INTRODUCTION
Many countries
are currently in a process of modernizing the management of public sectors.
Education is one of the largest sectors in terms of personnel and recurrent
expenditure and is also among the larger public sectors in terms of capital
expenditure.
Strategies and activities aimed at modernization of public sector
management therefore we have a significant impact on education sector
management.
Of the principle
features of public sector modernization, there are directly relevant for
education : decentralization, international commitments, and new forms of
programme-based resource allocation to education. These trends will shape the
way in which the education sector will be functioning in the future.
MEANING
OF DECENTRALIZATION IN EDUCATION
Decentralization
implies increasing responsibilities for efficient resource management and
education quality improvements at levels below the central level. However, decentralization
also calls for greater responsibilities for policy making and implementation
monitoring at the central level, in particular by the Ministry of education.
The
modernization of education sector management is a challenge to both the
Ministry of Education and to provincial level education authorities.
The challenges are
(i) Strengthening the professional and
technical knowledge. Of staff at both levels is an essential condition for the
successful modernization of education sector management.
(ii)
Management staff needs to be enable to
a) actively
contribute to the shaping of the new functions, and
b) to
carry out new management tasks in the areas of planning, programme preparation,
and implementation monitoring.
THE
MAIN PURPOSES OF PROVINCIAL EDUCATION PLANNING
v
To ensure that national
education policies are effectively implemented and that national goals and
targets are reached
v
To ensure that targets
are set and reached which respond to particular needs of the province
v
To convince Ministries,
provincial education reforms
v
To convince the
Ministry of Finance (and other public funding sources) to provide the required
funds
v
To mobilize private
sector and community contribution, particularly for education sub-sectors that
are not compulsory and not free (e.g. Secondary Education and Pre-school)
THE
PRINCIPAL STEPS OF PROVINCIAL EDUCATION PLANNING INCLUDE
Ø
To obtain a
comprehensive factual and analytical overview of the present situation
Ø
To set the targets to
be reached during the planning period.
Ø
To assess the resource
implications of the proposed targets.
Ø
To assess the resource
gap.
Ø
To outline implantation
action programmes.
Ø
To evaluate progress
made during plan implementation
Ø
To write the plan
document and given it adequate layout.
OPERATIONAL
AREAS OF PLANNING AND MANAGEMENT IN EDUCATION
|
ACCESS
covers all actions required in order to attain those targets which are directly
aimed at ensuring that every child of school age is enrolled in school and has
the possibility of completing the full education cycle. The operational area
ACCESS comprises actions needed to ensure that every child enrolled in the
first grade of the cycle stays in school for the entire primary cycle. The
actions include construction of schools, provision of teachers, provision of
teaching and learning materials, and particular provisions for specific
population groups such as ethnic minority groups. QUALITY comprises all actions
needed to attain those targets that are specifically aimed at improving the
quality of education. These actions concern curriculum development,
teaching-learning materials, teacher training, students, assessment, and
special actions for specific population groups. MANAGEMENT concerns actions
that are specifically aimed at improving the management of education at all
levels. This includes planning.
Decentralized educational
planning and management
(a) Grama panchayat
1. Grama panchayat will be formed by for a
village or a group of villages. The panchayat will have elected
representatives. Besides, each panchayat may constitute a village education
committee (VEC) which would be responsible for administration of the delegated
programmes in the field of education at the village level.
2. The major responsibility of the VECs
should be operationalization of house survey and periodic discussion with the
parents. It should be the endeavor of the committee that every child in every
family participates in the primary education. In these activities will be
provided expert guidance and support by DIET.
The State governments
may consider entrusting the following functions of the VEO
1. Generation and sustenance of awareness
among the village community ensuring participation of all
segments of population and developing teacher/instructor and community partnership
to oversee and manage the effective and regular functioning of the schools and
centers.
2. In view of the critical role and functions
of VEC, it should be vested with appropriate statutory and necessary financial
and administrative authority.
(b)Block panchayat
It is observed
that the block level set of educational administration is very weak almost all
over the country. The supervisors often have little contact with the
schools. The routine administrative
duties such as collecting statistics, is bursement of salaries, posting and
transfer of the staff take up most of their time.
The following steps be
taken to improve the functioning of block level education set up
1. Norms, not only on the basis off number of
schools but also number of teachers should be evolved through systematic
studies so that the block level education officer may effectively cope with his
administrative responsibilities and supervisory functions.
2. Most of the time block level education
officers is spent on routine administrative work. Their duties may be laid down
in detail so that their support for the academic programmes gets due
importance.
(c)District Panchayat
1. The jurisdiction of a district for the
educational purpose may be co-terminus with its revenue jurisdiction.
2.
The big districts would be divided
into sub-educational districts but these will be coordinated and controlled by
a chief education officer (CEO) for the whole district. He will look all after
levels of education-primary, middle, secondary and higher secondary, nor-formal
and adult education.
3. The planning and statistics branch of CEO
will be provided with computer facilities for educational management
information system (EMIS)
Advantage of
decentralization
1. It will create awakening and a feeling of
self-dependence.
2. It will inculcate qualities of responsible
behaviour and loyalty in the employees and authorities of administration.
3. It makes familiarity with the needs of the
people easier and shape education accordingly.
4. It makes a possible regarding educational
affairs and policies.
5. As the main responsibility of education
his lies with the people and local units, so the government has to bear lesser
burden of education expenditure.
Disadvantage of
decentralization
1. As the educational system is generally
influenced by local opinion, soften, the tendency of favouritism towards a
particular class, caste, community, religion, race or political party is
generated in and children of all the areas do not get equal educational
opportunity.
2. Indian situation is not suitable for it.
There is much difference in different regions. Here are economic inequalities
between different classes of society. All the local units are not equally rich
in resources. While the rich local units can make better arrangement. Poor
units fail in their educational effects. Decentralization at primary level is a
glaring example of the fact that Indian conditions are not suitable for
decentralization in education.
In the
decentralized Indian educational system educational supervision and control
should be effective. However, the education commissions appointed from time to
time for studying the prevailing educational system and to advise improvement
in it, have bitterly criticized the control and supervision system. Following
is a critical estimate of the existing system.
CONCLUSION
The
decentralized system has been implemented in all parts of the country. The
success of this decentralized system of evaluation depends on how the
monitoring agencies such as the government at the centre and state level with
its officials to coordinate it, and the educational institution/school
management at the local level respond to it with the help of principal,
teaching and non-teaching staff, parents, students and local society at large.
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