edu mgmt
DESCRIPTION
notes for those who are doing b.edTRANSCRIPT
INSTITUTIONAL MANAGEMENT
What is Institutional Management?
Institutional Management is a part of Educational Management. Educational Management is at a Macro-
level--- At the National and State levels. This is done by the Ministry of Human Resource Development at
the Cabinet level and the Education Ministry at the state level. The processes of management are from top to
down. Institutional Management is at the Micro-level --- At the level of individual institutions. Institutional
management involves the Principal, teaching and non-teaching staff. The management process is a two –way
street.
a] INSTITUTIONAL PLANNING--Meaning
M. B. Buch (1968) defines Institutional Planning as, ―A programme of developmental improvement
prepared by an educational institutional on the basis of felt needs and the resources available or
likely to be available, with a view to improving the school programmes and school practices, and
constitutes plans for the institution.‖
Institutional Planning is, ―The planning undertaken by an institution in reference to its aims, ideals,
values and available or possible resources for carrying out effectively its day to day functioning and
leading towards the path of progress and development.‖
Institutional Planning deals with preparation of plan or programme of action at the institutional level.
To enable the institution to accomplish their goals by mobilising, channelising and utilising resources
to the optimum level and in the desired direction.
The institutional plan may be short term or long term. It is based on optimum utilisation of the
resources available with the institution as well as the community.
It aims at improving an institution‘s standards and practices so that the institution can achieve its
goals and the best results that is capable of attaining.
INSTITUTIONAL PLANNING--Importance
Institutional planning is needed because of the reasons:
1. Proper direction and base for educational planning.
2. Maximum utilisation of resources.
3. Betterment and improvement of the institution.
4. Provision for teamwork.
5. Democratic approach to planning.
6. Encourages initiative of the individual teacher.
The importance of Institutional planning is emphasised by the ‗Education Commission‘ in the
following words; ―No comprehensive programme of educational development can ever be put across
unless it involves every educational institution and all the factors connected with it, its teachers,
Students and the local community and unless it provides the necessary inducements to make their
best efforts.‖
Nature and characteristics of an institutional plan
1. Need based.
2. Specific.
3. Optimum utilisation of resources.
4. Augmentating Human efforts
5. Goal – oriented
6. Co-operative in nature
7. Long and short term plans
8. Reflects the state and the national Educational policy
9. Flexibility.
INSTITUTIONAL PLANNING—Steps
ANALYSIS: Analysis of the Institution‘s present situation in terms of Needs is carried out. This analysis
involves:
1. School building in terms of space.
2. Equipment and furniture are adequate.
3. Laboratory and library equipment.
4. Programmes which require change.
5. Staff requirements.
6. Additional infrastructure like hostel, staff quarters, school bus, play-grounds etc.
7. Examination system.
8. Admission procedures.
9. Identification of areas which require improvement, but can be done without additional resources is
also analysed.
SURVEY: Based on the Analysis carried out, a Survey of the existing resources as well those available in
the future is to be carried out. The survey must include Statistical fact and figures regarding;
1. Enrolment.
2. Staff.
3. Equipment.
4. Books.
5. Examination results.
The resources to be surveyed fall into the following categories;
1. Resources in the School.
2. Resources available through the Government.
3. Resources available in the Community
IMPROVEMENT: Every institution must prepare a List of Improvement programmes, along with details
of each programme. The programmes can be Long term or short term in nature. Each improvement
programme must be specific in terms of;
1. Utility for the institution.
2. Financial implications.
3. Objectives must be stated in clear terms.
4. The programmes must be clearly outlined in terms of tasks.
5. Each task must be specified in terms of;
i. Resources required
ii. Time schedule for each task.
iii. Expected output.
IMPLEMENTATION: Implementation of the Improvement programmes should follow the given
guidelines;
1. Available material and human resources should be utilised.
2. There should be cooperation amongst all staff members.
3. The principal would be overall in-charge and certain staff members would be responsible for a
project.
4. There should be division of tasks amongst all members involved in a project.
5. Commitees may be appointed to ensure smooth execution of the programmes.
6. A time schedule should be prepared for the project, specifying amount of work to be done in each
time period.
EVALUATION: At the end of implementation of an Improvement programme, it must be assessed
Qualitatively and quantitatively. 1. The evaluation must check whether the pre-planned objectives have been fulfilled to what extent.
2. Necessary feedback must be obtained from all stakeholders and beneficiaries of the programme.
3. Financial status and cost should be measured in terms of the output achieved.
BENEFITS OF INSTITUTIONAL PLANNING
it involves the teachers the process of planning thereby making planning more democratic in nature
the preparation of the plan adopts the down to top approach where first hand knowledge about the
strengths , weakness and the problems arising in the classroom processes and situations is available
from teachers
it is more realistic because I it is based on the data available from then stakeholders namely students
a, teachers and parents
it avoids wastage as it is founded on knowledge about real needs of the students and the community
it is more scientific , rational , effective and efficient rather than trial and error methods or traditional
approach development.
Each institution has a unique personality or climate and the plan prepared in the light of this climate
will be more realistic and effective
it is goal based and therefore is more efficient involving teachers in the process of planning
motivates them , channelizes their energies towards achieving the goals , arouses enthusiasm in them
, making its implementation easier
it reduced emphasis on expenditure orientation and enhances goal orientation
it provides ample opportunities fro creativity, innovations, initiative , freedom and experimentation
to those who are involved in preparing and implementing the plans
b] TIMETABLE:
Definitions:
H.G. Stead: It is the time table that supplies the framework within which the work of the school proceeds. It
is the instrument through which the purpose of the school is to function.
Dr Jaswant Singh: it is the spark plug of school which sets into motion its various activities and
programmes.
Mohiyuddin: A timetable is said to be the second school clock. It shows the hours during which the school
work is done, what work is to be done during each period of the school day and in each class, the room in
which the work is to be done and the teacher to be in-charge of that work.
What is a Timetable?
The school time table is a chart which indicates all the activities undertaken in a school. It shows:
1. hours of work
2. teacher at work and at rest
3. rooms being used in certain periods
4. recreational time
5. time of morning assembly
6. time of roll call
7. time of co-curricular activities
8. class engaged in games
9. playground being used
In short, time table is a schedule which tells what work is being done during which period, by whom it is
being done, where it is being done and when it is being done.
Functions of a Timetable
Eliminates wastage of time and energy.
Avoids duplication and overlapping.
Ensures due attention to every subject and activity.
Brings system to school life.
Ensures equal distribution of work amongst teachers.
Helps in adjusting schoolwork according to needs of the pupils.
Helps in arrangement of proxy periods.
Develops moral values and other good habits.
Promotes school discipline.
Adds to efficiency of school by maximum utilisation of existing resources.
Principles of time-table construction:
The following principles have to kept in mind for preparing a Time Table.
i) Type of School
The type of the school i.e. boys or girls or mixed school, urban or rural school, secondary or higher
secondary school or both, determine the nature of activities of a school and accordingly a time table is
framed. One more point that is to be kept in mind is that specific needs of a school are to be taken into
consideration while framing time table.
ii) Departmental Regulations
Generally, the State Department of Education fixes length of the school year, and its terms. i.e. when art
academic year starts and when it ends, the duration of the school day and even the number of periods for
each subject. It is essential that the school time table is in agreement with Government regulations.
iii) Amount of Time Available
A time table is to be framed keeping in. view the available time i.e. length of the school year and total
number of holidays. For example, in a double shift schools, the duration of the school day is naturally
shorter.
iv) Principle of Justice
In assigning work, care has to be taken that: a) each teacher is assigned those subjects which he/she feels
he/she is best qualified to
teach, b) he/she does not teach in more than two departments, c) teaching load for every teacher is about
equal to that of others.
v) Relative Importance and Difficulty Value of Subjects
Time has to be provided to each subject according to its importance and its difficulty value. For example,
more time is required for Mathematics and English, not because they are more important but because they
are more difficult. Besides, there are certain social and economic considerations that determine the
importance of a subject in the school curriculum and accordingly, time is allotted to them in the time table,
for example, in rural schools more time is required or devoted for practical‘s.
vi) Incidence of Fatigue
The element of fatigue influences the construction of school time table in a number of ways. Children are
fatigued at certain periods or on certain days. Fatigue is not only physical but it is also psychological in
nature, which results in a definite weakening of attention and diminishing interest and affects learning.
a) Work Rate: In school some subjects are more fatiguing than others. They involve more mental
strain and effort. Such subjects are to be taught during early hours when the students' minds are
fresh.
b) It is a common feeling to think that mental freshness is the greatest in the morning. This is also
true just after recess. The order of subjects causing strain is as follows: (1) Mathematics (2) English
(3) Other languages (4) Sciences (5) Social Studies /Humanities (6) Science practicals (7) Drawing.
However, this needs not be true for all students. Some might find learning of Languages more
difficult than Mathematics. Some find Sciences more difficult to learn.
c) The fatigue principle is true for days of the week also. Tuesdays and Wednesdays are considered
to be the best days in which maximum work could be done. Towards the end of the week fatigue is
the greatest.
d) Younger children are more quickly fatigued. The duration of a class period for them does not
generally exceed 30 to 35 minutes. Psychologically also, their minds are likely distracted to some
other activities.
e) Certain seasons too cause fatigue. In summer due to heat, we do not like to work. So the duration
of the period needs to be reduced. If it is possible, change timings and keep the school in the morning
during summer season.
vii) Principle of Variety
Time table has to be constructed in a manner so that it allows frequent change of places and postures for
pupils. It has been seen experimentally that change of room, seat and posture usually is an antidote against
weariness. This applies to both, students and teachers. Variety can be introduced in the following manner.
a) No subject except Science practicals should be kept for two consecutive periods, as it will cause
monotony.
b) The same class should not, as .farm possible, sit in the same room for the whole day.
c) The same teacher should not have two consecutive periods in the same class, as far as possible
except in primary classes.
d) If a subject is taught only 213 times a week, periods should follow at intervals.
e) The 'physical training periods, science practical and drawing work allow a change.
viii) Free Periods for Teachers
Free periods for teachers need to be provided so as to increase their efficiency and also to provide time for
their correction work. e.g.
1. Language teachers need more free periods as they have to do more correction work.
2. In the periods‘ immediately preceding science and other practical periods, a teacher should be kept
free to enable him/her to make necessary preparations.
ix) Principle of Play and Recreation
Careful attention needs to be given to provide for rest and recreation and provision for various co-curricular
activities should also be made in the time table, to avoid monotony.
x) Maximum Utilization of Resources
While constructing a time table, number of teachers, their qualifications and experience, number and size of
classrooms and material resources available, should always be kept in mind.
xi) Principle of Elasticity
We know that time table is an instrument to help school carry on its work smoothly and efficiently. It should
not be fixed or rigid, but should provide scope for adjustment and changes to meet specific needs of students
as well as of teachers. The above principles provide bases in framing a time table. The difficult task of
framing the time table becomes easier, if one knows the basic principles and tries to implement them. It is
not everybody's cup of tea. One should possess the skill of framing a time table.
Importance of time table:
Ensures smooth and efficient functioning of the school.
Eliminates wastage of time and energy.
Brings system into school life.
It informs the students, teachers as well pupils well in advance about each activity.
Helps teacher to make advance preparation for the teaching-learning process and classroom's
physical organization.
Ensures that due importance and attention is given to each academic subject along with activities.
Prevents duplication of efforts.
Enables allotment of teaching periods in accordance with the rules, difficulty level of a subject,
importance of subject and the amount of content to be included in each.
Ensures equal distribution of teaching and other works to all the teachers keeping in mind the
teacher‘s qualification, knowledge and specialization thus preventing teacher to be overloaded or
under loaded.
Helps to adjust the school activities in accordance with the psychological needs of the students
keeping in mind their age, stamina, interest, level of development, maturity, plateau periods in
learning, attention span etc.
Inculcates the habits of regularity, punctuality and systemized work among teacher and students
Helps to maintain discipline in school
Enhances the overall efficiency of the school by maximum utilization of the available resources.
Types of Time Tables
We have discussed that how time table is an effective instrument and how it promotes efficiency in a school.
Now we will see, what are the different types of time table to be prepared in a school? Any school has a
comprehensive time table. It is known as master time table or general time table. We can also name it as a
consolidated time table. On the basis of the master time table, a class teacher prepares the time table for his
class and it is put in every classroom. This is known as the class time table.
A teacher, for his own record, prepares a time table. From this discussion, we can say that there are at least
three types of time tables available in the school as indicated below:
Master Time Table
This time table gives a complete, correct and comprehensive picture of the entire school programme. It is a
consolidated form of class time tables and teacher's time tables. This time table is generally meant to be used
by the headmaster.
Class Time Table
This time table shows the daily programme of a class i.e. distribution of subject with teacher for each class.
It also indicates the breaks and the periods for games and other co-curricular activities. Each class follows its
time table and a copy of its time table is to be hung in each classroom.
Teacher's Time Table
Every' teacher has a copy of his own programme showing details of his academic and non-academic work.
There are three types of time tables. For preparing Master Table, one requires certain skills and a person
should know some basic principles. A person should have knowledge of how to overcome the defects of
Master Time Table.
Role of a Teacher Teachers should also have a role in the preparation of the time table, because after all it has to be
implemented by them. It so happens, some of the days, a teacher has so much of work that he/she hardly
gets an opportunity to rest. Whereas there might be days when teachers are totally free. What can you expect
from an exhausted teacher? Not only is the quality of teaching affected, there is lack of enthusiasm and lack
of any innovative idea as well. If teachers are taken into confidence and then according to the principles of
time table making, a time table is prepared, its implementation will be smooth.
A teacher should take care that they do not waste time of another teacher while teaching in a class after the
period is over. Nor should teacher leave a class before the period is over. Moreover the incoming teachers
should also come on time. After all, teachers are role models. Students learn punctuality from their teachers.
Teachers who have been assigned extra duties, should get some relaxation in the time table. All teachers
should cooperate to make a time table functional.
c] Event Management: 1. Principles Of Organising Curricular & Co-Curricular Activities:
Event management is the application of the management practice to the creation and
development of festivals and events.
Activities in a school are generally classified as;
I. Curricular (Academic): These are activities which are done during the course of
transaction of the curriculum.
II. Co-curricular (Non-academic): These are activities which are undertaken side by
side of curricular activities. (Extra-curricular)
Event Management involves studying the intricacies of the event, identifying the target
audience, devising the event concept, planning the logistics and coordinating the technical
aspects before actually executing the proposed event.
The Event Manager is the person who plans and executes the event. Event managers and their
teams are often behind-the-scenes running the event.
The steps are:
Planning
Running (Organising)
Following-Up (Controlling and Directing)
Evaluating
2. Steps Of Organising Events:
Planning:
Identifying objectives.
Deciding whether it is a single group or multiple group effort.
Invitations – who should be there and what the invitations will say.
Clarification of roles of people involved.
Design and structure of the event. (Format)
Location, catering and other issues.
Any pre-event reading or materials for distribution.
Back-up support.
Materials required for the day, including displays and equipment.
Depending on the size of the event, planning should be done with minimum a month to 3-4 months
prior to the event.
Organising & Directing: (Running)
Check up whether all people involved are fulfilling their roles.
Facilitator management—helping out and ironing out any difficulties.
Data on who is attending—final preparation of invitee list.
Agreements regarding what will happen to decisions and data collected.
Time management.
Relationship management—coordination between the various departments.
This can be achieved through regular fortnightly meetings on a collective basis and weekly basis
with individual people / departments.
Controlling: (Following-up)
Delivery on actions identified during planning.
Communication with key people/departments.
Communication with people who are in-charge of various duties.
Linking the information into the planning and actual work that has been done or required
to be done.
Ensuring that all departments are working together and things are in place for the event.
Ensures that actions and written outcomes towards the event are delivered within the time required.
Evaluation: (Feedback)
Evaluation of success of the event in terms of:
i. satisfaction of community members
ii. outcomes achieved
iii. facilitation process
iv. catering, etc.
Changing any procedures in light of evaluation findings.
Some evaluation should be undertaken on the day, with other feedback sought after the event.
3. Principles Of Organising Curricular & Co-Curricular Events:
4. Types of Co-curricular Events:
Aesthetic events: The different types of aesthetic events are Fancy dress, music, dance,
drawing & art, exhibitions, dramatics. They develops a sense of beauty, appreciation of
art & beauty, colour harmony, sense of rhythm.
Physical events: The different types of activities are Games, sports, PT, Yoga, NCC,
gardening etc. Develops leadership, discipline, alertness, confidence, team spirit &
cooperation.
Social Service events: The activities which could be conducted are Community work,
Scouting & guiding, Red cross, RSP, working with senior citizens. Develops mental
health, emotional character, sense of citizenship, sense of responsibility cooperation.
Literary Events: Debate, discussion, seminar, workshop, magazine, recitation, essay
writing, quiz, literary club. Develops Creativity, expression, intellect, ideation,
presentation, communication.
5. Need & Importance of Co-curricular Events: The need and importance of organising co-curricular
/curricular events are as follows;
Provides medium for social training.
Development of moral and cultural values.
Provides recreational outlet.
Develops qualities of leadership and democratic citizenship.
Development of aesthetic values.
Supplement of academic work.
Psychologically important: Instincts such as curiosity, creative expression, self-assertiveness
are fruitfully directed to creative and constructive activities. It is a safe outlet for adolescent
energy. Helps to build up team spirit, group cooperation.
d] Institutional Quality:
Juran(1974) defines Quality as, ―Fitness for use‖.
Feigenbaum (1961) says that Quality means ―best for certain customer conditions‖. These conditions
are: The actual use and the selling price.
Croby (1984) says that, ―Quality is conformance to requirements.‖
Thus, Quality is user-oriented and a production-oriented expression. In education, the ‗users‘ refer to
students & society and ‗production‘ refers to teaching-learning-evaluation processes as well as
student-development.
Quality in educational terms is, ―An expression of educational services/products usefulness in
meeting the needs and expectations and its reliability, validity, relevance etc.‖
1. Institutional Quality: It is the commitment and approach used to continuously improve every
process in every part of an institution, with the intent of meeting and exceeding students and societal
expectations and outcomes.
John Shubin states that, ―Institutional Quality is the evaluations of an institution keeping in mind the
set norms or standards, it involves finding out the causes for the differences and their remediation.‖
2. Importance Of Institutional Quality: Every institution needs to maintain its quality as well as
improving itself for the following reasons;
a. To improve the reputation of the institution within the community and society.
b. To help to remove the inefficiencies from the institution; to eliminate the weaknesses of the
institution.
c. To improve the motivational levels of the staff and improve their work efficiency.
d. To develop a spirit of competitiveness, this leads to continuous improvement of the
institution.
e. To fulfil the expectation of the parents and the society.
f. To ensure that there is no wastages of any resources—human or material.
g. To provide a good quality and standard of education, which becomes a benchmark for others
to follow.
3. Characteristics of Institutional Quality: Institutional quality of an institution needs to be
determined for the following reasons;
a. It helps to improve and maintain the standard of the institution.
b. In the competitive nature of education, it helps to improve the management of the institution.
c. It helps to compare the quality of the institution in terms of the past and also set goals for
future.
d. It helps to assess the various areas of an institutions‘ functioning that are upto the standard or
which need to be improved upon.
e. Determining the institutional quality helps the students, parents, society and nation to fufill
their needs.
4. Criteria For Assessing Quality Of Educational Institutions: The quality of an educational
institution needs to be assessed with an emphasis on satisfying the demands and needs of students,
staff and community. Assessment of quality should look into the given criteria;
a. Setting targets of products and activities.
b. Ongoing processes of teaching, learning and evaluation
c. Processes used for obtaining feedback and
d. Analysis of curricular and co-curricular activities.
In order to assess the quality of any educational institution the following criteria should be kept in
mind;
Part A: General Information about the Educational Institution
Name of the institution:
Address:
Trust:
Number of years the trust been constituted:
Type of Institution: Aided / unaided, girls/boys/co-ed, private / government, school ed/
technical ed/ college
Management:
Name and address of Management:
Recognition:
Institution timings:
No of sections:
No of students per section:
No of institutions run in the same building:
Their names and timings:
Medium of instruction:
Building owned by:
Area in sq feet:
No of books in the library:
No of journals, magazines etc:
Part B: Specific Information about the Educational Institution
The information to be given and on which the institution is actually assessed are as follows:[Each
area to be assessed has been awarded grade points which are awarded to the institution]
Curriculum Transaction--- Assessment of Teaching – learning processes, in terms of teacher
performance.
Infrastructure ---- Infrastructural facilities are to be assessed in terms of space, furniture,
classrooms, laboratories, library, computers, teaching aids, playgrounds, etc.
Results --- the performance of the students at various examinations both at school level and
at boards is to be assessed. Also the students‘ performance at various competitive exams is
seen in terms of participation as well as performance.
e] Institutional Network:
1. NETWORK:
an interconnected system of things or people
communicate with and within a group
An extended group of people with similar interests or concerns who interact and remain in
informal/ formal contact for mutual assistance or support.
2. INSTITUTIONAL:
relating to or constituting or involving an institution
an organization founded and united for a specific purpose
3. INSTITUTIONAL NETWORKING:
When members of an institution with similar interests or concerns interact with one another
formally or informally for mutual assistance or support for a specific purpose, then their
interactions constitute an Institutional network.
The interaction between different groups of people working in an institution, in order to fulfil
their regular / special tasks is known as an ―Institutional network.‖
"Educational Networking" is the use of social networking technologies for educational
purposes.
i. Schools in ME - Schools in Middle East social network and community. Schools in ME, is
welling to be the biggest social network and community for education in Middle East, it‘s a
good place for schools, students, teachers and parents to meet all together using the power of
community communications to set their goals.
ii. The Schools United - The Schools United website is a networking site dedicated solely to the
education community worldwide. It provides schools and staff with the no-cost facility to
share educational resources, ideas and experiences. The site encourages schools from around
the globe to 'link' with each other prior to sharing these resources.
iii. National Network of Education (NNE) is India's largest online educational network of 47
portals covering the entire gamut of education in India.
4. TYPES OF INSTITUTIONAL NETWORKS:
Chain network: This type of a network is also called as ―linear network‖. This type of
interaction is a one way process which, moves from first to last and back again in a straight
line. It is basically the type of network seen for doing daily tasks.
e.g. Interactions between principal to supervisor to the teacher to the students, in order to give
instructions regarding examination schedule.
Wheel network: This type of network is seen when a person in an authority position is
interacting with various members on the same team or level. The interactions are between the
person in charge and the people who are a part of the core team. e.g. Principal interacting
with various section head of departments. This type of networking is also seen between the
parents and the class teacher, interaction between teacher and students during a classroom.
Star network: In this type of network, there is interaction between each and every member
of the institution or group. All the interactions in this group are two-way interactions; this is
the most democratic type of networking. This type of networking generally also leads to
finding the most popular person, with whom maximum interaction takes place; helps to
identify leaders known as stars.
e.g. General classroom discussions between students. Members of a particular club on
interacting. Science teachers networking in BASE meeting.
Principal Supervisor Teacher
Principal
Sec HOD
Pre-primary HOD
Primary HOD
Lower Sec HOD
5. IMPORTANCE OF INSTITUTIONAL NETWORKS:
i. Helps to complete tasks with efficiency and effectively, due to constant INTERACTION.
ii. They help to development of better systems of management.
iii. Increase coordination between members to achieve institutional goals.
iv. Leads to knowledge exchange.
v. Develops better interpersonal relationships.
vi. Problems can be resolved through mutual dialogue and minimises distrust.
vii. Helps in identification of inefficiency in the systems and provides for solutions to be found.
viii. Develops a spirit of healthy competition.
6. MERITS/ADVANTAGES:
i. Leads to exchange of ideas and technology.
ii. Helps in the professional development of teachers.
iii. Provides feedback for improvement.
iv. Leads to intellectual development.
1
2 5
4
5
3
5