Economical Aspects

of Education

Author

Dr. Paragi R. Shah

ISBN: 978-93-85642-59-3

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DECLARATION

I am declaring here with that the Book work entitled ‘Economical Aspects of Education’ is my own original work, carried out throughout by me only. And I also declare that this entire work is my own work and no part of this work is plagiarised from anywhere. If it will be seems/proved to be plagiarised by any authority or body; there is not any responsibility of the publisher or an editor of this book. It's restricted for this book work to reproduce in any form, by Photostat, microfilm, Xerography, or any other means, or incorporated into any information retrieval System, electronic or mechanical, without the written permission of the Author and the publisher.

I further declare that no part of this work has been fully or partially published to

anywhere and the said work will not publish anywhere by me in future except new

edition of this book.

Thanks.

Dr. Paragi R. Shah

INDEX

Sr. Title Pg. No.

1 Infrastructural facilities & Educational Structure

1-35

2 Management of Various Issues & Economical Aspect of Education

36-98

1

Chapter: 1

Infrastructural facilities &

Educational Structure

1.1 Basic Infrastructural facilities in school :

(i) Human needs (ii) Academic needs

1.2 Importance of Infrastructural facilities

1.3 Infrastructural facilities in High excellent schools

1.4 Educational Bodies :

NCERT, SCERT, Textbook Board, SSC & HSC Board,

SVS, DIET, SSA.

Agencies of Education • Education System at central level

• UGC

• NCERT

• NCTE

• IASE

• CTE

• Education System at State level

• GCERT

• DIET.

• Administration of Education at state level

2

Role of the central government:

Under the constitution of India, education is a state

responsibility. Neither in the Union list nor in the concurrent

list there has been any direct reference to school education.

So the strictly legal position of school education is

exclusively a state subject and the central government has

no direct responsibility.

However indirectly central government has a

significant role to play in the field of school education.

According to Article 45 which requires the government and

parliament of India to strive for the provision of free

education and compulsory education. Universal elementary

education is also the social responsibility of the government

of India.

Government of India has been playing an important

role in the field of higher education and research but in the

school education the union government provides financial

assistance to state government for the expansion of

educational facilities as well as for qualitative improvement.

The central government has taking leadership and

initiative by executing pilot projects, making surveys and

carrying on research and training activities by and large,

through the National Council of Educational Research and

Training, New Delhi.

It is useful to know the background of the role of the

Central Government in education. It may be stated that

3

between 1833 and 1870 education was a central

responsibility and in 1870 elementary education become a

provincial responsibility.

The Centre, however, continued to have certain

supervisory powers and assigned revenues for elementary

education as a whole. Five Year Plans the Government of

India has made intensive efforts especially in the sector of

elementary education and provided the states with

considerable amount of financial and academic assistance

for realizing the constitutional provisions in respect of both

qualitative aspects of elementary education, the Centre is

expected to play a more active role in universalizing primary

education and equalizing educational opportunities during

the next five year plan.

The role of the state governments

The State Governments are, according to the

Constitution, the principal agency to prepare and implement

educational plans and programmes. School education,

therefore, is essentially a responsibility of the State

Government with only two reservations: (1) the role

assigned to the federal Government on the one hand, and (2)

the responsibilities which the State Governments itself may

choose to delegate to local authorities.

Historically, with the growth of democratic trends

and popular interest in education more and more powers

and responsibilities for education were delegated to State

4

Governments

In course of time closer co-operation between the

Centre and States was felt essential for improvement and

expansion of leadership. Inspection and supervision of

school is a state responsibility.

It may be stated that between 1833 and 1870

education was central responsibility and in 1870 elementary

education become a provincial responsibility. Centre,

however continued to have certain supervisory powers and

assigned revenues for elementary education as a whole.

Government of India has made intensive efforts

especially in the sector of elementary education by

providing the states with considerable amount of financial

and academic assistance for realizing the constitutional

provisions in respect of qualitative aspects of elementary

education.

Centre is expected to play a more active role in

universalizing primary education and equalizing educational

opportunities dcr.-r i-e next plan

In spite of a large number of differences existing in

the structure and standard of education, the State

Governments are discharging their responsibilities in the

following broad directions:

a. The State Government has to raise all the financial

resources required for school education. Of course,

the Central Government and Local bodies provide

5

assistance for many schemes and projects.

b. All legislations for school education have to be

enacted by individual States, however, for subordinate

legislation in matters of details local bodies may be

given powers

c. The State Government has to raise all the financial

resources required for school education. Of course,

the Central Government and Local bodies provide

assistance for many schemes and projects.

d. All legislations for school education have to be

enacted by individual States. However, for

subordinate legislation in matters of details local

bodies may be given powers.

e. Inspection and supervision of schools is a State

responsibility. As the State Government has to

provide funds for the expenditure on school

education and is responsible to the State legislature,

it maintains an array of inspecting officers to

supervise different types of schools.

f. Educational planning at the state level is mostly done

by the State Government. of course, the Central

Government is rendering assistance and guidance in

the matter on the one hand and institutional as

well as district level planning is encouraged on the

other.

g. Since finance is the life-blood of administration,

6

adequate accounting services are provided by the state

Government for educational institutions and offices.

National Council for Educational Research and Training

(NCERT)

• Introduction

• Functions

Introduction :

Although the subject of school education and school

teachers education is primarily looked after by the state

governments, the responsibility of providing inservice

education and support to school teachers and other related

providing inservice education and support to school

teachers and other related personnel's shared by a number

of institutions controlled by both the union and the state

Government.

Besides the institutions controlled by these

governments, some other autonomous and private

organizations are also involved in facilitating the task of

teacher renewal and development. The range of these

institutions suggests that after independence serious

attempts have been made to evolve a comprehensive and

systematic organizational framework for inservice education

and training of teachers.

The NCERT was established as an autonomous

organization in September 1961 under the Societies

7

Registration Act of 1860.

It is concerned with all problems of school education

in the country, and endeavours to improve such education

through developing various programmes of research,

publication, extension training.

It is fully financed by the Ministry of Education and

acts as the principal academic adviser to the Ministry in

matter relating to school education.

It not only undertakes implementation of the policies

and programmes of the Ministry, but also deals with specific

problems of educational importance on its own initiative.

The functioning of NCERT is regulated by the articles

of its Memorandum of Association, and Rules and

Regulations made Service of staff including recruitment of

the staff, are provided for in the Regulation as mentioned in

NCERT document (1971,p.7.).

NCERT has the National Institute of Education located

at Delhi. This institution is mainly a research organization

concerned with all problems of school education.

It has also a data processing and educational survey

unit to assist these departments in their work. Besides

research activities, it organizes training programmes,

seminars and workshops.

NCERT has a large publishing house. It publishes

model test-books, hand-books and children's literature or

supplementary reading materials.

8

NCERT possesses a production workshop with huge

quantities of materoals flowing in and flowing out. The

Central Institute of Education which is a constituent college

of the University of Delhi is maintained by the NCERT and

provides facilities for courses of study leading to the B.Ed

and M.Ed, degrees. In addition, the CIE provides facilities for

research in education. It also undertakes various extension

services.

NCERT maintains four Regional Colleges of Education

at Ajmer, Bhopal, Bhubaneshawar and Mysore. These

colleges are concerned with pre-service and in-service

training of secondary school teachers. They also maintain

strong departments of technology and agriculture for

providing the necessary -training in vocational subjects.

A special feature of these colleges is the four-year

content-cum- methodology courses. These colleges also

undertake a large measure of extension work and provide

in-service training in a number of subjects.

The most important problem they had to tackle was

one of clearing the backlog of untrained secondary teachers.

With this purpose they organize summer-cum-

correspondence B.Ed, courses.

The success of the NCERT will depend on the extent

to which it gains confidence of the entire country and gets

accepted by the professional group of various states in the

field of school education. It aims at bringing about

9

improvement of education through various kinds of

education technologies. It has to deal with pre-primary,

primary, secondary and University Education, open-

University education, . continuing education, adult education

and so on. Among other methods, the centre has also to be

concered with correspondence courses and graphic arts.

The Centre works in close collaboration with various

agencies and authorities like the Ministry of Education and

Social Welfare, U.G.C., various Departments of the NCERT,

All-India Radio, Regional Colleges of Education concerned

directly and indirectly with the utilization of educational

technology.

Thus, the NCERT works as the academic wing of the

Ministry of Education and Social Welfare and assists the

Ministry in the formulation and implementation of its

policies and programmes in the field of school education.

The functions of the Council are discharged on the following

broad lines:

(a) To undertake studies, investigations and surveys

relating to school education;

(b) To organize pre-service and in-service training

mainly at an advanced level;

(c) To organize extension services;

(d) To disseminate improved educational techniques and

good practices; and

(e) To act as a clearing-house for ideas and information

10

on all matters relating to school education.

With a view to carrying out such functions effectively,

the Council Works in close co-operation with the Education

Department in the States and the Universities and Generally

with all organizations in the country for furthering the

objectives of school education. Besides, the council

maintains close relations with similar national and

international agencies throughout the world. In order to

implement its programmes efficiently it has not only a large

number of advisory bodies, but also it has an array of

executive as well as academic institution, departments and

organizations throughout the country. It also maintains a

liaison with all the State Governments through the network

of office of Field Advisers.

Besides these institutions the Extension Education

Centres, the colleges of education, the institutes of teacher

training and a number of professional organizations also

organize in service teacher education and support activities.

The general body of the NCERT called the council is

headed by the union Minister of H.R.D. as its president. The

chief executives of NCERT consist of the Director, Joint

Director and Secretary who are appointed by the

Government of India. The council operates through its seven

constituent units viz. national Institute of Education (NIE),

the five Regional Colleges of Education (REC), and the

Central Institute of Educational Technology (CIET). The

11

office of the Director also controls the working of four

special units/cells of the NCERT viz. International Relations

Unit, Journal Cell, Navodaya Vidyalayas Cell and Women's

Education Cell. The NCERT has also set up eighteen Field

Adviser's Office in different parts of the country which

maintain a liaison with the State agencies, organize need

based programmes keep the State education authorities fully

in touch with the educational development in other parts of

the country and also keep the NCERT informed of the

current trends in education in the states. In fact, these offices

help the NCERT in operationalising its training, extension,

research and development programmes in the states.

So NCERT plays a key role in training secondary

school teachers, elementary secondary, preschool teacher

educators, and key personnel connected with school

education from the states. Its main constitutents viz. the NIE,

the CIET and the RCE'S organize training programmes,

seminars and workshops for teachers, teacher educators and

educational administrators, and also undertake research and

extension activities in the field of school education.

For example with a view to improve science

education in school the workshop Department of the NIE has

recently developmed various low cost kits and has also

trained personnel from the states and others, sponsored by

UNESCO and other agencies in the techniques of

development and use of these materials.

12

Similarly, to meet the demands of NPE-1986 with

regard to vocational education a series of orientation

programme on vocational education have been organized to

enlighten the state officials and other functionaries about

their role and responsibility in the implementation of the

NPE.

The NIE has conducted many short-term inservice

programmes in different vocational course. It also conducts

inservice training course and orientation programmes in

educational and vocational guidance for teacher, teacher

educators, educational administrators and guidance

personnel.

The NCERT has also been taking interest in a number

of innovative projects including those which help in

accelerating universalisation of elementary education and in

creating awareness among school children of the impact of

unplanned population growth, use of computer in education,

and value education.

Besides developing material and methods in these

areas the Council has also shown interest in the educational

development of the deprived sections often society by

presenting some learning material for them and organizing

training programmes for teacher educators, District

Education Officers and key persons involved in this task. In

the past few years the NCERT has also paid special attention

to the educational development of minority managed

13

schools in the country.

It has organized special inservice training

programmes meant for teachers, principal and school

managers of minority managed schools. These training

programmes intend to improve teaching standards in

selected subject areas in these schools which would help in

uplifting their educational standards. During 1935-95 thirty

short-cycle courses, from three to twenty eight days were

conducted by various department of the NIE which benefited

number of school.

To pursue this programme, the council has initiated a

scheme of opening Regional Resource Centres (RRSs) at

selected universities. Till now two such RRCs are operating

effectively at Aligarh Muslim University and Jamia Millia

Islamia.

State Council of Educational Research and

Training • Introduction

• Activities of GCERT

• Functions of GCERT

Introduction :

The State Council of Educational Research and

Training , Orissa, Bhubaneswar, come into existence on 5th

January, 1979 as a result of transformation and up gradation

of the former State Institute of Education and was

14

inaugurated by the Union Minister for Education and Culture

on 16lh January 1979.

The functions of the SCERT were notified by

Government

According to this Resolution, the SCERT was placed

under the overall control of the Director, Higher Education.

In Government Resolution SCERT was placed under

the direct control of Government and its functions and

powers were further modified.

The SCERT shall function as a Centre for Advanced

Studies and Research in Education and can be involved in

preparing students for the M.A.,M.Phil. and Ph.D. in

Education.

The director, SCERT shall have the following

functions and powers:

• He will visit the Training Colleges and Training

`Schools of the State to make periodical assessment of

the performance of the teachers and evaluate the

qualities of teacher education.

• He will formally assess the work of the personal of

the Training Colleges and Training Schools for

maintenances of the Annual Confidential Records,

and

• He shall exercise control over the Inspectors of

Schools and Sub-ordinate Officers for implementing

the teacher education programme, conducting

15

evaluation surveys and monitoring, organizing

experimental and innovative work and for

implementing other programmes approved by the

programme Advisory Committee and the State

Government.

Activities of GCERT :

The SCERT has been implementing some UINCEF

Assisted Projects with the ultimate objective of introducing

the materials developed under the projects in the general

system of the state. This has been achieved to a great extent.

Some materials developed under projects-I and III

have been selected for the use ion the Adult Education

Centres. Materials developed under Project-IV are being

used in all the Anganwadis of the State functioning under the

Child Development Department.

Some materials developed under Project

Comprehensive Access to Primary Education (CAPE) are

being printed by the state Government for the use in the

general system of Non-formal Education. As far as Project-II

concerning curriculum Renewal is concerned, it has been

decided to finally review the materials in collaboration with

the Board of Secondary Education with a view to using them

in the state system.

Steps were also taken for revising general school

curriculum in the light of findings of the projects being

undertaken in some experimental schools.

16

In view of the above specific objective with which the

projects were undertaken have been generally achieved.

The SCERT also continued to be a centre of activity

with regard to the formulation and implementation of the

new Education Policy.

It participated in an effective way in the national

debate that was initiated after the conference of the

Education. Ministers and contributed to policy formulation

in respect of Elementary, Secondary and Adult Education

System in Orissa.

The SCERT played an important role in Orissa in

implementing the training programmes and orientation

courses for different types of workers for introducing

changes in the system of examination and it is hopeful that

something tangible will emerge in the near future.

Educational Technology with special emphasis on the

utilization of the Indian National Satellite for Educational

purposes was another activity designed to change the

approaches and methods to education.

The SIET (the State Institute of Educational

Technology) is still at the formulative stage and all activities

under this Project are conducted under the umbrella of the

SCERT.

The SCERT decided to work intensively for the

education of girls and weaker sections and a new

department even though very small was created by internal

17

arrangement.

It of special significance that the policy adopted by

the SCERT, Bhubaneswar with regard to language teaching

in tribal areas has been widely accepted, at the national level

and the Harijans and Triable Welfere Department have

decided to introduce the primers developed by SCERT in all

the Sevashrems of the State.

The SCERT has started collaboration with the newly

created Department, of Environment, Science and

Technology and OREDA(Oriss Renewable Energy

Development Agency).

New Incentives for school students participation in

exhibitions and seminars and the scope of work has been

considerable expanded.

Materials developed under population education

have been appreciated at the national level and Orissa can be

proud of the fact that it has received maximum grant from

UNFPA fund through NCERT on population activities.

It has conducted a very large number of workshops

and training courses for dissemination the ideas of

population education.

At Present, the SCERT has been working as the

academic wing of the Department of Education and Youth

Services, Government of Orissa.

It has been striving to bring about qualitatives

improvement of school education and teacher education.

18

The operational wave length of the council has over

the years, been raised to the high level of achievements by

successfully implementing the UNICEF and UNESCO

assigned projects.

It has carves out a high profile for itself at the

national level and earned great appreciation from

international bodies.

This institute work for the improvement of primary

and secondary education under the guidelines of

government of Gujarat state.

It provide pre-service & in-service training

programme.

Established in the year 1962 and upgraded in 1988

named as Gujarat Council of Education Research and

Training.

In Gujarat it is situated at sector 12 Gandhinagar.

Under this many DIET are working in every in every

district of the state. Functions of GCERT

(i) To act as an agent of change in school education, non-

formal education and teacher education.

(ii) To supervise the working of the Teacher Training

Colleges, Secondary Training Schools and Elementary

Training Schools,

(iii) To arrange in service training for different categories

of teachers, inspecting officers and teacher educators

and co-ordinate the work of other agencies operating

19

at the State level,

(iv) To organise programmes including correspondence-

cum-contact courses for professional development of

teachers, teacher educators and inspecting officers,

(v) To produce curricula, instructional materials, text-

books for the use of educational institutions, teacher

of pre-schools and elementary schools,

(vi) To provide extension service to teacher training

institutions at all levels in the state.

(vii) To co-ordinate the work of extension service centres

of the teacher training institutions in the State,

(viii) To organise and implement the special educational

projects, sponsored by UNICEF, NCERT and other

agencies for qualitative improvement of school

education, teacher education and supervision of

education,

(ix) To prescribe curricula and text-books for the school

and teacher training centres,

(x) To produce instructional materials for the use of

teacher educators,

(xi) To conduct studies and investigations of the various

problems of education,

(xii) To evaluate the adult and non-formal education

programmes or any other programme that will be

entrusted to it by Government, and

20

District Institutes of Education and Training

(DIET) DIET is the third district level support system for the

qualitative improvement of education in addition to National

and State level agencies, like NCERT, NIEPA & SCERTs.

It also caters to quantitative improvements as the teachers

are closer to the field and, thus more sensitive to their

problems and needs. The mission of DIET is to provide

academic and resource support at the grass root level for the

success of various strategies and programmes being

undertaken in the area of elementary and adult education,

with special reference to (1) Universalisation of elementary/

primary education, (2) National Literacy Mission targets in

regard to functional literacy in the age group 15-35 yrs.

Special Target Groups of DIET are :-

(1) elementary school teachers, both preservice and

inservice;

(2) Headmasters, head of school complexes, education

officers;

(3) Instructors, supervisors for NF and AE.

(4) Members of District Board of Education (DBE) and

village education committee (VEC), community

teachers youth and other volunteers working for

educational activities.

(5) Resource persons who will conduct suitable

21

programmes for the target groups: (i) Girls and Women; (ii)

Schedule caste-Scheduled tribes;(iii) Minorities and

handicapped; (iv) Other educationally disadvantaged

groups, e.g. working children, slum dwells, inhabitants of

hilly areas, deserts and other inaccessible areas etc.

The programme of Action-1986 suggests that the

DIETs will radically transform the present system of

elementary Education by performing following Functions:

1. Preservice and in service education of teachers for

formal school system.

2. Induction level and continuing education of non-

formal and Adult Education instructors and

supervisor and extension of material support to

them.

3. Training and orientation of heads of institutions in

institutional planning management and micro-level

planning.

4. Orientation of community leaders, functionaries of

voluntary organizations and other, influencing school

level education.

5. Providing academic support to school complexes and

DBE.

6. Doing action research and experimentation work.

7. Serving as evaluation centre for primary and upper

primary schools as well as non-formal and adult

education programmes.

22

8. Provision of services of a resources and learning

centre for teacher and instructors.

9. Extending consultancy service and advice to other

institutions including DBEs.

A number of these functions relate to the inservice

education needs of the Primary teachers, other personnel

and workers. The NPE,1986 has laid great emphasis

on making a district a powerful unit of educational planning,

provisition, supervision, and control which hitherto

was done at the state level. Inspite of the district being an

important unit in administrative hierarchy it had

weak infrastructure for affecting any change and

improvement in education.

The policy has proposed the establishment of District

Board of Education (DBE) in each district for the

implementation and supervision of all educational

programmes, both formal and non-formal, upto the

senior secondary stage. DIET will be an important organ of

the DBE and will work assists technical and academic wing.

The DBEs are expected to prepare district level perspective

education plans. Based on this district plan the DIET

will prepare its perspective plan of activities for the area to

be served and would also develop five year and annual

institutional plan. The DIETs will be accountable to DBE and

will submit its progress report to it annually. Till the

establishment of DBE. The DIETs will carry out their

23

activities in collaboration with the state level educational

agencies like the SCERT, the proposed State Institutes

of Educational Planning and Administration (SIEPA), the

colleges of Education and the University Departments of

Education.

In order to effectively carry out the functions

mentioned in preceding paragraph the DIET may have the

following academic Branches :

1. Preservice Teacher Education Unit

2. In-service Programme field interaction, innovation

coordination and Extension Service Unit.

3. District Resource Unit for Adult and Non-formal

Education.

4. Planning and Management Unit

5. Educational Technology Unit

6. Work Experience Unit.

7. Curriculum, material development and Evaluation

Unit

All these units will not necessarily be formed at the

very inception of the DIET. Depending upon the needs,

infrastructures facilities and expansion of work of the DIET

these branches may gradually be opened in phased manner.

While a separate branch for inservice education has been

proposed therest of the branches will also extend training

facility and material support in one form or the other to the

teachers and other education personnel in specific areas of

24

their work. The in-service education unit will provide in-

service education to teachers, adult education and non

formal education workers, resource persons and community

leaders involved in non-formal and adult education

activities. It will also undertake follow-up activities and will

maintain a regular contact with the teachers and other

individuals who have developed relationship with the DIET.

The teachers will also draw upon its library resource for

their further self-education. It is suggested that besides

attending other programmes and activities arranged by the

DIET, every elementary teacher in the district should go for a

comprehensive one month in-service programme once in

every five years on a compulsory basis.

Main programmes and activities to be conducted by

DIET.

(i) Preservice teacher education programme;

(ii) In-service programmes of elementary teachers,

Headmasters, Heads of school complexes and officers

of education department up to block level;

(iii) Field interaction (including extension work)

(iv) Training programmes for personnel of adult and non-

formal education;

(v) Workshops for development of curricula, teaching

learning material, testing and evaluation of tools and

techniques, low cost teaching aids etc.

25

(vi) Orientation programmes for members of DBE, VECs

community leaders, youth and other educational

activities,

(vii) Field studies, action research and experimentation.

The POA 1986 proposes that through a Task Force

each State Government will identify those existing

institutions of elementary teachers training which can be

developed as DIETs. It was observed that of the total

elementary teacher training institutions a good number are

of substandard nature.

The POA suggested that these institution which are

found indulging in malpractices, are of substandard in

relation to the norms for Elementary Teacher Education and

those which do not have surplus pre-service training

capacity should be phased out. Till now a good number of

elementary teacher training institutions have been

developed into District Institutes of Education and Training

and they have started carrying out both pre-service and in-

service teacher education function. It is hoped that by

utilizing all resources and functionaries DIETs would be able

to extent the benefits to the elementary school teachers and

Non-formal and Adult education Workers.

Administration of Education at State Level

• Introduction

• Secretariat of Education

26

• Directorate of Education

• Educational Administrative set up in Gujarat

• Functions of State Government in Education

• Introduction

Education, subjects to some provisions relating to

higher education and a few other areas, was a state subject,

under the constitution of India till 1976. In 1976, education

became a concurrent subject, i.e. the responsibility of the

Central Government and the State Governments No. doubt,

the primary responsibility of education remained with the

state.

The National Policy on Education (1986 and as

revised in 1992) emphasized on decentralization of

education. In also envisaged establishment of State Advisory

Boards of Education on the lines of Central Advisory Board

of Education. The State Governments play a very important

role in almost all dimensions of education. Hence, it can be

said that educational and management system in Secondary

Education is the lincern of the State Government, but it is

expected to work under the guidance of the Central

government, Ministry of Human Resources Development,

Department of Education and it has to carry out policies

under the broad frame wert of the policy formulated by

central government.

Since education is a State Subject, its administration

and management determines largely its success and

27

achievements. The state department of Education prepares

as well as implements the education plans.

The minister of Education of a state is no responsible

fro the entire education of the State but general education is

his responsibility.

The department of education in each state consists of

2 wings. 1) The Secretariat of education. 2) Directorate of

education. Education being on important portfolio is given to

a prominent member of the State cabinet. He is supposed to

lead and inspire the entire educational set up of the State.

1) The Secretariat of education:

The Secretariat is the apex of the state administrative

structure and is directly associated with the activities of the

minister and Deputy minister. In all states, the Education

Secretary / Commissioner is the administrative head of the

Secretarial Often he belongs to the Indian Administrative

Service . He is assisted by one or two Additional Secretaries,

Deputy Secretaries. Under secretaries and other secretariat

staff. This vast hierarchy helps in planning, implementing

and evaluating all the educational plans and programmes of

the state. The Secretariat gives shape to the ideas of teh

minister in the form of legislation, press notes etc.

2) The Directorate of Education

The Directorate is another wing of the State

Education department which is primarily an executive body.

The Directorate executes the policies of the Government

28

which is usually framed in the Secretariat. It practically

executes the policy of government in the field. It is acting as

a bridge between the government and the educational

institutions. It keeps the Secretariat informed about the

problem, needs and progress of the state in field of

education.

All the circulars, orders and directives from the

secretariat are circulated and channelized through the

Directorate to each and every concerned officer and

institutions. In the same way, their responses are conveyed

to the government through Directorate Reactions towards a

particular government body are informed to the Secretariat

by Directorate.

In short, it can be said that Directorate does the job of

implementation of policies framed by Secretariat.

In Gujarat, the head of Directorate of Education is

known as the Director of Education, which is now known as

Higher Education Commissioner, and his office is known as

"Office of Higher Education Commissioner". He is the

principal executive authority of education in a state. He is

also regarded as technical advisor to the minster on

educational matters. He works as a professional leader as

well as guide for the vast army of teachers, supervisors and

other persons engaged in educational activities in the State.

To assist higher education commissioner there is

joint director of education (Std. 8 to 10) and joint director of

29

education (Std. 10 + 12), deputy director of education and

other officers.

For the purpose of administration, management of

education, a state is divided into regions, divisions, districts

or circles.

Pattern of Educational Administrative Set up of the State

Department in Gujarat

The administrative set up of the state department is

divided into 3 main broad areas : (1) Policy matters, (2)

Educational matters (3) Implementation matters.

Apart from Gujarat Secondary Education Board,

Gujarat State Board Pattern of Administrative Set up in Gujarat.

Policy matters

Secratariat

Educational Minister

Deputy EducationSecretary

Under Secretary and other officers

Educational matters Implementation

Gujarat Sec-Education Board

Office of Higher EduationCommissioner and Mid

day Meal Office

Education Secreatary

ChairmanJt. Director of

Education(Std. 8 to 10)

Members of theBoard

Vice-Chairman

Deputy Dir.

Ex-offico ElectedMembers

Varioyus Committess Secreatary

Jt. Director of Education

(Std. 10 to 12)

D.E.O

Education Inspector

Principal and Inspectors of

Secondary Schools. Textbook Board and GCERT also co-operate each

other to run the administration and management of

Education in the State.

30

Administration of Secondary Education at District level :

Office of the District Education Officer regulates the

administration of Secondary education at district level. It is

headed by D.E.O., who regulates the district level educational

administrative set up according to the instructions given by

the Director of Education. He is answerable to the education

commissioner for his works. Educational insepector (El),

Assistant Educational Inspectors, Head Clerk, accountants

assist DEO inhis administrative work. D.E.O. performs the

duties of supervision, controlling, guidance and coordination

of secondary schools with the help of his sub-ordinates.

Administrative Structure at District level can be shown

as per the chart.

Administration of education at District Level Administration of education at District Level

Secondary Education Board

Chairman

Various Committees

Member of the board

District Education Officer

Education Inspector

Asst. EducationInspectors

Other AdministativeStaff

Principals of Secondary Schools

Supervisors

Teachers

Students

• Functions of the State Government in Education :

Though with the amendment in the constitution in

31

the year 1976, education has been placed in the concurrent

list, yet majority of the responsibility in the field of

education remains with the State Since education is basically

a State subject, the State government has to perform various

functions.

The Minister of education of the state looks after

Education. The Minister is also responsible to the

state legislative of which he is a member.

The State runs entire programme in the provisional

educational domain, through a separate department

known as the Education department which is under

the charge of The Director of Public Instruction /

Director of Education.

The State Opens various Educational institutions

catering to needs of the society.

The States gives grant-in-aid to various private

bodies running educational institutions.

The State keeps a control on those private bodies by

sending visiting bodies to have a look in the working

a functioning of these bodies.

The State supervisor all the institutions started by the

private bodies.

The State appoints various committees and

commissions to suggests steps for bringing reforms

in the field of education.

32

The state process legislation to control all the apsects

of education in the State.

The State frames rules and regulations regarding

payment to teachers and other Staff.

Besides these functions, the State has to performs

following functions :

To provide free and compulsory education, control

and inspection of primary and secondary education

in the state.

To develop a proper system for supervision, control

and inspection of primary and secondary education

in the State.

To take appropriate steps for the spread of Adult

education and social education.

To Present and pass th necessary bills in the

parliament related to education.

To take necessary steps for acceleration of the

education of socially backward class of the state.

To organize training programmes for teachers

improve the quality of education.

To establish new universities according to the need.

To prepare five year plans for education in the state.

To provide special facilities for physically and

mentally challenged children of the state.

To allot the funds education in the budget of the state.

33

To bring about a uniformity in education at central

level, the state has to involve itself in the policies of

Education at Central level.

To supervise and evaluate the education in state from

time to time.

To undertake small research projects to solve the

problems in education.

In short, it can be said that the state gives direction to the

policies framed by the Centre in the field of education.

Text book board

Text book board is an institution that prepares text

books for primary, secondary and higher secondary classes

by taking into consideration the aims, objectives, needs and

problems of state. Every state has its own textbook board, In

Gujarat this board is called Gujarat State Text Book Mandal.

The mandal was established in 1969 on 21st October. It

publishes high quality textbooks of Std.1-12 in Gujarati,

Hindi, English, Marathi, Sindhi, Urdu, Sanskrit ___________ and

Tamil.........................................................

To Gujarat Students.

Mendel has formed to board and committees for working the

are

(l) General Board (2) Direct board (3) Working

Committees (4) educational committees (5) Production

committees (6) Research committee.

34

FUNCTIONS:

The board performs following function

1. Formation of textbook Mandal prepares textbook of

all subjects of standard 1 to 12.

2. Translation in other language As per syllabus

accepted by Gujarat Government std. 1-12 besides

Gujarati medium textbooks in 7 language - Gujarati,

Hindi, English, Marathi, Sindhi, Urdu, Sanskrit and

tamil are being translated.

3. Complementary literature: Besides textbooks mandal

publishes a complementary literatures on life value

and ideals. Mandal also publisher books that will

suport students in their students like experiment

book, map book, English- Gujarati Dictionary ( for

std,5-7), English language supplementary reading

butterfly book.

4. Prepares books for teacher:-Mandal prepares teacher

work books, self study work book.

5. Distribution printed textbooks are distributed in

whole Gujarat.

6. Re-distribution : if there is any shortage of books then

mandal again reprint and redistribute the books.

7. Research:- To improve the quality of textbooks

for restructuring the curriculum mandal takes

research work. For this they take help from primary

teachers, secondary & higher secondary teachers,

35

university professors, Textbooks writers, advisers,

translators etc.

8. Encourages research : To improve primary secondary

and higher level teaching researches are conducted

and it is encouraged.

9. Balshrushti periodical (monthly) : This colourful

periodical is for for std. 1-7 students and teacher. It is

distributed in approx 30,000 districts. It is given free

of cost to all primary schools. In Balshrushti teachers

are given guidance about teaching, education tools

formation and various subject of standard 1-7. In

child department what child likes extremely such

child- stories, jokes, brain tests, child poems, and

composition etc. are given. From whole state

"Balshrushti " has received a warm welcome.

10. Professional sector Textbooks: Mandal also publishes

textbooks for first and second years PTC Textbook. It

also publishes textbook for first year and second year

for physical education certificate courses (C.P.Ed.)

Thus, in whichever sector students need basic

literature in that mandal is giving its own

contribution.

S S A ( SARVA SHIKSHS ABHIYAN)

Sarva shiksha abhiyan is a government of India's

flagship programme for achievement of Universalisation of

Elementary education in a time bound manner, as mandated

36

by 86th amendment to the constitution of India making free

and compulsory education to the children of 6-14 years of

age group, a fundamental right:

The program seeks to open new schools in those

Irabitations which do not have facilities and strengthen

existing school infrastructure.

Existing schools with inadequate teacher's strength

are provided with additional teachers.

Arrangement for teachers training.

Development of teaching- learning material.

If focuses on girl's education and children with

special needs.

Objectives

- To increase enrolment especially children to poor

and down sections of the society

- To provide nutritious meal to the school going

children to achieve the goal of Healthy mind in

Healthy body.

- To promote friendship and feelings of common

brotherhood among the children belonging to

different caste.

- To increase enrolment in schools, bags, uniform etc.

Are provided free of cost.

- To provide hostel facilities, scholarship etc.

37

Chapter: 2

Management of Various

Issues & Economical Aspect of

Education Educational institutions

1. S.S.C.E. & H.S.C. E. ( education ) Board - Objective &

Functions GSHSEB

This board was formed under the Gujarat secondary

act of 1972. On the Board rests the responsibility of

determining the policy, administration of affiliated schools,

and giving intellectual direction to the State's higher

education system. The head office of the board is in Sector

10 of Gandhinagar.

Objective & Function

1 ACADEMIC

(a) Preparing the curricula & syllabi for secondary

school,

(b) Recommending Text Books for Government approval,

(c) Registering new Secondary Schools,

(d) Maintaining a periodically updates register of

secondary schools of the State,

(e) Conducting inspection & supervision of secondary

schools in the state,

38

(f) Prescribing school timing, vacations, internal

examination & promotion rules, holidays,etc.

(g) Advising the State Government on academic matters.

2 EXAMINATION

(a) Conducting Main and Supplementary public

examinations every year in March and October, for

SSC ( Standard 10) and HSC (Standard 12)

(b) Conduct Talent Search for students of Std 8 & 9 in five

major subjects.

3 RESEARCH & DEVELOPMENT

(a) The R & D division of the Board takes up research

projects, and publishes research papers.

(b) It conduct training courses for inspecting officers

and teachers and other functionaries in of Secondary

Education.

(c) It publishes a monthly magazine named ' Madhyamik

Shikshan & Pakistan' Containing articles on various

issues related to Secondary Education. This

magazine is circulated among all the Schools in the

States free of cost.

(d) It also conducts Academic Panel inspections, to bring

up the quality of schools identified as low -

performing.

Members of the Gujarat Secondary and Higher Secondary

Education Board.

In GSHSEB there is one chairman and other members are

39

there. Board membership is divided into three categories :

A Members on the basis of position

B Elected members

C Appointed members.

A. Members on the basis of position :

This includes 10 member they are holding following

position:

1. Director of Education

2. Director of the Technical Education

3. The Director of the Employment and Training

4. The Director Gujarat state Board of School Textbooks

5. The Director of the Primary Education

6. The Director Gujarat State Council of Educational

Research and Training

7. The Director Gujarat Institute of Educational

Technology

8. The Director of Agriculture.

9. The Chairman State Examination Board

10. The Secretary Department Of Education

B. Elected Members:

To get the representation of Universities, teachers,

principal, trustees, parents etc. Elected members of these

group are given place in a board.

1. Elected member of University Academic Council:

2. Principal of secondary schools other than Basic

education school:

40

3. Teachers of secondary schools other than Basic

education school:

4. Principal of registered Basic education schools:

5. Teacher of registered Basic education schools:

6. Principal of B.ED College:

7. Trustees of of registered Secondary schools:

8. Trustees of Schools of registered under the act 1950:

9. Representative of parents association:

10. Elected member from the Gujarat Vidhan sabha:

C. Appointed Member:

In board there are three appointed member. They are

the experienced persons from field of Science, business and

commerce. The appointment is for three years.

A. Shala Vikas Sankul (SVS) : Concept, Objectives,

Functions:

C: Shala Vikas Sankul (SVS) :

Introduction:

With the increase in population number of school

increased, teachers increased, Number of students increased

with that the work of government also increased.

Today government is bringing change in educational

policies for all round development of students. Schools are

expected to recognize the qualities and interest of students

and develop it fully by attaching it with curriculum.

Government is concerned about the development of

each child in a country; but due to time and monetary

41

contraints government officers find it difficult to collect full

details of progress of each child at right time.

To remove the above draw backs government started

shala vikas sankut (SVS) And Quality development

circle(QDC) for getting fast and reliable information.

CONCEPT:

Kothari commission presented the idea of shala

shankul for reducing the distance between secondary and

primary school. under this yojana primary school get the

benefits of knowledge and guidance of secondary school

teacher and also facilities available at secondary schools. The

main motive of shala sankul was to improve the quality of

primary education through cooperation.

• The idea of shala sankul was implemented when the

4th five year plan started. At that time there were

⎼ 26000 Secondry school

⎼ 65000 upper primary school

⎼ 3,60,000 lower primary schools government

considered one secondary school in every 50squre miles as

shala sankul center with that 5 upper primary schools and

20to 28 lower primary schools were attached. In one sankul

there were 80 to 100 teachers.

OBJECTIVES OF SHALA SANKUL

1. To bring closeness and cooperation between schools

2. To develop the quality of teachers.

3. To have optimum utilization of human and physical

42

resources to improve the quality of education.

4. To bring new thoughts, researches, new

methods, use of educational technology.

5. To make teacher professional.

6. To decentralize the government work.

FUNCTIONS OF SHALA SANKUL:

1 Organize Educational Tours, debates, seminars,

Discussions

2 Talk by educationist

3 Research on new methods of teaching.

4 Finding solution of problems of any schools.

5 Arrangement so that all schools get the advantage of

library, laboratory, ground of sankul.

6 Vishay mandal is made so that every month schools

of sankul get the advantage of subject expert.

7 to use new and innovative changes and development

infield of education.

8 To arrange fairs

9 To arrange different competitions like sports; cultural

etc.

10 To develop their own museums.

11 To do research in the field of teaching, learning and

evaluations.

SHALA VIKAS SANKUL

Gujarat government tried to improve the quality of

secondary education with the help of shala vikas sankul;

43

which is formed in following ways:

- About 40schools of one district are taken into one

sankul. That sankul is termed as nadal sankul. In that nodal

sankul sub nodal sankuls are made of 10 schools.

- In one nodal sankul of 40 schools one school is

considered as center point and the principal of that school is

responsible for the working pf sankul.

- In each sub nodal sankul of lOschool one school is

considered in each sub nodal as center and the principal of

that center school is given responsibility of sub nodal

schools.

- To supervise the work of sankul one education

supervisor was appointed.

- In every nodal sankul a complete record of 40schools

are there. This includes official records, students result,

teaching process, school's facilities etc. it is done especially

so that government gets complete details of it.

- In Ahmedabad by taking all granted and non granted

and non granted secondary and higher secondary schools

there are 431 schools. These schools are divided into 7 SVS

they are following:

1 Nalanda shala vikas sankul: 54 schools

2 Takshila Shala vikas sankul; 70 schools

3 Kasi shala vikas sankul; 64schools

4 Vikramshila shala vikas sankul: 68School

5 Anhil patan shals vikas sankul: 64 schools

44

6 Kanchi shala vikas sankul: 42 Schools

- Vallabhi shala vikas sankul : 42 schools

- under karmyogi yojana government tried to make the

shala vikas sankul yojana more qualitative

development Circle. Under QDC meetings of schools

of SVS are done in following ways:

- First Saturday meeting of month's & science subject

teachers.

- Second Saturday S.S

- Third Saturday English

- Fourth Saturday Gujarati

- In QDC subject teacher meeting following ways.

• Methods and techniques of teaching.

2 Preparation of question paper.

3 Awareness of changes in education

4 Discussion on difficult topic of subject.

5 Organization of interschool competition.

6 Discussion on how to take the cooperation of society

in teaching subjec.

7 Prepare a question bank.

8 Develop self made teaching aids.

9 Discussion on educational essays.

10 Develop subject wise trouble shooter team.

11 Survey of social and financial condition of student of

their area.

12 Arrangement of subject wise educational visit.

45

13 Giving award for best teacher and best school of QDC

14 Helping week school of QDC

15 Taking research in subjects

16 Organize a program to bring out the creativity of

students and teacher.

17 Meeting of trustees, principals and teachers of QDC to

discuss on physical facilities, educational

development etc.

18 Exchange educational and human resources

for mutual growth and development.

19 To organize inter school exhibition.

OBJECTIVES OF SHALA VIKAS SANKUL :

1 To bring school closer to government.

2 to send the result of students of 8 to 12 government.

3 To have discussion on the growth of students by

principals and government representative.

4 To improve the result of low performing school

5 To have meeting with one schools of sankul by

government representative.

6 To improve the education and administration of

schools

7 To improve the cooperation's

8 To send the information of schools to DEO

9 To improve the quality of teaching through meeting

of subject teachers. Teachers can also learn about

new methods of teaching used by same teachers. Use

46

of experience and good teachers by other schools.

10 To inform the schools of new researches in teaching

done by one school through monthly or quarterly

meetings of principals. Principals can solve their

school problems by discussing it with other

principals.

11 To celebrate different festivals.

12 To organize different competitions and develop the

inner abilities of students.

2.1 Discipline problem in school and Inequality in

schools Co-curricular Activities

Q. Discuss : "Extra-curricular activities will soon

become curricular, while curricular activities will

be tolerated only as extras."

Or

Discuss : ''It is a misnomer to call them extra-

curricular activities. They are not extra but form

a real adjunct to co-curricular activities''.

Or

"One of the foremost objectives of the school is to

formulate a scheme of hobbies, occupations and projects

that will appeal to and draw out the power of children of

varying temperaments and aptitudes." Clearly discuss

the above statement explaining how co-curricular

activities are an integral part of school curriculum.

47

Or

What are the educative values of co-curricular

activities? Is training for leadership tied up with the co-

curricular programme? Justify your opinion.

Or

"Extra-curricular activities are not extras but

constitute a fundamental part of school work".

Comment.

Ans. Previously the purpose of education was confined to

the teaching of subjects of the curriculum. The social

activities were regarded as 'extras'. A weak student had no

right to go to the playgrounds or to functions. Gradually, this

attitude of hostility changed into that of indifference. These

activities were not supervised nor any guidance was given.

But now the concept of education has changed. All-round

development of the child is the theme of new education.

Modern education recognizes that when the child comes to

the school, he comes in mentally, physically, spiritually,

socially and vocationally and as such he must be educated in

all of them. Now it is recognized that these activities are

valuable media for developing proper attitudes, habits,

interests, ideals among pupils. Because of their importance

in education, they have been renamed as 'co-curricular

activities' as they form an integral part of the school

curriculum. Their organization, therefore, needs much care

and forethought.

48

The Secondary Education Commission remarks :

"The School is not merely a place of formal learning whose

main concern is to communicate a certain prescribed

quantum of knowledge but rather as a living arid organic

community which is primarily interested in training its

pupils in what we have-called the 'gracious Art of Living'.

Knowledge and learning are undoubtedly of value but they

must be acquired as a by-product of interested activity

because it is only then that they can become a vital part of

the student's mind and personality and influence his

behaviour. But the 'Art of Living' is much more

comprehensive concept than the acqusition of knowledge,

however intelligently planned. It includes training in the

habits and graces of social life and capacity for cooperative

group work : it calls for patience, good temper, sincerity,

fellow-feeling and discipline. These can only be cultivated in

the context of the social life and the many curricular

activities that must find a recognized place in every school."

Advantages of Co-curricular Activities or Their

Functions

The advantages of co-curricular activities are as follows :

1. Sublimation of Instincts

Co-curricular activities meet the needs of adolescents

and sublimate their instincts. Gregarious instinct is very

predominant in adolescents. Growing boys desire to behave

socially. If opportunities are not provided to them, they will

49

form their own undesirable groups and gangs. This grouping

may be harmful to them and to the society. Co-curricular

activities give a healthy outlet to various instincts like

gregariousness, assertion and curiosity. Many co ‘Curricular

activities, e.g., self-government, social service league,

scouting etc, will "be very conducive to sublimate their

instincts as they will provide them a field for doing

something socially worthwhile through group activities.

2. Physical Development

The physical activities like athletics, games and sports

promote physical development of children. They are very

helpful for motor and sensory development of children. They

contribute to the sound physical health, body development,

endurance, stamina and strength, They also develop

healthful habits.

3. Social Training

By participation in co-curricular activities pupils,

learn valuable lessons in practical co-operation and the

habits of team work; they realise the relation of the society

to the individual and of the individual to the society.

One has to sacrifice one's immediate interests for the

welfare of the group. Pupils have to move from sheer

individualism to social awareness. Team spirit is developed

in them. Spirit of "give and take" takes the place of

selfishness.

The pupil identifies himself with the group of his own

50

choice, a debating club, a dramatic club or a football team.

He is no longer an individual but a member of the group. He

learns loyalty to his group. Universal brotherhood, true

democracy, faith in man and unselfish service are ideals

which are encouraged.

4. Moral Training

Co-curricular activities are also helpful in giving

moral training. What is moral conduct ? "Moral conduct is

the response that an individual makes to the requirements

and expectations of the social order, in which he lives, in

matters affecting the welfare of others" "It is a conduct

approved by society".

By participating in these activities :

(i) Pupils learn to act according to the will and standards

of the group.

(ii) Moral qualities such as honesty, truth arid justice are

put to test.

(iii) Pupils find opportunities to decide and choose the

right and to learn the great values of self-control and

moderation.

"Every ounce of moral experience is worth a pound of ethical

teaching. Through the community life of games and

activities, the child learns an inner discipline which abides

with him as a directing and restraining influence when he is

away from the school.

51

5. Civic Training

The school should be a training ground for

democracy. It should be organised and administered on

democratic lines. The students will thus have opportunities

and responsibilities somewhat similar in a small way to

those they will have as grown-up citizens. Co-curricular

activities train pupils for their rights and responsibilities as

citizens. Students learn the .mechanics and devices of

government and develop true spirit of citizenship.

Self-government will provide experience of the life of

a democratic society. In this pupils determine the policies

and the programmes. They plan and present assembly pro-

grammes. The individual pupil learns how to conduct a

meeting in an approved and parliamentary style. It gives him

an opportunity to exercise his vote. Here the students will

know that rights involve responsibilities.

Lessons in co-operation can be learnt by practice. In

order to retain his position as a member in a Student's

Council, Athletic team etc., a student has to exercise co-

operation.

6. Worthy Recreational Interests

Education for leisure should begin in school. It is as

important as education for work. If recreational interests are

developed during school life, they prove to be very beneficial

in leisure hours of adult life and make life fuller and richer.

With the advent of industrial civilisation, human

52

labour has been replaced by machines. So increasing leisure

hours have been afforded to man. As the work is entirely

mechanized the worker does not derive any job satisfaction

from it. He is never responsible for a work as a whole. He

will never take satisfaction and pride on the completion of

the whole work. The denial of human value during working

hours results in a reaction in the worker to enjoy his leisure

hours violently. He is frustrated.

Schools can create favorable attitudes in their pupils

for healthy activities and unfavorable ones for unhealthy

leisure time activities. If love for one or more hobbies is

created at the school stage, that hobby will be the principal

leisure time activity of the pupil throughout life.

7. Supplementation of Academic Work

Due to co-curricular activities, the teaching of civics,

composition, history, geography etc. will be greatly

supplemented. Election to the students' council will give

them a picture of Central and State elections. Excursions to

historical, geographical and industrial places will enrich the

experiences of the students. Contributions to the School

Magazine will supplement the teaching of languages.

8. Development of Individual Interests

The school should organise various kinds of activities

in the school so that the pupil may participate according to

his interest. The pupil will participate only in that activity in

which he is interested So the teacher can find out the

53

interest and the aptitude of the pupil. Recreation can

therefore, be provided according to the interest of the pupil.

When individual differences are recognised, when tastes and

aptitudes are discovered and when recreation is provided,

the problem of school discipline can be solved. All the

activities are helpful in experimenting with their likes and

dislikes, in finding their interests and capacities in these

fields and in developing the tastes-ant! aptitudes they

possess.

9. Training for Leadership

Many performances have to be organized any

situations have to be faced in the running of various

societies. All these inculcate in the students the qualities of

quick and. clear thinking, adaptability, good judgment,

initiative, self-confidence, broad vision, tact, patience,

tolerance, integrity, willingness to work, enthusiasm, faith,

courage, conviction, unselfishness etc. These qualities

cannot be developed through the regular curriculum.

10. Development of Discipline

Discipline becomes self-discipline. Students remain

busy with different kinds of activities and develop their

talents in different directions. They make laws for various

societies and come to realise the need for showing respect to

other school laws.

11. Development of Aesthetic Tastes

The school should present plenty of experience to

54

develop the aesthetic tastes of students. Activities like

drawing and painting, sculpture, clay-modeling, toy-making,

cardboard modeling, preparation of charts and models

develop aesthetic sensibility of students. Fancy dresses,

flower shows, folk dances, variety shows, dramatic and

musical activities provide opportunities for understanding

our cultural heritage, its preservation and development.

Q. Mention the factors that you will keep in mind

while organising co-curricular activities.

Or

What steps will you take to encourage the

students to take part in co-curricular activities?

Ans. The following principles should be kept in mind for

effective organisation of co-curricular activities :

1. Sufficient in Range and Variety. To cater to the

different needs, interests and aptitudes of the students, it

is important that a large number of activities be provided in

the school. Thus the students will be able to participate in

the activity of their choice. Activities in which only a few

students are interested should not be undertaken. Only

educationally useful and significant activities should be

organised;

2. Due Place in the Time-Table. Activities should be

organised during school time. There should be separate

periods for activities in the time-table. This will impart some

status to the activities and the students will consider them

55

as a part of curriculum.

3. Encouragement for Participation. As the activities

are very important for the all-round development of the

students, all-out efforts should be made to encourage the

students to take an active part in the activities. The activities

should be planned in such a manner that the students should

be attracted to them rather than feel that they have been

forced to take up an activity. The cumulative record/card of

a student must make mention of his participation in

activities. Besides this, certificates of merit, distinction,

prizes, colours and insignia etc. should be awarded to the

students who distinguish themselves in competitions.

4. Staff Advisers. Each activity must be in the charge of

a staff member. He should be genuinely interested in the

activity and should be competent to provide guidance to the

students. For example, it will be wrong to make a teacher

incharge of dramatic activities who is not at all interested in

dramatics. The in charge should be able to guide and inspire

the students.

Some credit should be given to those teachers who

organise these activities. This may be either in the form of

fewer teaching periods or in the form of extra periods. The

maximum number of teachers should be associated with the

activities.

5. Inexpensive. The activities should not involve much

expenditure. Funds should be raised by the society

56

concerned in order to meet the expenditure. There funds

should not be spent on a few selected, players or students.

6. Means to Educative Process. The activities should

not be stated merely for 'show work.' These activities must

be organized and considered as a means to the educative

process.

7. Gradual Growth. Activities should be started in a

small way and develop a gradually.

But once an activity is started, it should not be

allowed to die unless there are valid grounds for it.

8. Maintaining Records. A record of the various

activities must be kept. Likewise, the record of a student's

participation in the activities must be kept.

9. Evaluation. The success of each activity must be

evaluated. This will help the teacher to make research in the

educative value of the various co-curricular activities.

10. Publicity. Due publicity, appreciation and

recognition should be given to these activities. The

community should be informed about them through the

school magazine and functions.

Q. What types of activities would you like to

introduce in your school ? Give a brief description

of each.

Or

Classify the co-curricular activities into different types.

Prepare a comprehensive list of such activities which

57

can be introduced in Basic or Non-Basic schools.

Ans. Different kinds of co-curricular activities that should"

be organized in a Basic School.

1. Physical Activities

(i)Athletics

(ii)Games

(iii)Mass

exerciseand Sports

(iv)Mass Drill

(v)Cycling, Driving

(vi)Boating

(vii)Swimming

1. Physical Activites

2. Literary and Academic Activities

(i)School

Publications

(ii)Dramatics

(iii)Dabates

and Discussions

(iv)Scientificand other

clubs

(v)Symposiums

(vi)Brains Twist

(vii)Story and

Essay writing

2. Literary and Academic Activites

3. Social Service Activities

(i)Junior

Red Cross

(ii)Social

Council

(iii)LabourSquads

(iv)Services on

special occasionslike fairs

(v)Scouting

(vi)Girl

Guiding

(vii)Helping

Helth authorities

in the control of epidemics

3. Social Service Activites

58

4. Civic Training Activities

(i)Student

Co-oprative

(ii)StudentCouncil

(iii)School Book

(iv)Visit to

civic Institutions

theLegislature,

court etc.

(v)School

Panchayat

(vi)Assembly

(vii)Mock

Parliament

4. Civic Training Activites

(vii)Celebrating

festivals

5. Hobbies—Creative and Collective

(i)Gardening

(ii)Collection

(of stamps, Leaves,

Pictures,coins, stones,

fossils

(iii)Shop

-making

(iv)Photography

(v)Pen

friendship

(vi)Wood-Work

(vii)Metal work

5. Hobbies-Creative and Collective

(viii)Toy Making

(ix)Clay-work

(x)Leather

work

(xi)Cardboard

work

(xii)Smithy

(xiii)Book-

binding

(xiv)Basket

making

(xv)Tailoring

and knitting

(xvi)Spinning

andweaving

6. Cultural Activities

(i)Drawing

(ii)Painting

(iii)Music

(iv)Band

(v)Sculpture

(vi)Folk songs

(vii)Dancing

6. Cultural Activites

(viii)Dramatics

(ix)Community

Activities Note : For a detailed discussion of these activities, see the next

questions in this Chapter.

Q. Enumerate the advantages of school publications

and mention the various kinds of publications that a

school can bring out. How will you conduct a school

magazine ?

59

Ans. Advantages of the School Publications

School publications make valuable contributions to

make the school life rich in many ways :

1. School publications such as magazines, newspapers

or annuals provide a natural and powerful motive for

practice in the art of written expression.

2. They foster writing habits in the students.

3. The feeling that their articles will be in print and will

be read by others act .as a great incentive to literary

effort.

4. They help give publicity to the school.

5. They promote good school community relationships.

6. They provide opportunities for training in

responsibility.

7. A school publication is a link between the home and

the school. It furnishes information about school

affairs; it secures interest and co-operation of the

parents and general public in the well-being of the

school.

8. It provides a medium for the exchange of ideas. 9.

School publications prepare for the vocation of

journalism.

10. They develop study habits.

11. They develop 'esprit de corps'.

12. Inter-school activities are published in the school

publication—a fact’ which stimulates student pride

60

and loyalty. Common school problems and common

enjoyment of pleasures can be discussed in it.

13. A foundation for inter-state and international

understanding can be laid by exchanging magazines

with schools in other States and countries.

Form and Content of School Publications

Some of the items of school publications are :

(i) School Magazine.

(ii) Newspaper.

(iii) Annuai.

(iv) Hand-book,

(v) Information Bulletin.

Of these, school magazine is the oldest and the most

common. It should be made interesting by providing variety

in contents. A school magazine should include short stories,

essays, poems, sketches, notes on current topics, humours,

skits,, school news about curricular and co-curricular

activities, beautiful designs, pictures and cartoons etc.

Conduct of a School Magazine

(i) The success of a school magazine mainly depends

upon the ability and efforts of the teacher adviser. He should

have mastery over the subject-matter and language. He

should not only be a natural leader of boys and girls but

should have the knowledge of school and current events.

(ii) The teacher should select suitable student editors

and assistant editors for different sections of the

61

magazine.

(iii) Students should be encouraged to write articles for

the magazine. They may be provided guidance in the

matter of selection of topics and also for collecting

material for their articles.

(iv) Contributions from the students should be corrected

before their publications.

(v) Prizes for the best articles may be given to the

students to give them an incentive to write.

(vi) Photographs for the magazine should be carefully

selected. They should depict the entire life of the

school.

(vii) Proof should be carefully read, so that there is no

misprint.

Q. What are the advantages of dramatic activities ?

What considerations will you bear in mind

for the selection and staging of plays ?

Ans. Dramatic tendency is general in children. The educator

must utilise it for the development of the individual and

others.

Advantages

(i) Dramatics provide a healthy outlet to adolescent

urges and needs of the pupils. (ii) Dramatics afford

the students opportunities for training in team-work.

(iii) Dramatics provide a cure for the self-consciousness

from which adolescents generally suffer.

62

(iv) Knowledge gained in the class-rooms of English, Art,

Science, Sochi Studies, Music, Mathematics and

Hindi—all find practical application in the

performing, designing, staging, lighting, costuming,

advertising and selling of well-organised educational

theatre production.

(v) Dramatics help in making the parents interested in

school work.

(vi) Free and intelligent expression of emotions and ideas

is provided through delicate organs of speech and the

muscles of the body.

(vii) Dramatics give a release from the inhibitions to

which every one is subjected by the conventions of

Society.

(viii) Experience in dramatization gives the student

greater appreciation of the drama and discriminating

recognition of the artistic and literary value of the

best dramas.

Selection of Plays

The selection of the play presents a formidable

problem. A committee of teachers and students should be

formed to select plays, The schedule of the year may be

planned and it should include a variety of types of plays.

Every play must satisfy the following standards:

(i) In the primary stage, fables and folk tales should be

made fit subjects for dramatization by young children.

63

(ii) In the secondary stage, dramatic instinct becomes

mature. So, formal productions can be attempted. In

the primary classes, the chief aim of the dramatics

should be educational but in higher classes it should

be a squrce of joy and pleasure to the actors and the

audience.

(iii) Plays depicting the evils of social customs should

preferably be chosen.

(iv) A play should have literary value.

(v) It should be within the capacity of the pupils to

understand and appreciate,

(vi) It should have entertainment value.

(vii) It should be free from vulgarity and objectionable

subject-matter.

The attention of the teacher should be mainly on the

educational value of the dramatics rather than on the

audience to whom plays will be shown. An audience is

necessary and it is likely to criticize the performances. But

pupils are not professionals nor are the school stage a

professional stage. Real joy lies in the preparation of the

project and the value is in its working up.

Pupils should present a play after many rehearsals. It

is bad training if pupils are allowed to come on the stage

badly prepared, The stage properties may be crude, acting

by the pupils may be amateurist, but it should be the best

that can. be done by the particular pupils under the

64

circumstances. The teacher-in-charge should be particularly

careful in this regard. The play is not to be shown to the

public unless it is properly prepared.

The planning, arranging and setting of the stage

should not be made a huge affair. The equipment should be

minimised. The preparation of stage properties may be one

of the educational values of dramatics. Pupils should prepare

as much as they can themselves. The imagination of children

can do wonders.

There is a point to note that the same pupils should

not always be given the same kind of role as that is likely to

affect their character permanently. A pupil always playing

the role of a villain on the stage may turn out a villain in real

life.

Pupils should always be encouraged to write their

own plays. Ryburn is of opinion that one of the chief creative

values of dramatics lies in the writing of their own plays by

children. Occasionally they should be given prepared plays

to perform which may serve as samples and models but

usually they should be encouraged to write their own.

Q. Write a note on the advantages and organisation

of debates and discussions.

Ans. Debates, declamations, discussions and literary

activities provide training to the pupils in the social art of

communicating one's ideas to other fully, clearly and

effectively. Adolescence is the most appropriate period for

65

forming habits of clear, careful and effective expression and

no school can afford to neglect social training.

It is better that these activities be conducted in the

mother-tongue. But sometimes items in ordinary meetings

may be conducted in English.

We should speak in public on any subject of interest

in an orderly, clear and effective manner and debate issues

of live interest. The other forms of oral expression in which

the school literary society could give useful practice are

reviews of recent books of interest, reproduction of short

stories, reading aloud or recitation of passages of high

literary merit.

Advantages

(i) Debates and discussions have high social and

intellectual values as clear, logical and vigorous

thinking is required in the selection of material and

organisation of ideas. These activities help to train

leaders in social action.

(ii) There is enlargement of the scope of knowledge,

enrichment to the vocabulary and improvement of

both oral and written expression.

(iii) They develop courage, boldness, presence of mind

and guard against nervousness.

(iv) The speakers learn the art of elocution and get

training in oratory, discussion and argumentation.

Organisation

66

(v) Suitable topics should be selected according to the

previous achievements and interests of the pupils.

The topics should be of live interest and within the

range of their experience. School life, current topics,

the social life of the community, even topics of leisure

pursuits and curricular activities provide suitable

subjects for debates or public speaking.

(vi) The teacher-adviser should guide the pupils as to the

source of material and references for reading, how to

select and organize material.

(viii) Items must be corrected beforehand by the teacher in

charge. It is unwise for a pupil to learn a speech

which is full of mistakes.

(iv) An attempt should be made to develop the

debating and speaking skill in a large number of

pupils. This can be assured through inter-group and

inter-class debates.

A much improved form of the debate is the Panel

Discussion. A subject is chosen for discussion as in a debate.

In a debate speakers are divided into two sides. In a Panel

discussion speakers sit in a semi-circle facing the audience

and the procedure is that of a discussion circle. There is a

chairman who is incharge of a group but members of a group

can speak as often as they like. There is a time limit also.

Questions can be asked at any stage of the proceedings.

Those taking part will be expected to have open minds and if

67

they are convinced that they were wrong in their reasoning

they are expected to change their minds.. In some

competitions, the personality of the candidate is judged

through a panel discussion.'

Q. write notes on : (a) Junior Red Cross Society, and

(b) Labour Week in Schools. Ans. (a) Junior Red Cross

Society.

This Society has three main objectives:

(i) Promotion of health (personal as well as of the

community).

(ii) Service of the sick and the suffering.

(iii) Promotion of international friendship.

In order to give publicity to health rules, a Red Cross

Society takes the aid of posters and charts. Health plays are

also staged.

Usually Red Cross Society runs a small dispensary.

A library containing books dealing with health, health

rules, diseases, their causes and remedies is also maintained.

At the time of the medical inspection of the students,

the members of this Society render a very useful assistance

to the medical officer. Its members visit sick students of the

school and render first-aid when students receive minor

injuries.

(b) Labour Week in Schools

To impart social training to the students, 'Labour

Week' should be organised in the school, The following type

68

of work should be done during the course of time :

(i) Cleaning of the school building, rooms, verandahs,

compounds, environment.

(ii) Whitewashing of the school-building.

(iii) Decoration of the rooms, preparation of charts and

pictures.

(iv) Removing stones, iron nails, waste-papers etc. from,

the school compound and playground and

neighborhood of the school.

(v) Varnishing of school furniture, doors and windows,

(vi) Turfing school compound.

(vii) Filling pits in the street and lanes and clearing roads.

(viii) Teaching adults.

(ix) Organising first-aid centers for the public.

(x) Carrying propaganda amongst the public regarding

the importance of personal cleanliness and social sanitation

in order to ward off common diseases.

Q. What are the contributions of Scouting and Girl

Guiding? What are the essentials for the success

of a Scout Troop ?

Ans. Scouting.

The Boy Scout Movement is founded upon a true

appreciation of the nature of youth, particularly during the

period of adolescence and appeals to his native impulses.

Prof. Russel of the Columbia University, New York, has

remarked that there is nothing comparable to it during the

69

educational history of the last three or four centuries.

Another Professor of America, Dr. I.D. Coffman, has

stated :

"Scouting gives no long lecture on vocational

guidance and yet it teaches the meaning, the importance and

the dignity of work ; it operates no bank and yet it teaches

the meaning of self-control ; it does no preaching and it

teaches devotion to a cause and loyalty to purpose ; it is

founded upon no religious creed or sectarian doctrine and

yet it emphasizes above all things the importance of religion.

It is universal, in its appeal, natural in its methods,

progressive in its outlines, strengthened and cemented by

the bonds of fellowship and idealism of the movement."

Contributions of Scouting

According to F.G. Pearce, the following are some of

the important contributions of Scouting :

(i) Sublimation of Instincts

This movement is based upon human psychology. It

fully satisfies the hunger and urges of children. Patrol

contests and games take the place of gang fights. Contact

with nature satisfies sex instinct. Self assertion finds its

outlet in producing patrol and troop leaders. Similarly, other

instincts find suitable channels.

(ii) Dignity of Labour

Work is not in the nature of man. So an average

student shirks work. He does not take pride in doing things

70

for himself. This movement is the best to provide practical

opportunities to the students to throw themselves with urge

and even with pleasure into work.

(iii) Good Fellowship

Most of the sufferings of the world are due to the

absence of fellowship feeling. If humanity is to survive, a

spirit of good fellowship must be developed in the students

who in a few years are expected to play an important role in

the world. Scouting is one of those activities which knows no

barriers of caste, creed and colour and which is very helpful

in promoting fellowship. Camp life, rallies and other co-

operative activities are the means to develop this quality of

brotherhood.

(iv) Practical Efficiency

Activities like health training, first-aid, home nursing,

rescue and emergency and swimming, riding etc. greatly

increase the practical efficiency of the Scouts.

(v) Social Service Training

In fairs and other gathering scouts render a very

useful service. Anti-malaria work, flood relief work, adult

literacy work, and cleaning campaigns are some of the other

.fields of their activities.

(vi) Love of Nature

Outdoor games, camp life and excursions bring the

students in close touch" with Nature and develop their

aesthetic sense and engender in the minds of the students

71

love for Nature.

(vii) The Spirit of Adventure

Students are by nature restless and curious to know

new things. They like to explore and face difficulties. The

out-door life provides worthwhile opportunities to satisfy,

their lust for enterprise and discovery. "The outdoor life is

the life-blood of scouting."

We may add some other contributions :

(i) Civic Training

It is the most effective instrument for the practical

civic training of the youth.' Effective citizenship includes

physical fitness, mental alertness, moral strength and

practical ability. These four are, in fact, the basis of whole

programme for education, for citizenship and Scouting

adopts them as its main objectives.

(ii) Cheerful Outlook on Life

The camp life, hobbies and other outdoor games

promote the Scout's health and develop a cheerful outlook

on life.

(iii) Development of the Power of Observation,

Judgment and Initiative

Due to contact with Nature, a Scout develops habits of

accurate observation and gains knowledge of Nature in a

manner he cannot acquire in the class-room. He learns scout

craft—such as ability to make fire, tie a knot, use his knife.

This gives him confidence in himself. By bringing together

72

pupils of all classes, social status, caste or creed, scouting

cultivates the spirit of brotherhood, goodwill and tolerance.

Essentials for the Success of a Scout Troop

(i) This organisation should not be conducted as a school

class. If students think that this is just not one more class

where a lot of things have to be learnt, their interest will be

killed. The organisation has been planned on the

psychological basis of play method and it-can be successful

only when the work is carried on the basis of play.

(ii) The work of such an organisation would be ruined if

there is too much drill in this connection. One of the great

advantages of Scouts and Guides, Wolf Clubs and Blue Birds

is that such true methods of discipline can easily be

employed and the nature of their activities is such that drill

methods are quite unnecessary. Drill is resorted to by those

leaders who have no initiative and no imagination. These

organisations have been called play organisations.

(iii) This organisation should not be considered by

teachers a means of promotion. It is really regretted that

many teachers have taken to scouting hoping that they will

get some promotion. Their work should grip them and they

should take real interest in the organisation. It is a work for

which there should be a real call and for which definite

qualities are required. The man in charge should feel himself

as still a boy at heart and the woman in charge as a girl at

heart and should have a passion for the right development of

73

the youth.

(iv) The organisation should not become a matter of

show. In some schools a Scout Troop functions simply to be

shown to the Inspector of Schools. When the inspection is

over, the troop is also disbanded to be started again next

year just before the annual inspection.

(v) It should be started by a person who himself

possesses the spirit of service and is really interested in

scouting. "Come on", and never 'go on' should be his

watchword,

(vi) In one troop there should not be more than thirty two

boys. This number can easily be managed by one scout-

master,

(vii) Right type of boys should be selected for scouting,

(viii) Preliminary training should start with outdoor life, A

picnic may be arranged and scouting talked about. Thus

gradually the students should be made conversant with

Scout law, Scout promise etc.

(ix) Inter-patrol competitions should be held which help

in maintaining keenness and promoting efficiency.

(x) A scout troop must have ropes, flags, compass, first-

aid material, camping and picnic equipment.

(xi) Too many rallies should be avoided.

(xii) Camp fires should be occasionally organised.

(xiii) Records of the work done by a troop should be kept

and prizes awarded'.

74

(xlv) Practical opportunities should be provided to the

scouts to do social service;

The Girl Guide Movement.

The Girl Guide Movement was the result of the keen

desire of the young people of the fair sex who were left out

of consideration in all schemes of educational advancement.

They also want a share in the adventure provided for the

boys. They, therefore, formed bands of girls scouts. Baden

Powel realised that the methods applicable to boys were not

suitable for girls. So he obliged to lay down the principles for

girl guides. It was not to be a mere copy of boy scouts but to

be so designed as to help girls to attain their maximufh

power as women just as scouting does for boys. The girl

guide activities, e.g., the study of nature, nursing country

,dancing, cooling, playing games, singing etc,, will train

healthy, cheerful and good women. This movement has three

branches :

(i) The Blue Bird Flock for girls below eleven,

(ii) Girls Guide Company for those from 11 to 16.

(iii) Ranger Company for girls 16 years old or over,

Q. Describe the objectives and organisation of the

National Cadet Corps (N.C.C.).

Ans. The value of military training is very great. During the

last few years, the Government of India has instituted the

Junior Division of the National Cadet Corps, which is open to

pupils of all schools. The officers are drawn largely from the

75

teaching profession. This has the advantage of bringing

teachers and pupils into closer contact in the training camps.

In all the countries of the West, regular military

training to the young has become a regular feature of the

national life, In an emergency or critical situation when the

security of the people is in danger, the students come

forward to defend the country and lend a helping hand to

the armed forces of the country. By forming the N.C.C., the

students will be brought up in the military tradition. The

N.C.C. in India is going to fulfil the long-felt military needs of

the students.

Objectives of N.C.C.

The National Cadet Corps Directorate, Ministry of

Defence, has enunciated the following objectives of the

National Cadet Corps :

(i) First, to develop character, comradeship, the ideal of

service and capacity for leadership in the young men and

women;

(ii) Secondly, to provide service training to young men

and women so as to stimulate interest in the defence-of the

country; and

(iii) Thirdly, to build up a reserve of the potential officers

to enable the Armed Forces to expand rapidly in a national

emergency.

Organisation

The Secondary Education Commission has suggested

76

that the recruitment and the training for the N.C.C. should

receive greater attention from the Defence Department. The

Commission has, therefore, recommended that the N.C.C.

should be brought under the Government of India which

should have the responsibility for its proper maintenance,

improvement and expansion. The State should, of course, co-

operate fully in the furtherance of the movement.

The membership of N.C.C. is entirely voluntary and

there is 'no liability for military service. It undertakes the

training of the youth between the ages of 13 and 26. Free

training is imparted to the cadets. Free uniforms are issued

to them and all expenses on account of messing and

amenities for them during their camps are met by the State

Governments. During special parades, some refreshment is

also given to them.

The National Cadet Corps has three divisions:

(i) Junior Division

This unit is raised in the High Schools and the Public

Schools. It comprises three units—Army, Navy and Air

Force.

(ii) Senior Division

This unit is raised in the colleges. It also consists of

three wings—the Army, the Navy and the Air Force.

(iii) Girls Division

This unit is gradually becoming popular.

77

A.C.C.

The Government of India have set up an organisation

called the Auxiliary Cadet Corps with SERVICE TO COUNTRY

(DESK SEVA) as its motto.

All the students—boys and girls, above the age of

twelve—are eligible for admission in their respective

institutions. Special instructors are not needed to impart

training to the students. Special courses of short duration

are arranged for teachers and they in turn impart training to

the students. A special uniform has been prescribed with a

view to developing 'esprit de corps'.

Q. Describe the powers, organisation, activities and

value of the Students' Council.

Ans. The Students' Council is a body of elected members

whose aim is to consider problems connected with the

welfare of the school. This council considers the moral and

social problems of the school. It is a representative body of

the school students who can express themselves through it.

It creates an atmosphere and school spirit in which every

school activity can flourish with ease and freedom.

Powers of the Students' Council

(i) The council should supervise all the curricular

activities.

(ii) Being an elected body, representing all the interests

and activities of the school, it would be able to see that each

worthy interest is 'properly recognised, organised and

78

financed.

(iii) Students Council must confine itself with student

affairs—student welfare and co-curricular activities.

Organisation

The Student Council is frequently composed of

members elected by different 'houses' —classes and clubs. It

is very important that the council should be representative

in scope and thoroughly democratic in its method of

election. It should be the voice of all the pupils. It should be

the legislative branch of total school government in which all

students participate actively.

Each school should evolve the constitution of its own

council and separate type of committees should be set up for

the purpose.

Regular and adequate time should be provided

during the school days for election, discussion, reporting and

evaluation. The organisation plan should be simple and

workable.

The Students' Council members can be chosen in a

variety of ways. It can be :

(i) representation by clubs ;

(ii) by grade, level or school class ;

(iii) appointed by the Principal; sometimes from a list of

nominations, submitted by the Faculty. This practice should

be discouraged as it creates heart-burning in the students

who will think that there is great favouritism for those who

79

have been selected and this feeling will be deadly in the

success of the council.

Activities of the Council

In many schools, Students' Councils have undertaken

a large number of projects. H.C McKown, in his book "The

Student Council" has listed 364 different activities, actuall;

reported by student councils and classified under the

following headings :

(i) Service

(ii) Public functions

(iii) Drives and campaigns

(iv) Care of school and/personal property

(v) Education

(vi) School equipment

(vii) Courtesy and conduct

(viii) School publications

(ix) Special days and weeks

(x) Finance

(xi) School gardening and landscaping

(xii) Surveys and investigations

(xiii) Intra-school contests and competitions

(xiv) Intra-school athletics

(xv) Miscellaneous

The number of activities will vary from school to

school and according to the morale of an institution.

80

Values of Students' Council

(i) Pupils learn to cultivate self-control and self-

discipline.

(ii) They learn by doing us experience in actual situations

is the most efficient teacher.

(iii) Student-teacher relations improve.

(iv) The council constitutes an invaluable channel of

communication between staff and students.

(v) The staff and the Headmaster come to know that is

going on in the heads of their innocent-looking pupils.

(vi) There is constant appeal to those qualities which

make a good citizen.

(vi) The school becomes less artificial and more like a

type of free-going and self-governed society.

2.2 Human Resource Development (HRD) :

Importance & Programmes

HUMAN RESOURCE DEVELOPMENT IN

EDUCATION

0 Introduction

1 Definition

2 Managing Human Resource

3 Need of Human Resource Development in the

Field of Education

0 Introduction

Human Development is a development paradigm that

is about much more than the rise or fall of national incomes.

81

It is about creating an environment in which people 'can

develop their full potential and lead productive, creative

lives in accord with their needs and interests. People are the

real wealth of nations. Development is thus about expanding

the choices people have to lead lives that they value.

The basic requirement for enlarging these choices is

building human capabilities —the range of things that

people can do or be in life. The most basic capabilities for

human development are to lead long and healthy lives, to be

knowledgeable, to have access to the resources needed for a

decent standard of living and to be able to participate in the

life of the community.

Human development has always been flexible and

"open-ended" with respect to more specific definitions.

There can be as many human development dimensions as

there are ways of enlarging people's choices. The key or

priority parameters of human development can evolve over

time and vary both across and within countries.

Some of the issues and themes currently considered

most central to human development include:

• Social progress - greater access to knowledge, better

nutrition and health services.

• Economics - the importance of economic growth as a

means to reduce inequality and improve levels of

human development.

• Efficiency - in terms of resource use and availability.

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Human development is pro-growth and productivity as

long as such growth directly benefits the poor, women and

other marginalized groups.

• Equity - in terms of economic growth and other

human development parameters.

• Participation and freedom -particularly

empowerment, democratic governance, gender

equality, civil and political rights, and cultural liberty,

particularly for marginalized groups defined by

urban-rural, sex, age, religion, ethnicity,

physical/mental parameters, etc.

• Sustainability - for future generations in ecological,

economic and social terms.

• Human security - security in daily life against such

chronic threats as hunger and abrupt disruptions including

joblessness, famine, conflict, etc.

1 Definition

The definition of Human Resource Management

states that, 'Human Resource Management is the function

within an institute that focuses on recruitment of,

management of, and providing direction for the people who

work in the institute.'

Breaking up the definition it suggests that human resource

management is an activity or function that focuses on -

a) Recruitment of - the right people in the institute.

Right people here means that they should be qualified

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and suitable in all senses of the institute in order to be

able to dispense their duties satisfying the institute's

demands.

b) Management of - managing here means once the

institute is able to get the right people then it should

further take care of retaining them and upgrading

them in their professions for the better functioning of

the institute.

c) Providing direction for the people - this means that

the institute and its management should keep directing and

guiding their manpower in the direction of their goals or

objectives. This enables the people to keep their task goal-

oriented.

According to Harbison and Myers (1964), HRD is ihe

process of increasing the knowledge, the skills and the

capacities of all the people in a society.

According to Peter Drucker, the human "being is not a

resource; it becomes a resource only if trained, developed

and allocated to productive work.

2 Managing Human Resource

Managing human resource is a very important task

which is taken care of by the manager or leader of the

institute with regards to h/ her employees. Managing human

resources includes but is not restricted to:

• planning and allocating resources,

• providing direction, vision, and goals,

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• developing an environment in which employees

choose motivation and contribution,

• supplying or asking for the performance record that

tell people how successfully they are performing,

• offering opportunities for both formal and informal

development,

• coaching successful contribution and performance

development,

• setting an example in work ethics, treatment of

people, & empowerment worthy of being emulated

by others, leading institute efforts to listen to and

serve customers,

• managing the performance management system,

• challenging the employees to maintain momentum,

and removing obstacles that impede the employee's

progress.

3 Need of Human Resource Development in the

Field of Education

Development of Nation

Higher production and earnings

Investing in health education, training and wellbeing of man

Increase in healthy, educated, trained, skilled and productive ‘Human

Resource’

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Of all the living beings in the world, it is only the human

beings who possess the ability and competence to generate,

disseminate, preserve, enrich and transmit the knowledge

and technical know-how. This process of acquiring

knowledge of human beings through various educational

experiences makes them human capital. The human beings

remain raw, unfinished and unproductive till they get

polished, finished and productive through the much desired

education and training.

Thus, it would be apt to say that the educational

institutions are turning out to be industries where in human

resource development is taken care of. The quality, climate,

activities, experiences and culture of the educational

institution provided in schools, colleges and universities

leave a permanent impression or mark on the human

resources.

As the industries face competition and the impact of

globalization they need to keep pace with the changing times

and demands of its customers. Similarly, competition has

become an integral part of the education system and it has

similar pressure of satisfying its customers by keeping pace

with the changing demands of its stakeholders. It is thus,

that the components and concepts of the management field

are now finding place in the education field. It is these

concepts that are helping the educational institutions to

work upon its human resources. It also allows to keep

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evaluating the processes of development so has to keep

track of the modifications required in the system.

Therefore, the concepts like Total Quality

Management, SWOT Analysis, Stress Management, Disaster

Management and Decision-making in Planning are such that

help the educational institutions to function in a better way.

They not only help in enhancing the services provided by the

institutions but also help in keeping themselves upgraded.

The integration of these concepts take care of all the aspects

of the institutions thus enabling them to face the

competition and keep themselves abreast of all the changes

taking place in the field of education.

The subsequent chapters would be discussing the

above-mentioned spies in detail.

2.3 Role of various agencies in the qualitative

improvement of secondary education

2.4 Grant in aid code : (Present policy of Gujarat govt.)

A Study group is reconstructed for the reframing the

norms of secondary & higher secondary school according to

the bill passed by the education dept. on 18/06/1998. This

education committee includes the overall recommendation

voting by state level administration Association, Principal

association higher secondary educational keeping the state’s

financial condition in mind this group has elevated the

societal contribution to the field of education this group has

balanced the educational statistics & finances as well as

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increased the educational productivity. Also to motivate the

computer & Science students presenting the overall

educational recommendation this committee has presented

the report on April 1999. The government was analyzing

these facts since a long duration.

The government initiated the grants for non

government schools and higher secondary school by dually

applying the principles given below.

The Norms of Grants for Higher Secondary School

The grant is to be given to the new girl’s school with the

same grants principals applied to secondary / higher

secondary schools. But the girls relaxations of fees provided

to the current girl’s schools are to be continuing later on

also. According to the current EBC the government has

decided to give grants to girls educational fees at proper

intervals

For this hundred percent education fees attendance

of the girls should be 75% and a result of the previous years

result should at least be 50% then the education fees is

deducted to 50% if a new girls schools is open when the

above grants are to be followed to be them.

According to above principals bill of 1 – 9 - 97 the

100% grant given to the science stream of higher secondary

school has been cancelled this principles apply to all the

schools including science & girls schools for the laboratory

work of this schools the committee has decided to either pay

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50% of the total expenditure or 150000 and pay the laser

amount between the two any school has to construct this

laboratory within a year of its establishment in order to get

the grant.

The grant criteria for newly established schools.

a. If in our area there is no school within 10 km radios

in a normal area and 5km radius in tribal area, then

only the grant is given.

b. In an urban area i.e. municipal area, if the population

is more than 10,000 than keeping the needs of people

a school constructed.

c. According to the survey done if there is no either

secondary school in 15 km. In a normal area then

higher secondary school is constructed.

d. In an urban area if population is around than 30,000

than a higher secondary school may be constructed.

The pay scale for secondary and higher secondary

school the following grant scales.

Year According to Govt. Association

1st Year 100% 0

2nd Year 100% 0

3rd Year 100% 0

4th Year 75% 25%

5th Year 60% 40%

After that from the 6th year, the grant would be at the

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rate of 60% and the remaining 40% would be collected from

the students.

For the schools in tribal area 85% in 4th and 75% in

the 5th year the grants would be allocated so such kind of

schools would have to pay an amount of 15% in the 4th year

and 25% after that as fees. The above amount of the fees

would be decided by the committees.

1. Administrator

2. Representatives of Parent’s Association

3. Principal

4. Representative of teachers

5. Representatives of Students.

Thus in total a committee of 5 members would be

created and they would decide the fees. Such schools will get

any maintained grant but housing allowance and

miscellaneous expenses would be allocate to them as given

be low.

Private secondary as well as higher secondary

schools would be able to spend the miscellaneous expenses

as given in

No. Details Std –

8th

Std

9th Std 10th

Std

11th

Std

12th

1 Maintenance

Fee (Monthly) 35 40 45 50 60

2 Term wise - - - 40 50

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Laboratory

Fees (Science

Stream)

The miscellaneous expenses and house allowance

house maintenance expenses would not be audited but the

grant that would be given by the grant would be under audit.

Those secondary as well as higher secondary schools

which do not fall under the four

topper would not get anything’s of grants.

With respect to the allocation of class wise miscall

means expenses or house grant.

After the inspection the state govt. on 2-7-99, made

changes to be old support and decided to give grants to

miscellaneous expenses and house rent according to if,

schools with class 1-5 will get a monthly rupees 1. 1800 and

those with 6-30 class will monthly 2. 1500 3. Schools with

more then 31 clans will set monthly fees 1000 as grant these

grants will be given subject to following conditions.

1. From these grants 65% will go to miscellaneous

expenses? 35% to house rent are maintenance.

2. If a school has a secondary and higher secondary and a

primary school without grants and following

prescribed rules and regulation then they will be

entitled to 35% of the house rent and maintained

expenditure.

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3. If in one premise there is sec? Higher secondary school

and in another premise there is a college or vocational

education then after deducting 35% of the grant they

will have to pay the remaining amount.

4. The miscellaneous expenditure shall done according to

the list given below.

Table – 2

List of Granted Expenses

No. Details of Expenses

1 Furniture and Teaching Tools

2 Medical Expenses

3 Science and other Subject Club

4 Scouting and Guiding

5 Work Expenses

6 Co – curriculum

7 The Books of Library

8 Repairing for furniture tools

9 Scholarship and Prize

10 Bonuses for Art Teacher (Monthly

200)

11 Registration fees for Gujarat

Secondary Board

12 Junior red cross treatment and Home

nursing training citizen securities

13 Security Activity

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14 Government store expenses

15 Expenses for short time education

Schooling seminar

16 Income tax , tax, Bank Commission

17 Dio – Testing – Remedial teaching

18 Magazine and newspaper – sub

competition

19 Writing Material

20 Post Expenses

21 Advertisement

22 Vehicle Expenses monthly – 500

23 Picnic Allowance

24 Expenses for electricity

25 Register Auditing Account Checked

by A Accountant

26 Provide for Printing School Fees

Paper and Answer paper and

Suggestion Book

27 Care for Play Ground

28 Salary and Allowances for live

teacher

29 Salary and Allowances for Band

Master and Band Activity

30 Prime House Expenses

31 Maintenance Expenses

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32 Gardening

33 Washing Expenses

34 Water Expenses

35 Meeting Expenses

36 Unexpected Expenses

37 Telephone Expenses

Self finances schools are we established for grants. Those

secondary on higher secondary schools which have been

started in Gujarat state with a condition that they will not be

given any grants are not established to grants. The male and

female teachers of these schools will received salaries as

decided by the administrative also the amount would

contributed by the Govt. fee and through more then help

received from society there edu. vocats facilities and edu.

Equipments will be pointed by the school and the expenses

would be bourn by also.

Rules regarding financial matters in the school will be

followed by the officers as given below.

Rules for administrative also.

1. It is the duty of institutions to makes sure that the

employees get their salaries on time and according to

the rules & regulations that have team prescribed by

the Govt.

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2. It is the duty of association to make sure that the

finances are that missed by the association or

principal or any employee.

3. Whatever name have been prescribed for mentioned

as well short level education shall be followed and the

also shall made sure if it.

Rules for financial matters for principal:

1. The Principal will have to follow all the financial

matter of the association norms.

2. Principal will received the permission all types of

scholarships and fees. He will create the bills and

send to the officers concerned as well as if, is his

responsibility to make it part and pay the dues to the

students.

3. Principal has to arrange the monthly payment and

increase of fees for the fees pay slip students and allot

the bank account for the came on prior notice.

4. He will check the see and higher secondary. School

many application letters and collect the exam fees as

well worriers he has to distribute the collected exam

fees and application letter to the head and Gujarat

secondary education board. He has also to maintain

the records and finances of the same.

5. The principal has to create and check the monthly

salary bills and check them as well get them passed

by the education officer respectively.

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6. Thereafter he has to pay the salary bills according to

the employee after the salary bill is passed.

7. He has to check the day – to – day time table and

according and there by maintain it.

8. He has to check the government expenses and get for

the permission the school associations accordingly.

Norms for clerical staff.

1. Keeps a check on budget and expenses of the school.

2. He has to keep a record of the semester fees.

3. Collects the development funds of the school.

4. Divides the secondary selection records separately

and thereby maintain them.

5. Keeps a check on the increments of fees, fee receipts

and so on.

6. Keeps records of bank payments and bill receipts

accordingly.

7. Maintain the dead stock registers.

8. Audit the calculations of expenses.

9. Payment of the fees in the bank.

10. Check the grants apart from the salaries.

11. Buy the supplements and books decided by the

principal.

12. Maintain the pay fixations and pensions plans of the

employees.

Conclusions:

Develop the Secondary School and Higher Secondary

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School for the people exceptional and demand from this

exceptional satisfied by the Government and given to more

grant Government give the grant and school made her

budgeting and this budget use to from school development

limited income divided by the budgeting it is good skill to

the principal.

2.5 Planning of school Budget

Planning of School Budget

We are all aware of the term, Budget. Right from the

Ministry of Finance, to business houses, non-profit

organizations and educational institutions and even at the

household level, budgets are prepared on a regular basis.

Budget is an estimate or plan of expenditure in

relation to income.

A budget is a fiscal plan formulated to reach the goals

of the school. It is a tool of great importance for exercising

financial control. It reflects the aspirations of the school and

financial means to fulfill them. Planning is fundamental to

management since it involves the control and manipulating

of the relevant variables and reduces uncertainty. Hence

budget expresses the plans regarding all the operations to be

undertaken along with realistic estimates regarding the

expenses that would be incurred to undertake these

operations.

A budget is thus the main framework for financial

management of schools. It provides the essential pathways

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through which the financial resources of the school could be

harnessed for attaining the objectives that have been set.

Budget indicates comprehensive estimates of the

probable income from various sources and the probable

costs that would be incurred. It is a documented plan of the

accepted expenditures and revenue.

Budget period

Budget is usually prepared annually- 1st April to 31st

March of the next year i.e., for a financial year. However the

yearly budget may be divided into quarterly or even

monthly budgets.

Need for Budgeting

A budget enables systematic thinking about the

future actions in a comprehensive and coordinated manner.

It is a tool for management by objectives, effective

communication, continuous feedback and evaluation.

According to Chandra (2004) and Pandey (1983) budgets

help in :

- Inducing systematic thinking

- Serving as a device for coordinating the complex

operations of the school

- Providing a detailed plan of action for reducing

uncertainty and for the proper direction of individual

and group efforts to achieve the goals.

- Coordinating the activities and efforts in such a way

that the use of resources is maximized

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- Serving as a standard against which the actual

performance may be judged.

A budget thus provides the school with an

operational 'cost-time' framework for the implementation of

the various activities of the school. This is because it is a

forecast future financial event showing the anticipated

revenue, expenses and the financial position of the school.

Budget is required :

To buy physical facilities (infrastructure)

Improvement in academic aspects like seminars,

training, development program etc. for teachers.

Expenses included in budget

- For building- renovation/ colour etc.

- For library

- For laboratory

- For school office

- Future development

- Reserve fund

Things to be kept in mind

- Budget should be according to objectives of school

- It should be prepared by discussing with

principal/teachers/non-teaching staff etc.

- Budget should show consistent improvement and

development.

- The person who is preparing budget should be

expertise in forecasting the future expenses in development

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of school. How to prepare budget

- Initial discussion

- Source of income (fee/government grants/donations

etc.)

- Expected expenses (salary of teachers/maintenance

of school/rent of school)

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BIBLIOGRAPHY

1. Daniele Checchi, (2006). The Economics of Education:

Human Capital, Family Background and Inequality, ch.

5, "Education Financing."

2. Eric A. Hanushek, (2008). "Education Production functions,"

The New Palgrave Dictionary of Economics, 2nd

Edition

3. Eurostat (2008). "5% of EU GDP is spent by governments on

education" (PDF). Statistics in Focus 117/2008.

4. Hanushek, Eric A. (1996). "A More Complete Picture of

School Resource Policies". Review of Educational

Research. 66 (3): 397–409.

5. Hanushek, Eric A. (1986). "The Economics of Schooling:

Production and Efficiency in Public Schools". Journal

of Economic Literature. 24 (3): 1141–1177.

6. https://en.wikipedia.org/wiki/Education_economics

7. Ohannes Horner, (2008). "Signalling and screening." The

New Palgrave Dictionary of Economics, 2nd Edition,