examinations. 21. Develops material for training in gender sensitization 22. Conducts workshops to develop child-centred, low cost and effective teaching learning material for primary classes. Summary! Conclusion: The SCERT thus is involved in bringing about qualitative improvement in the field of school education by acquainting teachers with innovations through teachers’ training programmes and workshops. Iv (e) District Institute of Education and Training (DIET) 5Introduction: The centrally sponsored scheme of Teacher Education was launched in 1987-88. The scheme focused on the establishment of DIETs by upgrading the existing Elementary Teacher Education Institutions or ETEls wherever possible and the establishment of new DIETs where necessary. It was decided that one DIET would be set up in each district having a minimum of 2,500 teachers in order to train primary school teachers and to improve primary education. Existing government ETEIs would be upgraded into a DIET. The DIET system was designed to cover all of India with a decentralised scheme of management which would reflect actual classroom situations and would be meaningful to the lives of the local communities. Functions: The functions of DIETs can be classified into four categories 1. Developing, Organising, Managing and Supervision of Training: Since teacher education is a continuous process it cannot be classified as pre-service and in-service. Equipping DIETs with both human and material resources raises the quality of education at the district level. The training of adult education workers and elementary school teachers facilitates the achievement of Universal Elementary Education. DIET integrates both formal and informal agencies of elementary education in order to ascertain and ensure an equal standard. DIET coordinates its functions with those of other district level departments who also monitor elementary education. DIETs also evaluate, liaise with higher authorities and formulate plans relating to primary and secondary education 52DIETs have autonomy to conduct surveys of both teacher and trainer identified needs and also to design the training module according to the local needs. Thus DIETs provide training inputs to the following personnel of the district, Elementary school teachers ( pre and in-service ) Heads of schools, school complexes and educational officers at the cluster and block levels Instructors and supervisors of adult education Members of District Education Council, social leaders, women of self-help groups , youths and volunteers who are involved in educational programmes Identified resource persons who can be utilised by DIETS for its programmes. 2. Educational Resources Support: DIETs provide educational services, resources and advice to elementary schools and adult education centres at the district level in the form of: Extension Services Resource Centre for instructors and teachers Teaching and Leaming material and evaluation tools Evaluation Centre for formal and non-formal educational institutions Resource Support to state agencies in the form of data, software ete Advanced Technology Resource Support 3. DIET as a Research Centre: 33Since DIETs are expected to constantly be in a state of readiness to meet challenges that may arise in the future DIETs themselves have to develop a deep understanding of the changing circumstances. This understanding can develop only when the institution undertakes research work in elementary education and encourages teachers to conduct Action Research in order to solve problems occurring during school activities. Thus research is integrated in the regular day-to-day functioning of DIETs. 4. Miscellaneous: Carrying out the above functions entails the following actions: Regular monitoring of the learning imparted in schools Developing effective monitoring mechanisms with the help of specific local inputs Evaluating the schemes and programmes introduced /implemented by the department. [This involves collection of data ( both qualitative and quantitative ), compilation of data, analysis and inference, reporting, recommendations and suggestions] Coordinating with agencies involved in the promotion of elementary education. Interacting with existing projects and implementing new projects to build and develop the capacity of the community Practicing a participatory role in all training programmes conducted. Conducting various departmental exams. Acting as a nodal ageney for centralised admissions to B.Ed and D. Ed courses. Summary! Conclusion: The DIETs thus work towards improving primary teacher training in order to achieve universal primary education. 5aUnit II: vi. Functions of Local Bodies: The 73" and 74" Constitutional Amendments conferred a constitutional status on Panchayati Raj Institutions (PRI) and Urban Local Bodies (ULB) in India. Thus political and economic power was vested in people who had over the years acquired the capacity to govern themselves and take decisions for individual and community development. Article 243-G of the Constitution refers to the Panchayat as “institution of self- government’ In 1948, the Orissa Gram Panchayat Act was passed with a view to develop local self government in the villages. Following the Balwant Rai Mehta Committee's (1957) recommendations to constitute local decentralized units, namely, Panchayat at the village level, Panchayat Samiti at the intermediate level and Zilla Parishad at the District level, the Orissa Panchayat Samiti and Zilla Parishad Act was passed by the Legislative Assembly in 1959. At present a three-tier Panchayati Raj system is working in Orissa with 6234 Gram Panchayats, 314 Panchayat Samitis and 30 Zilla Parishads. The three-tiers of the PRI thus carry out the following activities: 554. Education including Primary and Secondary Schools Activity Distribution of Functions Zilla Parishad Panchayat Samiti Gram Panchayat {Expansion and Development of Educational Facilities 1. To assess the requirements of schools, teachers, equipment ete, in the district. and plan for them. 2. Maintenance of secondary school bulldings and related infrastructure. 3. Supervising and monitoring the quality of educational services. 4, Campaign for full enrollment and reduction of dropouts. 1. To supervise the funetioning of primary and upper primary school. 2, Supply and distribution of materials and equipment to all schools. 3. To assess the drop out position and initiate appropriate action to reduce it. 7, To ensure full enrolment of school age children. 2. Maintenance of Primary (including upper primary) school buildings, play grounds, and related infrastructure 3. Ensuring regular attendance of teachers and students. and reporting to concerned authorities. 2. Establishment and Maintenance of hostels, and other welfare measures for target group students. 1 ‘Assess requirement — of hostels for target group students and plan for them. 2. Maintenance of hostels. 3. Supply of school uniforms, books etc. for target group students. 1. Distribution of school _uniforms, books and other materials to the target group students. 2. To assist in the maintenance of hostels. 3. Ensure regular release of funds for the hostels for the target groups. 1 To assist the Panchayat Samiti in the distribution of study material to the target group of students. 2. To assist in the maintenance of hostels and ensure regular supply of quality food 3, To — implement midday meal scheme in schools with supplementary resources wherever necessary. 362. Technical Training and Vocational Education ribution of Functions Zilla Parishad Panchayat Samiti Gram Panchayat 1. Establishment and maintenance of ITIs. 1. Establishment and maintenance of ITis with a predominantly rural bias. 2. Assessment of the need for technical. training and planning for the same. 3. To assess vocational education needs and promotional activities. 4. Supervision and monitoring of the functioning of the ITs, 1 Conducting aptitude tests for the selection under vari of students ious trades and recommendation for admi ission and placement. 1. Promotion of and identifying suitable courses for vocational education according to the needs and potential of different areas in the district. 1. Selection of courses for vocational education and identifying schools/centres for important courses. 2. To motivate students for vocational education. 3. To supervise and coordinate the functioning of the Apprentice 1. To as promotion vocational sist in the of education in the school/centres. 2. Selection — of candidates/ students for courses. vocational 1 To assist in identification and recommendation of eligible candidates for vocational education/training. 37Act, 1961. 3. Adult and Non-formal Education Activity Distribution of Functions Zilla Parishad Panchayat Samiti Gram Panchayat 7 Planning and implementation of adult and non- formal education and Total Literacy Campaign (TLC ) . Identification of suitable locations for establishing adult education centres, 2. Selection of volunteers and supervisors for teaching and maintenance of the centres. 3. Procurement of and supply of all relevant infrastructural and educational material to the centres. 4. Supervision and monitoring of the activities and post-literacy evaluation. 5.Organising Total Literacy Campaign ( TLC ) 7. Implementation ofF Adult non-formal education programmes and Total Literacy Campaigns, 2. Distribution of material to centres. 3. Supervision and monitoring of the functioning of the centres. 7. To help in mobilizing people for participation in Adult education and Total Literacy Campaign. 2. To supervise and monitor functioning of the centres and ensure regularity of learners and volunteers. 58Further the 74'" Constitutional Amendment Act, 1992, has enlarged the powers and functions of Municipalities and other urban bodies. They are now enjoined to prepare plans for economic development and social justice, protection of the environment, alleviation of urban poverty, improvement of slums and promotion of cultural and educational facilities, The Urban Local Bodies / Municipalities besides providing for schools and school personnel also seek to provide nutritious meals to children in schools, along with two sets of uniform and learning material. Provision of infrastructure for sports is also a priority. The main aims therefore are’ 1. Maintaining primary and secondary schools and aiding the development of necessary amenities meant for educational institutions. 2. Helping to develop the quality of education in the primary and secondary schools with the help of subject experts. 3. Taking steps to unfold the latent potential of children and helping them to realize their complete potential. References: http://education.nic.in/uhe/uhe-overview.asp http://www.teindia.nic.in/files/reports/ccr/cabeluse.pdf http://www.odisha.gov in/finance/state_finance_comm/Chapter-IV.pdf 59wwww.uge.ac.in http://www.ncert.nic.in/html/syllabusrivision.htm http:/www.ncert.nic.in/html/National_Curriculum_Framework_Review.htm www.ncert.nic.in www.scertup.org http://wikieducator.org/Funetions www. indiaedu.com/career-courses/tr www.educationforallinindia.com Deka, S., Education: Agencies of Education, IDOL, University of Mumbai, 2010. 60EDUCATIONAL SUPERVISION ( UNIT II) u Structure 1.0 Objectives 1.1 Introduction 1.2 Concept, aims, principles and changing views of Educational Supervision 1.3 Techniques of supervision 1.4 Educational superv n and Human Relations 611.0 Objectives After reading this unit you will be able to * Define Educational supervision * State the aims of Educational supervision * State the modem concept of Educational supervision, © Explain the techniques of Supervision © Explain the relationship between Educational supervision and Human resources Development 1.1 Introduction School supervision, since its origin in the early nineteenth century in Great Britain has been the ‘main instrument of facilitating and ensuring quality improvement in schools. It started as a tool for monitoring, by Her Majesty’s Inspector of Schools that was based on top-to-down authority and control model as well as on rules, regulations, acts and codes. In India the system of inspection came in Vogue with the recommendations of Wood’s Despatch of 1854, mainly for regulating the private-aided and missionary schools. Its main aim was to control and maintain the educational system rather than improve and develop it. Its nature was authoritative, autocratic and unscientific. Hence the word inspector’ or ‘supervisor’ had a negative connation and even became a taboo in many countries. Inspection was seen as an old fashioned, non- democratic institution and a few countries got rid not only of the terminology, but also of the supervision service itself. In the beginning of the 20 century, the concept of inspection was ‘modified and came to be known as Supervision. The emphasis shifted from rigid inspection to democratic supervision. Countries which had dismantled their supervision services earlier reestablished them whereas countries which did not have them in the past have created them. The focus shifted to reorganizing and strengthening supervision services with the aim of enhaneing efficiency and, improving quality of institutions 1.2 Concept The term supervision is an interaction between at least two persons for the improvement of an activity. It is also a combination or integration of processes, procedures and conditions that are consciously designed to advance the work effectiveness of individuals and group. Adams and Dicky, “Supervision is a planned programme for the improvement of institutions. Barr and Burton : Supervision is the foundation upon which all programmes for the improvement of teaching must be built. Kimball Wiles : Supervision is the service activity that exists to help the teachers to do their job better. 62Harled Spears: Supervision is the service provided by the state for helping educators and educational administrators to do a better job. Bernard and Goodyear : Supervision is an intervention that is provided by a senior member of a profession to a junior member or members of that same profession. This relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the junior member(s) Douglas et.al — ‘ Supervision is the effort to stimulate , coordinate and guide the continued growth of teachers, both individually and collectively, in better understanding and more effective performance of all the functions of instruction, so that they will be better able to stimulate and direct each student’s continued growth towards a rich and intelligent participation in society.” Educational Supervision is essentially the practice of monitoring the performance of school staff, noting the merit and demerits and using befitting and amicable techniques to ameliorate the flaws while still improving on the merits thereby increasing the standard of schools and achieving educational goals. From the above definitions, the following components of supervision emerge: Supervision is an intervention ‘There are unique competencies and skills involved in supervision that allow the supervisor to help the supervisee. Supervision is provided by a senior member of a profession A supervisor is more advanced, at least in some important ways, than the supervise. It is important that the supervisee understand the roles and expectations of each supervisor. Supervision is a relationship that extends over time The process of supervision occurs within the relationship between the supervisor and supervisee. It is important to keep in mind that both the supervisor and supervisee contribute to the relationship and have responsibilities within the process. The fact that supervision is ongoing allows for the relationship to grow and develop. While not the sole determinate of the quality of supervision, the quality of the relationship between the supervisor and supervisee can add or detract from the experience, It is important that the “relationship” aspect of supervision not be overlooked or neglected ‘The supervisor evaluates and monitors In order to enhance the professional functioning of the supervisee, the supervisor constantly monitors and provides feedback regarding supervisee performance. It can be said that supervision is a specialized service focused to bring qualitative improvement in education. 63Good supervision is concemed to improve total learning situations rather than with the improvement for instruction only. Purpose of Educational Supervision Supervision is an aspect of educational administration which has to do with providing assistance for the development of better teaching and learning situation. It offers guidance to the teachers so that they can become competent in self-analysis, self-criticisms, self-improvement and at the end have self-actualization. One of the functions of supervision is to ensure that educational policies and laws are properly enforced in order to improve the students’ performance and to develop education for youth. Hence educational supervision is a must towards achieving and maintaining satisfactory academic standard in schools. The purpose of supervision is «To help improve the quality of schools and achievements of students; © Tomonitor personnel and school quality and national educational goals; «To ensure the essence of establishing schools worthy to produce well-educated citizens who will serve effectively in all the sectors of the economy where their services are needed; = To directly influence, the behavior of teachers and the teaching processes employed to promote pupils learning. + To ensure that each individual teacher within the school system has been performing the duties for which he was scheduled + To know the direction of the school and to identify some of its most urgent needs, + To know the effectiveness of classroom management by the teachers + To discover special abilities and qualities posed by teachers/lecturers in the school; + To know the effectiveness of classroom management by teachers/lecturers; = Toassess the tone of school and identify some of its most urgent needs; + To provide a guide for staff development; + To provide the Department of Education with a full picture as possible of institutions + To ensure that public funds on education are wisely spent in the schools; + To fulfill the requirement for registering a school for public examination; = To examine record keeping in accordance with the relevant educational laws and regulations; and + To develop a favorable climate for effective teaching and leaning. Basic Principles for Effective Supervision i.Healthy Atmosphere ‘The environment should be made stress free and motivating. . Staff Orientation 6aThe nature of the work must be specified in clear terms. Staff should be made to understand clearly what is expected of them, New staff must be given the necessary orientation. They should have a schedule to know where to get information and materials to help them perform the work satisfactorily well. iii,. Guidance and Staff Training Staff should be offered necessary guidance. They should be guided on how to carry out the assignment, standards should be set by the supervisor .General information should be made available to all and specifies to individuals assigned to a particular task. Techniques of how to perform an activity must be given at all times. The school must arrange and participate in staff training. iv, Immediate Recognition of Good Work Good work should be recognized. This implies that the acknowledgement of any good work done must be immediate and made public to others which will then serves as motivator. vy. Constructive feedback Unsatisfactory work should be constructively criticized. Constructive feedback should be given to the affected staff in private vi. Opportunity for Improvement Staff should be given opportunity to prove their worth. They should be encouraged to use their initiatives in performing their jobs and taking decisions. vil, Motivation and Encouragement Staff should be motivated and encouraged to work to increase theirproduetivity. They should be encouraged to improve their ability to achieve organizational goal. THE SEVEN C’S OF SUCCESSFUL SUPERVISION Conversation Effective conversations offer individuals the opportunity to rethink and reconstruct dilemmas and the ability to develop a new understanding of their problems. Curiosity ‘This is the factor that advances idle chat into a more substantial exchange. A Supervisor must have an awareness of both the verbal and non-verbal elements of the conversation and adopt a 65