MANAGEMENT AND ORGANIZATIONAL STRUCTURE OF EDUCATIONAL INSTITUTIONS

Transcription

1 Chapter- VI MANAGEMENT AND ORGANIZATIONAL STRUCTURE OF EDUCATIONAL INSTITUTIONS 1. Historical background. 2. Present structure. 3. National level organizations. 4. Organizational structure - Maharashtra. 5. District level organization. 6. Classification of secondary school in Maharashtra based on management. 194

2 Chapter - VI Management and Organizational Structure of al Institutions 1) Historical background. al institutions in pre-british period were mostly managed by individuals under the patronage of rulers of the province, since there was no system of regular funding to education by the government. The number of educational institutions were very few and the students were mainly from the Brahmin Community, rulers of the region and from rich families. Schools were usually attached to religions institutions. Economic support was given mainly by the rulers, community, while some fees were paid by the students. These schools were run in homes, temples, masjids and ashrams. Administration and curriculum were vested mainly with the teachers (Gurus) and head of the institution. There was a system of payment of salaries to teachers but they would also get presents from their students as Guru Dakshina. ' became a paid job when the system of Grant-in-aid was introduced during the British period on recommendation of the Wood's Dispatch in 1854'.^ 'The East India Company, in the 18th Century, made some moves to promote education and decided to set aside one lakh 195

3 rupees per annum for education'.^ The company supported English education for the Indian upper and middle class to form a pool of employees capable of assisting the company's work. English schools were established by the British Government at every district head quarter. A superintendent was assigned to inspect these schools. 'Thus the indigenous education system deteriorated and was replaced with the inspection system of school administration in India from 1841''^. However government schools did not succeed and hence it started supporting indigenous existing schools through grant-in-aid. Indigenous schools fitted the needs of the students for the purposes other than government employment and they continued while government schools failed. The British government made some attempts to improve the education of indigenous schools by training the teachers, giving scholarships etc. In 1870, the British Government transferred some authority to local governments ( provincial governments)* by,keeping with it major control like financial rules, policies etc. A director public instruction was appointed including inspectors of schools, for every province for management of education'*. Local government was to function in accordance with the rules laid down by the center. The colonial school system was to promote western style education in English for elite with the government support. Mass schooling was left largely to private initiative. Thus the dual system of school 196

4 education, westernized education in English to the elite and indifferent school system for the masses, developed In the c6lonial era. This system promoted inequality. Government resources mass education were extremely limited. The school system for was inefficient and lacked professionalism during colonial era. During the first few decades of the 20th Century due to strong freedom movement by Indians and world war pressures the British government transferred some administrative powers to Indian Ministers to govern education. Finance continued to be controlled by the British government. After independence too, the 'inspectorial' system of school administration was followed. A large number of state supported new elementary schools were established and privately managed schools were taken over by the government and managed in accordance to the inspection system. 2) Present Structure. At present the ministry of Human Resource Development is responsible for national education standards and education policies. The cabinet minister heads the ministry with a deputy minister for education. The education department is supported by the national level research institutes and state education departments. The hierarchy of organizational structure is shown in the chart. 197

5 Ministry of HRD (Central) Minister HRD i Deputy Minister I D.P.E.P.& Plannirtg JL Sacreiary T (NIEPA) -ill Elementary JL Seaetary J (Balbhevan) Educatiori Seaetary Additional Secretary JL Unlvenity, Higher J^Sect. J (UGC) Seoondaiy jlsect. (NCERT) I Adu Educa JLSM Schoiarthips Source : Ministry of Human Resource Development Annual Report Govt Of IncSa,

6 The department of education at the central level is divided in to 10 various departments each headed by a joint secretary. The district primary education programme (DPEP) department is mainly concerned with improvement in primary education with external support. The joint secretary elementary education is concerned with promotion and universalization of elementary education. The joint secretary secondary education is responsible for secondary education in the country, while the joint secretary looks after higher education through the University Grants Commission. Adult education, scholarships, Technical education, languages are headed by Joint secretaries. There are national and state level institutions to coordinate with education department. 3) National Level Organizations. 1) NCERT - National Council for al Research and Training. located at Delhi established in 1961 to bring qualitative improvement in school education (mainly secondary level ) and teacher education. It undertakes programs like research, development, training, extension, innovation, dissemination etc. 2) NIEPA - National Institute for al Planning and Administration, renamed in 1979, formerly called 'Asian Institute of 199

7 al planning and Administration'. The institute aims at preparing professionals in educational administration. 3) UGC - University Grants Commission. Coordinates and sets standards in the area of higher education. 4) NOTE - National Council for Teacher's - aims at development of trained teachers. 4) Organizational Structure- Maharashtra. The education department is headed by the ministry of education, which came into existence from 1st May 1960 when new state of Maharashtra was created. Ministry of education is headed by the education minister and state minister for education. The cabinet minister look after the higher and technical education and the latter is responsible for primary, secondary & higher secondary education. The ministry of education is headed by the Secretary who is supported by three directors of education one each for school education upto 12th, higher education and technical education. Directors of education, are assisted by the joint directors and deputy directors for education. This study is considering only director of school education. The work of director of school education is divided into seven regions and each region is headed 200

8 by a deputy director. The regions are made for educational administration. Each regional deputy director has to administer the education of few districts. The administrative set up at each region is more or less the same. Each regional deputy director is assisted by the education inspector, senior auditor and senior auditor at district level, an education officer attached to Zilla Parishad and principals of government colleges in the region. The regional deputy director of education supervises the general working of educational institutions in all the districts of the region. He is responsible to implement schemes of primary and secondary education, to impart educational guidance to the district officers from time to time, to supervise working of junior college education and controls the audit work relating to education in every district. He also disburses grant-in-aid to schools of his region. He has the authority of giving and withdrawing recognition to secondary schools. He is also the appellate authority on teacher management complaints. There is a separate board at state level known as Maharashtra State Board of Secondary and Higher Secondary ', established under the Act The main work of this board is to conduct examinations of Xth (SSC) and Xllth (HSC) at the state level. The function is controlled through the director at the state level and commissioners at regional level. 201

9 A statutory body at state level known as ' State Council of al Research & Training' ( SCERT ) frames the syllabus conducts research and organizes programmes for teacher training. It works on the line of NCERT ( National Council for al Research & Training). The council is headed by a director vyho is assisted by two joint directors, one for administration and another for DPEP ( District Primary Programme). The council helps the state education department in curriculum and quality improvement. Another state level institution working to create professionals for administering education is the State Institution for al Management, Administration and Training ( SIEMAT). The institution organizes training and orientation programmes for educational administrators. 'There is a Bureau of Text-books Publication and Career Research' at state level. The bureau publishes books of all subjects from 1st standard to Vllth standard in the state. The basic objective of the bureau is to make available all text-books at reasonable rates to the students. It also translates text books in to Marathi language, which are published by the NCERT for IXth to Xllth standards. The bureau is administered by the director. 202

10 Organisation Structure, Maharashtra Minister of State Minister for Director, Bureau of textbook production & carrier research Secretary Director of education (School ) Director of Higher education Director of Technical education Chairman Maharashtra State Board of Secondary Resona! Deputy Directors of (Seven Regions ) Director Of Examination Maharashtra State JT Director Pre-Primary & Primary JT Director Secondary & Higher secondary Dy. Inspector Sinior Auditor District Level District officer Principal Training Colleges Officer Zilla Parishad (Primary) Officer Zilla Parishad (Secondary & Highest) Source : al Administration in Maharashtra, National Staff College for educational planners and Administrators, New Delhi, Page - 19 and

11 5) District Level Organization. The department of education at the district level is administered by the Officer at the Zilla Parishad. There are two officers, one for primary and the other for secondary and Higher Secondary. Management of school education is delegated to the Zilla Parishad in Maharashtra since The Officer is responsible for administration and implementation of the schemes of the state education department. He inspects the schools and makes recommendations to the director of education regarding grant-in-aid, provisional or permanent recognition, withdrawal of recognition etc, besides disbursing the salary grant to privately managed schools. The District Officer is supported by the District Committee headed by a Chairman. This is a body of elected members (representatives) and the members nominated by the President, Zilla Parishad. The committee helps in establishment and maintenance of schools, provision of grants and loans, equipments and grants. The Committee is supportive to but not a substitute to the Officer. 204

12 The Following chart reveals a clear idea of school administration in India (Primary). Level Political Administrative Technical Central Ministry of HRD Dept. of i NCERT/NIEPA State Minister of Director of SCERT/SIEMAT District Zilla Parishad District i DIET Officer i Block/ Taluka Panchayat Samitee Block Officer j Block resource I centers & clusters. Village or Institution Village/school education committee. Head Master Teacher Source :- World Bank Report On Primary in India NCERT :- National Council for al Research & Training. NIEPA > National Institute for al Planning & Administration. SCERT :- State Council for al Research & Training. SIEIVIAT:- State Institute for Management, Administration and Training. DIET :- District Institution of and Training. 205

13 The Block Officer works as an Inspectorate and supervises the education of his block. The Panchayat Samitee also has its education committee which supports the Block Officer. Some blocks have established block resource centers and cluster resource centers for quality improvement in education. Particularly in primary education the responsibility of the school level administration is the responsibility of headmaster who is supported by the school board. Classification of Secondary Schools in Maharashtra Based on Management. f Government Managed schools Privately Managed Schools Central Govt. State Govt. Local Govt. Aided Unaided Zilla Parishad Municipal Corporations. ( Municipalities) Schools in Maharashtra are managed both by government organizations and private organizations. However private * organizations are dominating the government organizations in the management of schools. The number of schools managed by the 206

14 private organizations were around Ten Thousand and around One thousand schools were managed by the government. The proportion of privately managed schools is ten times more than the government managed schools. Management of Schools Maharashtra. Management Central State Z.P Municipality Pvt. Pvt. I Total Govt. Govt. aided Unaided! No of Secondary Schools ! i 1 i Source :- at Glance Department of Government of Maharashtra Publication Feb Management of schools by the government organization is subdivided into three main categories like Central Government, State Government and Local Government. The local government constitutes the Zilla Parishad and municipalities. The role of the central government is very limited in management of schools. It was managing just 19 schools in Maharashtra during These schools were affiliated to Central Board of Secondary New Delhi like Kendriya Vidyalays. Government of Maharashtra was managing around 300 schools like Navodaya Vidyalays during Zilla Parishad, after its formation in 1961, has taken the responsibilities of managing mainly primary education (elementary education) in rural Maharashtra and Municipalities are managing 207

15 elementary education in urban Maharashtra. Enrollment of Zilla Parishad and municipalities in secondary education was around 17 percent in the state during Out of the total secondary schools the Zilla Parishad was managing just 496 schools and 166 schools were managed by municipalities during 1999r2000. Around 80 percent of the secondary schools were being managed by private institutions during and the role of this private sector is steadily increasing today. Private institutions are of two types, aided and unaided. Aided schools get regular grant-in-aids from the government, whereas unaided schools generate their own financial resources. Both the schools are recognized either by the Maharashtra State Secondary Board or Central Board of Secondary. The proportion of aided schools to unaided schools was around 3:1 in Aided schools are in existence both in rural and urban Maharashtra whereas unaided schools are located at a specific places. It is observed that unaided schools are financially self sufficient and large number of schools are English medium schools for urbanites. The majority of English medium private schools are for the parents who are ready to share the cost of education. There are some public schools based on the British concept, which are residential schools for the elites. 208

16 References 1) CPS Chavan (2003) ' Teachers who don't enjoy teaching"., University news- Vol. 41(03) dt. Jan 20-26, P ) Sharma Rashmi (2000) - 'Decentralization, professionalisation and School System in India'., EPW - vol. 35 (42) dt. Oct , P ) Ibid, P Ibid, P