18 Vol-1 Issue-6 Vikrant Institutional Planning

8/10/2019 18 Vol-1 Issue-6 Vikrant Institutional Planning

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International Journal of Multidisciplinary Research

Vol.1 Issue 6, October 2011, ISSN 2231 5780

www.zenithresearch.org.in

238

INSTITUTIONAL PLANNING : THE WORKING PRINCIPLES

DR. VIKRANT MISHRA*; VINOD PUNDIR**

*Assistant Professor, Department of Education,Lingayas University, Faridabad.

**Assistant Professor, Ch. Devi Lal College of Education,

Jagadhri.

ABSTRACT

Planning in Education is an extremely important activity as it forms the basis of all

programmes of quantitative and qualititative improvement in education. Planning is the

process of preparing a set of discussions for action in future directed at achieving goals.

Without planning, an individual or a society , an insititute or a nation cant prosper. It was the

farsightedness of Pandit Nehru that he planned five year plans for the development of India

after independence. Similarly any educational institution, cant achieve the targeted goals

unless it goes for proper planning. Educational planning implies taking of decisions for future

actions with a view to achieving predetermined objectives through the optimum use of scarce

resources said J.P. Naik. Institutional planning is a part of educational planning. It is confined

to a particular institution and functions keeping the goals of that particular institution. It is

one of the grass root level planning. It ensures better and more fruitful use of the resources

which the institution has or can have. It is the institution that knows best its needs and

problems that have to be solved. Hence it is the institutional planning that can best plan for its

welfare and development.

___________________________________________________________________________

INTRODUCTION

As Confucius remarks, A man who does not think and plan long ahead, will fined trouble

right at his door. Planning is of vital importance in every walk of life. It is needed in

teaching in organization in administration and in business. There may be educational

planning (including institutional planning), economical planning, industrial planning, town

and community planning, and family planning. Whether at home or abroad we need

planning. Planning is a major instrument in any social system. The goals of planning and

education are similar. Planning is both the determinant and the determiner of education

while better education leads to better planning, better planning leads to the development ineducation both in content and quantity.

To improve the quality of education from its very base the ministry of education the quality

of education from its very base the Ministry of Education in its Fifth Five year plan gave

special attention too institutional planning. Formerly Dr.V.K.R.V. Rao had also emphasized

the importance of institutional planning for qualitative improvement of school. He remarked,

Each institution will have to learn to plan its development on its own individual lines within

the broad framework of national policy on education.


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TWO APPROACHES

The following two approaches are available in drawing a plan of education for a national

system of education of a country.

Two approaches

Top Based approach Institutional Planning

(Start at the central level) (Start at the Institutional level)

MEANING AND DEFINITION OF INSTITUTIONAL PLANNING

M.B.Buchs view: At the national seminar on institutional planning held at Bhopal in

November 1968 Pro. M.B. Buch, while defining institutional planning observed that A

programme of development and improvement prepared by an educational institution on the

basis of its felt needs and the resources available or likely to be available with a view to

improving the school programmed and school programme and school practices, constitutes a

plan for and institution. It is based on the principle of optimum utilization of the resources

available in the school and the community. The plan may be for a longer duration or a shorter

duration.

CHARACTERISTICS OR REQUISITES OF A GOOD INSTITUTIONAL PLAN

1. Need based and not grant based

2. Optimum utilization of resources

3. Co-operative affair

4. Goal oriented

5. Prospective plan

6. Specific plan

7. Improvement motivation

8. School improvement and development

9. Continuous development

10. Democratic outlook

11. Collaboration with the community

12. Basis of district plan


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13. Eliminate wastage

14. Developing work culture

15. Inspection

16. Child Centered

17. Scientific

18. Task oriented

MAJOR AREAS (SCOPE) OF INSTITUTIONAL PLANNING

As the Institutional plan seeks improvement in all directions it must touch varied aspects

of the organization of secondary schools. It must take the shape of an over-all scheme for the

improvement of the school in respect of following:

1. IMPROVEMENT OF THE SCHOOL CAMPUS

(i) Provision of more facilities to the pupils like the supply of drinking water, sanitary

facilities, mid-day-meals, medical facilities etc.

(ii) Collection of library books, Magazines, journals, Instructional materials and audio-

visual aids for the school.

(iii) Construction, maintenance and repair of school building.

2. IMPROVEMENT OF ACADEMIC FACILITIES

(i) Division of the curriculum in each subject into monthly and weekly units and sub

units.

(ii) Organization of remedial teaching for slow-learners.

(iii) Organization of seminars, conference etc. in the institution.

(iv) Support of teacher-improvement programmers like in-service training,

refresher courses, and orientation courses etc. for teachers.

3. IMPROVEMENT OF CO-CURRICULAR ACTIVITIES

(i) Organization of physical activities in the school.

(ii) Organization of literary activities like preparation of bulletin boards, wall magazine,

improved teaching aids and equipments.

(iii) Organization of social service projects.

4. SCHOOL IMPROVEMENT PROJECTS

(i) Functional Literacy programmes


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(ii) Adult Education Programmes

(iii) Organization of S.U.P.W.

(iv) Maintenance of and love for ecological equilibrium.

5. INVESTIGATION AND RESEARCH

(i) Action Research and Evaluation

(ii) Other Project Works.

NEED AND IMPORTANCE OF INSTITUTIONAL PLANNING

1. FOR BETTERMENT AND IMPROVEMENT

All institutions have some plans. All the heads of institutions make plans and each teacheralso plans. In fact each headmaster and teacher does plan but this planning my not be

systematic adequate and clear. This planning may not exist in a definite or regular form.

Planning may mostly be routine planning of the syllabus time table and examination etc. and

it may not exist in a definite or regular form and it may be repeated from term to term and

from session to session without much thinking.

2. TO GIVE PROPER DIRECTION TO EDUCATIONAL OBJECTIVES

Institutional planning will gives you right direction to the educational planning in the country

i.e, the upward direction from bottom to top. In the normal trend followed today the direction

of planning is from top to bottom. Institutional planning is the recognition of the role ofadministrators teachers, parents, students, educationists and social reformers in the process

of planning of education in the country.

3. FOR MAXIMUM UTILIZATION OF RESOURCES

Institutional planning leads to optimum use of the existing resources. As a nation we face a

great scarcity of resources with increasing needs and demands from every quarter. Therefore

we must plan for maximum utilization of scarce resource.

4. FOR NATIONAL DEVELOPMENT

Educational planning must fit into the over all national planning for developmental purposes.

As such it gets importance from the need for collective efforts of the people. In the words of

B.D. Nag Chaudhari, Since the implementation of plans and programmes is as important and

vital as plan formulation. Institutional planning has a special contribution to make in national

development.

5. TO ENCOURAGE INITIATIVE OF INDIVIDUAL TEACHER

Institutional plan encourages initiative freedom and creativity of the teacher makes the

individual teacher effective. It motivates them too strive harder for achieving excellence. It

draws out the best of the teachers.


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6. FOR DEMOCRATIZATION OF PLANNING

Institutional planning democratizes the process of planning because it takes into confidence

the students the teachers the parents and the head of the institution. Sh.J.P.Naik says, A

major reform, I propose, therefore is that the planning that resembles an inverted pyramidshould be broad-based and decentralized by introducing the system of institutional plans.

He strongly planed to have a fine blend of the centralized and decentralized systems of

educational planning in our country.

MAJOR OBJECTIVES (PURPOSE) OF INSTITUTIONAL PLANNING

The institutional planning should be based on certain predetermined objectives. All activities

planned should help directly or indirectly to achieve these ends. One depending upon the

circumstances and needs of the school, the objectives may be short term and longterm.

Following are the same main objectives

Sh.J.P. Naik, Education Advisor, Government of India, has listed the following four

objectives of institutional planning:

1. Giving freedom to the teacher.

2.

Making the good teacher effective.

3. Involving every teacher in the formulation and implementation of plans.

4.

Emphasizing what can be done here and now boy mobilizing our existing resources.

PROCEDURE AND TECHNIQUES OF INSTITUTIONAL PLANNING

1

Analysis of the present situation according to the needs of the institution.

2 Survey of the existing resources.

3 Preparation for the improvement of school programme.

4 Implementation.

5

Evaluation.

ESSENTIALS OF INSTITUTIONAL PLANNING

A seminar on Institutional planning organized jointly by the National Council of Educational

Research and Training and the Ministry of Education, Government of India in

November,1968 at Regional College of Education, Bhopal recommended the following four

essentials of institutional planning;

1. DIFFERENT LEVEL OF IMPROVEMENT PROGRAMMES

The principal should realize that all improvement programmers will not go at the same rate.Some programmes will develop at a faster take than others depending upon the ability of the


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teachers concerned and also upon the degree of simplicity and complexity. Whereas some

teachers will lead at a faster rate in implementing improvement programmes, several other

teachers will lag behind. A broken front approach where each teacher goes with his speed

should be followed by the principle. He should neither insist nor accept the same level of

development for different involvement approaches.

2. EACH SCHOOL HAS ITS OWN INDIVIDUALITY

No two schools are alike. Some schools may be big some small some schools may be full-

day schools and some part-time shift schools. The principal should realize that each school is

different form the other in its resources problems and resources. It is natural that planning for

each school will be different from the other. Institutional planning respects the individuality

of each institution.

3. INVOLVEMENT OF ALL THE TEACHERS OF THE SCHOOL

In the process of preparing the school plan for improvement and development the

principal/headmaster should take care to involve all the teachers of his school. He should also

make conscientious efforts to involve the community groups as well as the students. In fact

every member of the school population should be involved in the task of preparation and

implementation of the school plan.

4. LOOKING FORWARD PLAN

While planning for the institution the experience of the past year should be taken into

consideration and the plan should be a forward looking plan aiming at high ideal, viz. too be

the pursuit of excellence. The Principal/Headmaster should not tae up institutional planningin isolation of the national plan, state plan and district plan. Main target of the national plan

should be squarely put before the staff member to give them direction for planning.

INSTITUTIONAL PLANNING AND TEACHERS COLLEGES

The seminar on Institutional planning held at Regional College of Education, Bhopal in

November 1968 made the following main recommendations in the direction:

1.

Improvement of the syllabus

2. Method of teaching

3.

Meetings of subject teachers

4. Involvement of school teachers

5.

Students reaction

6. Orientation course

7.

Teaching practice

8.

Guide to the schools


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9. Research committee

10.School teachers as members

11.

Extension work

12.Education leadership

ROLE OF TEACHER IN INSTITUTINAL PLANNING:

The role of teachers in institutional planning can be summed up under the following

points:

1. IDENTIFICATION OF NEEDS

An institutional plan should be based on the needs of the school. Teachers should play an

important role in identifying these needs. They should help in making a thorough survey of

the school in order to find out the problems. They can discuss pros and cons of the problems

in staff meetings. They can analyze the present position in respects of various needs of the

school like adequacy of school building furniture and equipment library and laboratory

facilities admission procedure enrolment of students and system of examination.

2. SURVEY OF RESOURCES

Teachers should play a vital role in making a survey of the existing

(a)Resources available in the school like library laboratory and building equipment

(b)Resources easily available through the Government, Management and School Education

Board

(c)Resources available in the community like public library play ground bank factories

workshops hospitals etc.

Teachers should play active role in making the best use of these resources for the benefits of

the students.

3. PREPARATION OF IMPROVEMENT PROGRAMMES

Teachers should help the head of the institution in preparing a list of improvement

programmes for the school with details about each programmer. He should help the head of

the institution in defining each improvement programmed in terms of utility for the school

involvement of school population and evaluation and follow up. He can play a significant

role in starting improvement programmes projects and action research investigations.

4. IMPLEMENTING THE PROJECT

Teacher makes a selection of the projects that are to be undertaken and guidelines are

prepared. The projects should be executed through the material and human resources at

command. The execution will be done through the co-operation of teacher and otherpersonals like headmaster students and members of the community.


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5. EVALUATING THE PROJECT

Success of institutional planning is determined through evaluation. Teacher plays a vital role

in assessing the end products the outputs or the results of the plan. He helps in evaluating the

plan when the work in progress and when the plan has been completed. If the plan issuccessful he helps in institutionalizing the principles and projects. If the plan is not

successful he helps in investigating the causes removing defects and evaluating the project.

Competent and dedicated teachers can certainly show remarkable achievement within the

present framework and resources available.

SCHOOL ADMINISTRATION

Each school is headed by one Headmaster. The head of an institution is solely responsible for

institutional planning and management. He or she decides how to use the available resources

and how to initiate steps to mobilize the resources. He or she involves the teachers, parents,other associations etc. towards the achievement of qualitative education for younger

generations.

Powers of head of the institution:

1. 1. Supervising the teachers

2. 2. Maintaining attendance of teachers and records

3. 3. Reviewing the notes of lessons

4. 4. Sanctioning of leave to teachers

5. 5. Preparation of statement for claiming pay for teachers

6. 6. Conducting District Level examination

(Quarterly-Sep, Half Yearly-December, Annually - Mar/Apr)

Generally academic year of the educational institution begins with first day of June of the

year and ends with the 15th day of April of the following year.


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WORKING PATTERN OF A SCHOOL

WORKING PRINCIPLES OF EDUCATIONAL PLANNING

1. PROPER FORMULATION: Planning procedure and process should be carefully

formulated, unified and systematically carried out. Its objective must be clear. There should

be a coordination and integration among various components, activities, teams of people

involved in the planning. All the activities of planning finally should be carried out

systematically.

2. PART OF NATIONAL PLANNING: Education planning should be recognized and

carried out as an integral aspect of national planning .Education should lead to social and

national development. Its activities and programmed must take into account the overall

national development. Education should be essentially linked with national development.

Hence, educational planning should be an integral part of total national planning. The

objectives, activities, programmes, procedure of educational planning, therefore are

determined in the larger context of national planning.

3. BASED ON RESEARCH:Educational planning should be based on organized research and

the decisions involved in the plan should not be arbitrary or intuitional. The final choice of

the alternatives should be warranted by factual information and results of objective research.


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Research based on study of trends, factual relation, survey, hips, new developments, etc.,

should provide a sound basis for taking decisions incorporated in the plan.

4. CONTINUOUS PROCESS:Educational planning should be a continuous process requiring

constant adaptation of plans to meet emergency needs. No plan should be considered final,rigid and perfect. It may change any time in future depending upon new situations, conditions

and circumstances and other exigencies, The plan once prepared must be flexible and

adaptable to meet emergency needs.

5. FUNCTIONAL REALISTIC AND PRACTICAL: Educational planning should not be

limited to existing situations only. It should be workable. It must be such as it can be

implemented. If it requires certain ideal condition and circumstances which can not be

obtained, it would be an ideal good plan, but not a workable plan. It should be a realistic and

feasible plan. It should be conform to the situational realities. It should achieve the objectives

in the circumstances and conditions which are obtained there.

6. INVOLVE THE ACTIVE AND CONTINUING PARTICIPATION OF INTEREST

GROUPS AND ORGANIZATIONS

In all educational organization, there are many people and several groups involved in the

implementation of the plans at different stages. Involvement of these people in the planning is

significant with long experience and expert knowledge, they may contribute significantly to

more functional and practical decision making. They may have a greater sense of

identification with the plan so prepared. They may be better motivated to implement the

decisions contained in the plan. This participation of interested groups and person should be

continuous at all stages so that these persons and groups may feel that it is their plan,

prepared by them and not a plan imposed n them by someone at the top.

7. RESULT IN SPECIFIC RECOMMENDATIONS WHICH ARE UNDERSTOOD AND

ACCEPTED BY PARTICIPANTS

The plan recommendations should be clear and descriptive of what is it to be done, why is it

too be done, how is it to be done. It should be, self explanatory so that people who are

involved in its implementation may understand what they are required to do. If there is

something in the plan which is not acceptable to the people who have to implement that, it

may alienate them and they will not have their heart in the work related to its implementation.

8.

CONTINUING EVALUATION OF THE PLANNING PROCESS

The process of planning implies analysis of the validity of assumptions, relevance of data

used, and quality of procedures employed soundness of interpretation. These element are

important even after the plan is ready Frequent assessment of these enables future adaptation

of the plan according to changing conditions.

9. MEETING THE NEEDS OF THE PEOPLE

All planning for development is made for meeting the needs of the people. Educational

planning meets the needs of the students and all those who are engaged in teaching, research

and other related work. It is the pupils for whom provisions of education are made and plansare prepared. Hence their needs have to the centre of all considerations. If the plans are being


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prepared for teachers, administrators, etc their needs should form the central basis for

preparing the plan.

10.PREPARED IN A COMPREHENSIVE AND WELL- INTEGRATED MANNER

The plans prepared should describe everything about its every aspect. It should be detailed

and well-integrated. All its components and stages should be incorporated in the plan in a

sequential and related order.

11.PROJECTED IN TERMS OF THE AIMS AND GOALS OF EDUCATION OF

SOCIETY CONCERNED

It stresses the need for identifying and keeping the societal goals in mind while preparing

educational plans. Education is means to achieve the social goals. Education being a sub-

system of the larger society system planning in education has to synchronize with the goals of

the larger society.

12.NEEDS- BASED AND SITUATION- ORIENTED

There cannot be a single best plan for all purposes and all times. Each plan should have a

unique character which should be determined by the needs of the situations. Specific and

unitary plan can be prepared to solve immediate problems. Similarly short term and long term

plans may be prepared.

APPROACHES TO EDUCATIONAL PLANNING

Over the years and across many different countries, various approaches to educational

planning have been developed. These can all be subsumed under following models or

approaches:

(1)Intra-Educational extrapolation model.

(2)Demographic project model or school mapping.

(3)Manpower or human resource development approaches or model.

(4)Social demand approach or model.

(5)

Rate of Return approach or model.

(6)Social justice approach or model.

Each of these models has its own premises, a procedural logic and methodology.

1. INTRA-EDUCATIONAL EXTRAPOLATION MODEL

Conceptually, the task of intra-education extrapolations consists of estimating the

quantitative implications for the system as a whole. It means setting targets for one particular

characteristic of the educational system. Thus if the targets were to be the achievement of

universal primary education up to certain grade level by a certain year the education plannerswould extrapolate from the datum the ways in which the supply of teachers, the construction


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of new buildings, the production of new textbooks, and like would need to be scheduled to

ensure that the target will be reached. Flow statistics of various kinds become an important

tool for this kind of analysis. This can become particularly involved and complicated when an

attempt is made to take subsational (regional district) variations into account.

2. DEMOGRAPHIC PROJECTION MODEL

Demographic projections from a part of virtually all approaches to educational planning.

They provide the most basic parameters for estimating the population that a future

educational system is to serve. Even the most limited intra-educational projection is

dependent on, some rough indication of the size and the age composition of a given

population at future point in time. However the estimation of demographic developments has

become a source of planning criteria in its own right. Estimations of the size of the age cohort

to be served by a certain level of the educational system as a specific future point in time lead

to some future projections of intra-educational kind .In most societies the size of age cohort is

rather reliably known at least five or six years before it enters the first year of formalschooling and many more years before secondary and tertiary institutions are attended. The

major sources of errors in this approach to educational planning have to do with points in the

educational system where members of an age group can and do make choices between

different educational options (e.g., between more vocational or more academic form of

schooling).

SCHOOL MAPPING

By constructing rather detailed maps of the actual or projected catchments areas of schools

in terms of their demographic, geographic, social and transportation characteristics and

attempt is made to identify physical location that would maximize access to a school for agiven population. Also referred to as micro planning the school map strategy is an

important vehicle for moving educational planning from a largely national frame of reference

to more detailed concerns with regional and local conditions and constraints in the

educational development including concerns with the distribution of educational

opportunities across national and regional entities.

3. MANPOWER APPROACH

Also know as the human resource development approach, this implies that the social system

needs educated and trained people with certain well-defined knowledge, attitudes and skills.

The demand for such people i.e. manpower is variable and changes with the technical,economic and social developments. Educational, training and development of such people is

the human resources development for maintain and improving the social system and also for

socio-economic and political modernization of a country. Educational system should be as

designed or change in educational system should be so planned that it should fulfil the

countrys man-power requirement. It should produce as many educated and trained people of

different categories such as doctors engineers teachers, graduates, postgraduate etc. as are

required by the country for its various services.

Short production or over production of these will be a defect of planning or failure of

planning technology. Human resource development approach to planning in education

assumes a greater importance if education is regarded as a factor of economic development ofa country. New ideas, new techniques and new knowledge of production embodied in


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physical capital determine the rate at which the economy of a countrys as a whole can

advance. This is the contribution which education makes to countrys economic development

as it is from higher education and research establishments that the new ideas and technique

flow skills, which individuals acquire through educational and training are a result of formal

education. Every country therefore builds up a system of education to fulfil these needs fortrained, skilled and efficient manpower. Educational planning in most countries focuses on

this perspective.

4. SOCIAL DEMAND APPROACH

The number of student trying to enter in schools or trying to stay in and go further reflects

society social demand for education. Social demand for education has a way of growing

faster than manpower requirement, leading, to unemployment of the education. Mounting

educational aspirations of parents and children and population explosion account for rapidly

rising social demand for education in most countries of the world since the end of the world

war. The crucial relationship between social demand and educational system capacity tosatisfy it this key point in planning for education.

5. THE RATE OF RETURN APPROACH

Also known as cost benefit or cost-effectiveness approach to educational planning it

emphasizes that the investment in education should be based on the benefits or return

occurring from that investment. The expenditure on education should be thought of as a form

of national investment justified by higher productivity and greater earning of educated.

UNESCO has been very strongly advocating educating education as an investment.

Education as an investment means two things.

(!) As a result of training imparted by training by training institutions, the pupil must acquire

productive capacity, be n apposition to add to the sum-total of production, should do much

more than what he was doing without education Difference between the two should be called

productivity ascribed to education.

(!!) The levels of earning of educated people must be higher to those of the people who are

not educated. If this is so it mayo be said that return on education is positive.

Theoretically investment in education both at the level of and individual as well as at the

level of the nation is bound to be positive as long as there is no unemployment of the

educated. Positive investment depends upon a closer relationship between education andmanpower requirements of a country. Education is expected to be beneficial to both the

individual and the nation as a whole. Man education and higher earnings are positively

related. Hence people want more education.

6. SOCIAL JUSTICE APPROACH

Also known as social planning or planning for social development. It shapes education by

social or national goals of a country. The national policies and the constitution broadly

describe these goals and social development. Many of these goals large expected to be

achieved through education. Hence, it becomes essential the educational system to contribute

to the achievement of these goals. Hence educational planning inevitably takes theseexpected goals of social development into consideration to be achieved through education.


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Social justice is an important goal of social development. Making provision for achieving this

goal would amount to social justice approach too educational planning.

Social justice means providing facilities and equal opportunities for development to all the

people of a country. For example Article 45 of the Indian constitution urges the state toprovide for free and compulsory education for all children up to the age of fourteen. Similarly

making special provision for the education of children from economically and socially

backward communities is an attempt on rendering needed justice to this section of the

society. Weaker sections of the society need special support from the government for their

social and economic development. For the balanced development of the whole society, it is

essential to make such special provision so while planning programmes in the field of

education. Making such considerations at the time of educational planning means adopting

social justice approach to educational planning.

CONCLUSION

Institutional planning is a complex idea, is to be worked out scientifically. It is a cooperative

affair, undertaken by all the staff members of the school, who realize their full responsibilities

and duties. It success depends on the attitude, training, a well to face realities and a co-

operative spirit among the planners at each level of educational hierarchy. The plans should

be drawn in such way that the development is maximum and the chance of returns to the

investment made are the greatest within the resources available. Institutional planning is an

organized way of doing things in an institution. It leads to the attainment of objectives

through intelligent utilization of the resources of the institution.

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18 Vol-1 Issue-6 Vikrant Institutional Planning