Educational Administration

Dr K Nachimuthu, Asst Professor, Dept. of Education, Periyar University, Salem-11

Tamilnadu
(email) dr_knmuth@yahoo.com
(Web) www. drknmuthu.com
(ph) +91 098427 26987

Meaning:
Educational Administration means, the capacity of an individual or
organization to manage all the activities of that educational institute. It is also
defined as, the activity of a government or state in the exercise of its powers and
duties.
Educational administrators have education backgrounds similar to school
guidance counselors, librarians, curriculum coordinators, educational specialists
and teachers. Understanding the requirements and expectations of various other
educational jobs helps administrators lead others in an empathic capacity.
Educational administrators usually have advanced degrees in teaching,
administration or educational leadership. Most administrators have many years of
experience as teachers, leaders and mentors. Additionally, many educational
administrators are required to participate in ongoing training and professional
development to learn new methods and policies of school leadership.

Educational administration refers to secretarial & authority roles in an

institution or school, and educational management is a role in management of
grounds, security and repairs, etc.

Development of modern concept from 1900 to the present day

i. Increasing the public debate on alternative approaches towards educational
excellence
ii. Creating possibilities and opportunities to promote innovation and piloting
of new ideas/approaches

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 iii. Supporting state and central governments to move towards a quality
education revolution
iv. Serving as a resource centre for the country in the areas of education and
development
v. Emerging as a centre of excellence in education policy and implementation

Education in India is mainly provided by the public sector, with control and
funding coming from three levels: federal, state, and local. Child education is
compulsory. The Nalanda University was the oldest university-system of
education in the world. Western education became ingrained into Indian society
with the establishment of the British Raj. Education in India falls under the control
of both the Union Government and the states, with some responsibilities lying
with the Union and the states having autonomy for others. The various articles of
the Indian Constitution provide for education as a fundamental right. Most
universities in India are Union or State Government controlled.

A Monastic order of education under the supervision of a guru was a favored

form of education for the nobility in ancient India. The knowledge in these orders
was often related to the tasks a section of the society had to perform. The priest
classes, the Brahmins, were imparted knowledge of religion, philosophy, and other
ancillary branches while the warrior classes, the Kshatriya, were trained in the
various aspects of warfare. The business classes, the Vaishya, were taught their
trade and the lowered class of the Shudras was generally deprived of educational
advantages. The book of laws, the Manusmriti, and the treatise on statecraft the
Arthashastra were among the influential works of this era which reflect the
outlook and understanding of the world at the time.
Apart from the monastic orders, institutions of higher learning and
universities flourished in India well before the Common Era, and continued to
deliver education into the Common Era. Secular Buddhist institutions cropped up

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along with monasteries. These institutions imparted practical education, e.g.
medicine. A number of urban learning centres became increasingly visible from
the period between 200 BCE to 400 CE. The important urban centres of learning
were Taxila and Nalanda, among others. These institutions systematically
imparted knowledge and attracted a number of foreign students to study topics
such as logic, grammar, medicine, metaphysics, and arts and crafts.

By the time of the visit of the Islamic scholar Alberuni (973-1048 CE), India
already had a sophisticated system of mathematics and science in place, and had
made a number of inventions and discoveries. With the arrival of the British Raj
in India a class of Westernized elite was versed in the Western system of
education which the British had introduced. This system soon became solidified in
India as a number of primary, secondary, and tertiary centres for education
cropped up during the colonial era. Between 1867 and 1941 the British increased
the percentage of the population in Primary and Secondary Education from around
0.6% of the population in 1867 to over 3.5% of the population in 1941. However
this was much lower than the equivalent figures for Europe where in 1911
between 8 and 18% of the population were in Primary and Secondary education.
Additionally literacy was also improved. In 1901 the literacy rate in India was
only about 5% though by Independence it was nearly 20%.

Following independence in 1947, Maulana Azad, India's first education

minister envisaged strong central government control over education throughout
the country, with a uniform educational system. However, given the cultural and
linguistic diversity of India, it was only the higher education dealing with science
and technology that came under the jurisdiction of the central government. The
government also held powers to make national policies for educational
development and could regulate selected aspects of education throughout India.

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The central government of India formulated the National Policy on Education
(NPE) in 1986 and also reinforced the Programme of Action (POA) in 1986. The
government initiated several measures the launching of DPEP (District Primary
Education Programme) and SSA (Sarva Shiksha Abhiyan, India's initiative for
Education for All) and setting up of Navodaya Vidyalaya and other selective
schools in every district, advances in female education, inter-disciplinary research
and establishment of open universities.
India's NPE also contains the National System of Education, which ensures
some uniformity while taking into account regional education needs. The NPE
also stresses on higher spending on education, envisaging a budget of more than
6% of the Gross Domestic Product. While the need for wider reform in the
primary and secondary sectors is recognized as an issue, the emphasis is also on
the development of science and technology education infrastructure on sex.

Primary education

The Indian government lays emphasis to primary education up to the age of

fourteen years (referred to as Elementary Education in India. The Indian
government has also banned child labour in order to ensure that the children do not
enter unsafe working conditions. However, both free education and the ban on
child labour are difficult to enforce due to economic disparity and social
conditions. 80% of all recognized schools at the Elementary Stage are government
run or supported, making it the largest provider of education in the Country.
However, due to shortage of resources and lack of political will, this system
suffers from massive gaps including high pupil teacher ratios, shortage of
infrastructure and poor level of teacher training. Education has also been made
free for children for six to 16 years of age or up to class X under the Right of
Children to Free and Compulsory Education Act 2009.
There have been several efforts to enhance quality made by the
government. The District Primary Education Programme (DPEP) was launched in

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1994 with an aim to universalize primary education in India by reforming and
vitalizing the existing primary education system. 85% of the DPEP was funded by
the central government and the remaining 15 percent was funded by the states. The
DPEP, which had opened 160000 new schools including 84000 alternative
education schools delivering alternative education to approximately 3.5 million
children, was also supported by UNICEF and other international programmes.
This primary education scheme has also shown a high Gross Enrollment Ratio of
93–95% for the last three years in some states. Significant improvement in staffing
and enrollment of girls has also been made as a part of this scheme. The current
scheme for universalization of Education for All is the Sarva Shiksha Abhiyan
(SSA) which is one of the largest education initiatives in the world. Enrollment
has been enhanced, but the levels of quality remain low.

Secondary education

The National Policy on Education (NPE), 1986, has provided for

environment awareness, science and technology education, and introduction of
traditional elements such as Yoga into the Indian secondary school system.
Secondary education covers children 14-18 which covers 88.5 million children
according to the Census, 2001. However, enrolment figures show that only 31
million of these children were attending schools in 2001-02, which means that
two-third of the population remained out of school. A significant feature of India's
secondary school system is the emphasis on inclusion of the disadvantaged
sections of the society. Professionals from established institutes are often called to
support in vocational training. Another feature of India's secondary school system
is its emphasis on profession based vocational training to help students attain skills
for finding a vocation of his/her choosing. A significant new feature has been the
extension of SSA to secondary education in the form of the Madhyamik Shiksha
Abhiyan.

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 A special Integrated Education for Disabled Children (IEDC) programme
was started in 1974 with a focus on primary education. but which was converted
into Inclusive Education at Secondary Stage. Another notable special programme,
the Kendriya Vidyalaya project, was started for the employees of the central
government of India, who are distributed throughout the country. The government
started the Kendriya Vidyalaya project in 1965 to provide uniform education in
institutions following the same syllabus at the same pace regardless of the location
to which the employee's family has been transferred.

A multilingual web portal on Primary Education is available with rich

multimedia content for children and forums to discuss on the Educational issues.
India Development Gateway is a nation wide initiative that seeks to facilitate rural
empowerment through provision of responsive information, products and services
in local languages.

Tertiary education

India's higher education system is the third largest in the world, after China
and the United States. The main governing body at the tertiary level is the
University Grants Commission (India), which enforces its standards, advises the
government, and helps coordinate between the centre and the state. Accreditation
for higher learning is overseen by 12 autonomous institutions established by the
University Grants Commission.

As of 2009, India has 20 central universities, 215 state universities, 100

deemed universities, 5 institutions established and functioning under the State Act,
and 13 institutes which are of national importance. Other institutions include
16000 colleges, including 1800 exclusive women's colleges, functioning under
these universities and institutions. The emphasis in the tertiary level of education
lies on science and technology. Indian educational institutions by 2004 consisted

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of a large number of technology institutes. Distance learning is also a feature of
the Indian higher education system.

Some institutions of India, such as the Indian Institutes of Technology

(IITs), have been globally acclaimed for their standard of education. The IITs
enroll about 8000 students annually and the alumni have contributed to both the
growth of the private sector and the public sectors of India. However, India has
failed to produce world class universities like Harvard or Cambridge.

Besides top rated universities which provide highly competitive world class
education to their pupil, India is also home to many universities which have been
founded with the sole objective of making easy money. Regulatory authorities like
UGC and AICTE have been trying very hard to extirpate the menace of private
universities which are running courses without any affiliation or recognition.
Students from rural and semi urban background often fall prey to these institutes
and colleges.

Three Indian universities were listed in the Times Higher Education list of
the world’s top 200 universities — Indian Institutes of Technology, Indian
Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006. Six
Indian Institutes of Technology and the Birla Institute of Technology and Science
- Pilani were listed among the top 20 science and technology schools in Asia by
Asiaweek. The Indian School of Business situated in Hyderabad was ranked
number 12 in global MBA rankings by the Financial Times of London in 2010.
While the All India Institute of Medical Sciences has been recognized as a global
leader in medical research and treatment.

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 Taylorism
Scientific management is often called Taylorism; the terms are often
considered synonymous. A discerning view considers Taylorism as the first form
of scientific management, which was followed by new iterations. Frederick
Winslow Taylor (March 20, 1856–March 21, 1915), widely known as F. W.
Taylor, was an American mechanical engineer who sought to improve industrial
efficiency.

Frederick Taylor (1911) Principles of Scientific Management devised a

means of detailing a division of labor in time-and-motion studies and a wage
system based on performance. Taylor's gospel also known as "Taylorism" would
become the standard for businesses worldwide. The main elements of the
Scientific Management are: time studies (e.g., screw on each bolt in 15.2 seconds),
standardization of tools and implements, the use of "slide-rules and similar time-
saving devices", instruction cards for workmen (detailing exactly what they should
do), task allocation, etc.

Taylor called these elements "merely the elements or details of the

mechanisms of management". Perhaps the key idea of scientific management and
the one which has drawn the most criticism was the concept of task allocation.
Task allocation is the concept that breaking task into smaller and smaller tasks
allows the determination of the optimum solution to the task. "The man in the
planning room, whose specialty is planning ahead, invariably finds that the work
can be done more economically by subdivision of the labour; each act of each
mechanic, for example, should be preceded by various preparatory acts done by
other men."

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 In 1911, Frederick Winslow Taylor published his work, “The Principles of
Scientific Management”, in which he described how the application of the
scientific method to the management of workers greatly could improve
productivity. Scientific management methods called for optimizing the way that
tasks were performed and simplifying the jobs enough so that workers could be
trained to perform their specialized sequence of motions in the one "best" way.

Taylor's 4 Principles of Scientific Management

After years of various experiments to determine optimal work methods,
Taylor proposed the following four principles of scientific management:
Replace rule-of-thumb work methods with methods based on a scientific study of
the tasks.
1) Scientifically select, train, and develop each worker rather than passively
leaving them to train themselves.
2) Cooperate with the workers to ensure that the scientifically developed
methods are being followed.
3) Divide work nearly equally between managers and workers, so that the
managers apply scientific management principles to planning the work and
the workers actually perform the tasks.
4) These principles were implemented in many factories, often increasing
productivity by a factor of three or more. Henry Ford applied Taylor's
principles in his automobile factories, and families even began to perform
their household tasks based on the results of time and motion studies.
Drawbacks of Scientific Management
While scientific management principles improved productivity and had a
substantial impact on industry, they also increased the monotony of work. The
core job dimensions of skill variety, task identity, task significance, autonomy, and
feedback all were missing from the picture of scientific management. While in
many cases the new ways of working were accepted by the workers, in some cases

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they were not. The use of stopwatches often was a protested issue and led to a
strike at one factory where "Taylorism" was being tested. Complaints that
Taylorism was dehumanizing led to an investigation by the United States
Congress. Despite its controversy, scientific management changed the way that
work was done, and forms of it continue to be used today.
Administration - as a process
Administration may refer to:
In business:
(i) Administration (business), the performance or management of business
operations; (ii) Management, the act of directing people towards accomplishing a
goal; (iii) Educational administration - The process of planning, organizing,
leading and controlling in educational organization; (iv) Central Administration,
the highest administrative department of an organization.
In computing: (i) System administrator, a person who maintains and
operates a computer system or network admin; (ii) an Internet forum
administrator; (iii)a System operator; commonly used term for an administrator of
a multi-user website; (iv) Administrator, a person/people who operate and/or
maintain order if a website and/or intranet of a company, school, social club, etc...
In law: (i) Administration of an estate on death, arising if the deceased is
legally intestate; (ii) Administration (law), a mechanism in United Kingdom law
(and other British law based countries) allowing insolvent companies to continue
running their business.
In medicine: (i) Route of administration, the path by which a substance is
brought into contact with the body
In the military: (i) Military administration, the techniques and systems used
by military services involved in the management of the armed forces
In politics: (i) Administration (government), a term used in the context of
government; (ii) Public administration, the study and implementation of policy;

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(iii) Local government, administrative offices that are smaller than a state or
province.
In academia: Academic administration, a branch of an academic institution
responsible for the maintenance and supervision of the institution.
Think about the any users within our organization and plan their
synchronization needs. What data do they need to access? What applications do
they use? The answers to questions like these help you determine how many
synchronization groups you need and which users will be associated with each
group.
1. Create and assign users to each group in one of two ways:

a. Import existing user definitions.

If you already have multiple groups set up within your

organization, you might be able to import the users assigned to
these groups into your company / Institutions Administration
Center and automatically assign them to groups.

b. Create new users in the user devices Administration Center and

assign these users to groups.

2. Define replication subscriptions for the tables and files that the members of
the group need to access.
3. To allow a group to access the tables and files that they need, create one or
more subscription sets that reference the subscriptions that you created.

Departments – (Administration Process in different varieties)

1) Adi Dravidar and Tribal Welfare   Law    
2) Agriculture   Legislative Assembly    
3) Animal Husbandry, Dairying and  Fisheries  
4) BC, MBC &  Minorities Welfare  
5) Commercial Taxes and Registration  
6) Co-operation, Food and Consumer Protection  

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7) Energy Dept.
8) Environment and Forests  Dept.
9) Finance Dept.
10)Handlooms, Handicrafts, Textiles and Khadi  
11)Health and Family Welfare Dept. 
12)Higher Education Dept. 
13)Highways and Minor Ports  
14)Home, Prohibition and Excise  
15)Housing and Urban Development   
16) Industries Dept.
17)Information Technology
18)Labour and Employment  
19)Law Dept.
20)Legislative Assembly
21)Micro, Small and Medium Enterprises Department (Small Industries)
22)Municipal Administration and Water Supply    
23)Personnel and Administrative Reforms    
24)Planning, Development and Special Initiatives  
25)Public Dept.
26)Public Works Dept.
27)Revenue  Dept.
28)Rural Development and Panchayat Raj Department
29)School Education  Dept.  
30)Social Welfare and Nutritious Meal Programme    
31)Tamil Dev., Religious Endowments & Information    
32)Tourism and Culture  Dept.  
33)Transport Dept.
34)Welfare of Differently Abled Persons    
35)Youth Welfare and Sports Development

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Administration - as a bureaucracy
Bureaucracy is the combined organizational structure, procedures,
protocols, and set of regulations in place to manage activity, usually in large
organizations. As opposed to adhocracy, it is often represented by standardized
procedure (rule-following) that guides the execution of most or all processes
within the body; formal division of powers; hierarchy; and relationships, intended
to anticipate needs and improve efficiency.
A bureaucracy traditionally does not create policy but, rather, enacts it.
Law, policy, and regulation normally originate from a leadership, which creates
the bureaucracy to implement them. In practice, the interpretation and execution of
policy, etc. can lead to informal influence - but not necessarily. A bureaucracy is
directly responsible to the leadership that creates it, such as a government
executive or board of directors. Conversely, the leadership is usually responsible
to an electorate, shareholders, membership or whoever is intended to benefit. As a
matter of practicality, the bureaucracy is where the individual will interface with
an organization such as a government etc., rather than directly with its leadership.
Generally, larger organizations result in a greater distancing of the individual from
the leadership, which can be consequential or intentional by design.

Bureaucracy is a concept in sociology and political science referring to the

way that the administrative execution and enforcement of legal rules are socially
organized. Four structural concepts are central to any definition of bureaucracy:
i. a well-defined division of administrative labour among persons and offices,
ii. a personnel system with consistent patterns of recruitment and stable linear
careers,
iii. a hierarchy among offices, such that the authority and status are
differentially distributed among actors, and

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 iv. formal and informal networks that connect organizational actors to one
another through flows of information and patterns of cooperation.
Examples of everyday bureaucracies include governments, armed forces,
corporations, non-governmental organizations (NGOs), intergovernmental
organizations (IGOs), hospitals, courts, ministries, social clubs, sports leagues,
professional associations and academic institutions.
Bureaucratic officials:
 personally free.
 serve a higher authority.
 are appointed on the basis of conduct and their technical qualifications.
 are responsible for the impartial execution of assigned tasks.
 Their work is a full-time occupation.
 Their work is rewarded by a salary and prospects of career advancement.

Administration - as a monocratic
When the authority to rule is invested in one person or body (unity of
commands), held by individual functionaries, and is closely related to clear and
specified details. It is nothing but the absolute control by an individual manner.
Eg. Federal tasks in the Republic of Austria.
The federal president is free to appoint a federal chancellor of his or her
choice, who then submits to the head of state a proposal for the nomination (or
dismissal) of the federal ministers and state secretaries. The federal government is
subject to parliamentary supervision; if parliament casts a motion of no confidence
in individual ministers or the government as a whole, the entire government or the
minister concerned must be removed from office.
Precision, speed, unambiguity, knowledge of the files, continuity,
discretion, unity, strict subordination, reduction of friction and of material and
personal costs-these are raised to the optimum point in the strictly bureaucratic
administration, and especially in its monocratic form.

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 The Netherlands is a distinction between a dualist system of government
that rests on constitutional separation of policy and administration and a
monocratic system of government, where ministers are political executives with
the authority to decide any matter within their portfolio.

By the way of monocratic administration, m ajor reforms

have taken place in the relationships between central, regional and
local level of administration, in the organizational design of public
services, but also in the principles of financial management, in the
design of public policies and in the evaluation of administrative
outcomes and outputs. The ideology of Citizen’s Charter is that of
consumerist approach to quality and its credibility is based on such values as: (i)
Customer orientation of public is service (ii) Advance description of service
provision and (iii) Qualitative services.
Administration - as a pluralistic
Equal participation of politicians, economists and educationists etc was a
must for a successful pluralistic society. School administrators are not only to
reexamine the inherent weaknesses of the traditional school management paradigm
of structural functionalism (bureaucracy); but also to reframe the many issues that
impact the education of an increasingly diverse and pluralistic school population.
In simplest terms, pluralism refers to the full participation of a diverse
population in a particular system, such as management education. Patrick Hill
characterizes a pluralistic university as one where "a spirit of civility and mutual
respect abounds, when all groups feel equally well-placed and secure within the
community because all participate in that spirit." Donna Shavlik, Judith Touchton,
and Carol Pearson (1994) suggest that pluralism means recognizing "that there is
more than one right way to do things, that is more than one way to think, feel,
believe, and act - that there is more than one world view," an attitude they believe
could "bring new vigor to our institutions" since it "holds the potential for

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discovery, innovation, enlightenment, and solutions to the complex problem of
how to share this planet.". It means, a theory that there is more than one basic
substance or principle or a theory that reality consists of two or more independent
elements.
Objective based administration
The Objective-Based administration model for a course consists of four
principal points: 
1.  Develop a full set of hierarchical objectives. A "full set" consists of a course
objective, hierarchical learning objectives, behavioral objectives for each terminal
learning objective, criterion objectives, and lesson objectives. Objectives must fit
topically into the objective hierarchy, and each must be written to an appropriate
level of learning.
2.  Develop effective test bank items according to the criterion objectives.
Once the criterion objectives are written correctly, then writing test items becomes
much easier. There are, however, many test construction traps to avoid. These are
addressed in the Test Construction seminar.
3.  Teach and assess the course according to the lesson objectives. With a
proper "chain of objectives" to include the topical hierarchy, appropriate levels of
learning, and continuity of objectives from the planning phase through the
teaching phase and the assessment phase, you can be certain you are teaching and
testing for intended student outcomes.
4.  Perform post-course follow-ups. A post-course follow-up will provide valid
and insightful feedback on the appropriateness of the objectives and effectiveness
of teaching.
Use of the Objective-Based administration model will provide a tested,
sound, structured methodology for overcoming a great number of the issues
identified as current problems in secondary and higher education today.

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1.  Clear Curriculum Definition. With clearly defined competencies, which are
what you have with a properly written hierarchy of objectives, it will become an
easy next step to reduce or eliminate curriculum redundancies, to clearly define
prerequisites, to describe exactly what competencies each course contains, and to
compile a coherent and contiguous course of study.
2.   Clearly Described Expected Student Outcomes.  Using the chain-of-
objectives approach for each course, to include the hierarchy of objectives as
stated above, instructors can provide each student with a superbly clear picture of
what topics they are to learn, and to what level of learning.
3.  Assured Assessments Validity. Using the chain-of-objectives approach in
Objective-Based PTA, all test items are assured to be valid, including both subject
and level of learning. This assured validity greatly clarifies all other test item
effectiveness measures, cascading to a multitude of other improvements, such as
discrimination. The discrimination index of a test item measures how effectively a
particular test item discriminates between students who have mastered the material
and those who haven't. This cascades to a more effective measure of student
learning, which reflects on teaching effectiveness.
4.  Easing of Teacher Workloads.  Using the Objective-Based PTA approach, a
faculty member, department, or school can begin to compile an effective bank of
objectives and of test items, each of which can be simply verified for re-use.
5.  Better Faculty Evaluations. With a more structured approach to course
development, teaching, and testing, faculty performance is more quantifiable.
Additionally, with increased validity and reliability of student assessments, their
performance on tests will be a more accurate reflection of student learning and
teaching effectiveness. Finally, the publishing of the hierarchy of objectives for
each course will provide each student with a preview of exactly what they will be
expected to learn in a particular course, so they will therefore be better judges of
whether they learned what they were expected to learn.

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6.  More Accurate School/Department Evaluations. Almost all colleges,
universities, and departments base their self assessments on student performance --
i.e., grades. With the full-scale implementation of Objective-Based PTA, the
student grades will not only be a more accurate reflection of their educational
accomplishments, they will also indicate learning of the proper subjects to the
proper levels of learning, thereby making these grades a much more effective
indication of school or department effectiveness.

1) What do you want your students to learn? (what are the learning outcomes
which you expect from the course?)
2) What assignments, classroom activities, and pedagogical approaches will
help your students master the identified knowledge, skills, or attitude
changes?
3) How will you determine that students have accomplished what you set out
to teach them? (How will you evaluate their achievements?)

Objectives: Each goal contains several objectives: they make goals more specific,
providing a basic plan for what is to be accomplished by students and how they
will be evaluated.
Human Rights Act
This Act may be called the Protection of Human Rights Act, 1993. It
extends to the whole of India. Provided that it shall apply to the State of Jammu
and Kashmir only in so far as it pertains to the matters relatable to any of the
entries enumerated in List I or List lll in the Seventh Schedule to the Constitution
as applicable to that State. It shall be deemed to have come into force on the 28th
day of September, 1993. The head office is in “National Human Rights
Commission, New Delhi”, India.
1) The Programmes in pursuance of Supreme Court Remit are :-

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 Abolition of Bonded Labour
Functioning of the Mental Hospitals at Ranchi, Agra and Gwalior
Functioning of the Government Protective Home (Women), Agra
Right to Food

Other Programmes and Human Rights issues taken up by the Commission

include

2) Review of the Child Marriage Restraint Act, 1929

3) Protocols to the Convention on the Rights of the Child
4) Preventing Employment of Children by Government Servants: Amendment
of Service Rules
5) Abolition of Child Labour
6) Guidebook for the Media on Sexual Violence against Children
7) Trafficking in Women and Children : Manual for the Judiciary for Gender
Sensitisation
8) Sensitization Programme on Prevention of Sex Tourism and Trafficking
9) Maternal Anaemia and Human Rights
10) Rehabilitation of Destitute Women in Vrindavan
11) Combating Sexual Harassment of Women at the Work Place
12) Harassment of Women Passengers in Trains
13) Abolition of Manual Scavenging
14) Dalits issues including atrocities perpetrated on them
15) Problems faced by Denotified and Nomadic Tribes
16) Rights of the Disabled
17) Right to Health
18) HIV/AIDS
19) Relief Work for the Victims of 1999 Orissa Cyclone
20) Monitoring of relief measures undertaken after Gujarat Earthquake 2001
District Complaints Authority
21) Population Policy- Development and Human Rights

Abolition of Bonded Labour

The Commission has been involved in the monitoring of the

implementation of the Bonded Labour System (Abolition) Act as per the
directions of the Supreme Court in WP (Civil) No. 3922 of 1985 (PUCL v State of
Tamil Nadu & Others). The Commission is presently monitoring the BLS
(Abolition) Act by calling for information from the States on a quarterly basis on
identification, release and rehabilitation of bonded labour.

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 Human rights are "rights and freedoms to which all humans are entitled".
Proponents of the concept usually assert that everyone is endowed with certain
entitlements merely by reason of being human. Human rights are thus conceived
in a universalistic and egalitarian fashion. Such entitlements can exist as shared
norms of actual human moralities, as justified moral norms or natural rights
supported by strong reasons, or as legal rights either at a national level or within
international law. However, there is no consensus as to the precise nature of what
in particular should or should not be regarded as a human right in any of the
preceding senses, and the abstract concept of human rights has been a subject of
intense philosophical debate and criticism.

The modern conception of human rights developed in the aftermath of the

Second World War, culminating in its adoption by the Universal Declaration of
Human Rights by the United Nations General Assembly in 1948.

Currently debated rights

 Environmental rights (working ecosystem and healthy environment)
 Future generations (cultural heritage, peace, development, and education)
 Lesbian, Gay, Bisexual, Transgender (LGBT) rights
 Trade (work and investment help)
 Water (World Water Councils in 2003 and 2006)
 Crime and Punishment (cruel, inhuman)
 Fetal rights (abortion debate)
 Reproductive rights (basic right of all couples)

Education

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 Article 29 of the Convention on the Rights of the Child requires states to
ensure that children are enabled to develop a respect for their own cultural
identity, language and values and for the culture, language and values of others.
The six fundamental rights recognised by the constitution are; (i) The right
to equality; (ii) The right to freedom; (iii) The right to freedom from exploitation;
(iv) The right to freedom of religion; (v) Cultural and educational rights and (vi)
The right to constitutional remedies.

Right to Education

On 1 April 2010, India joined a group of few countries in the world, with a
historic law making education a fundamental right of every child coming into
force. Making elementary education an entitlement for children in the 6-14 age
group, the Right of Children to Free and Compulsory Education Act, 2009 will
directly benefit children who do not go to school at present.
Prime Minister Manmohan Singh announced the operationalisation of the
Act. Children, who had either dropped out of schools or never been to any
educational institution, will get elementary education as it will be binding on the
part of the local and State governments to ensure that all children in the 6-14 age
group get schooling. As per the Act, private educational institutions should reserve
25 per cent seats for children from the weaker sections of society. The Centre and
the States have agreed to share the financial burden in the ratio of 55:45, while the
Finance Commission has given Rs. 25,000 crore to the States for implementing the
Act. The Centre has approved an outlay of Rs.15,000 crore for 2010-2011.
The school management committee or the local authority will identify the
drop-outs or out-of-school children aged above six and admit them in classes
appropriate to their age after giving special training.

ADMINISTRATION & LAWS

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 Education in India is mainly provided by the public sector, with control
and funding coming from three levels: federal, state, and local. Child education is
compulsory. The Nalanda University was the oldest university-system of
education in the world. Western education became ingrained into Indian society
with the establishment of the British Raj. Education in India falls under the control
of both the Union Government and the states, with some responsibilities lying
with the Union and the states having autonomy for others. The various articles of
the Indian Constitution provide for education as a fundamental right. Most
universities in India are Union or State Government controlled.

India has made a huge progress in terms of increasing primary education

attendance rate and expanding literacy to approximately two thirds of the
population. India's improved education system is often cited as one of the main
contributors to the economic rise of India. Much of the progress in education has
been credited to various private institutions. The private education market in India
is estimated to be worth $40 billion in 2008 and will increase to $68 billion by
2012. However, India continues to face stern challenges. Despite growing
investment in education, 35% of its population is still illiterate; only 15% of Indian
students reach high school, and just 7% graduate.
As of 2008, India's post-secondary high schools offer only enough seats for
7% of India's college-age population, 25% of teaching positions nationwide are
vacant, and 57% of college professors lack either a master's or PhD degree. As of
2007, there are 1522 degree-granting engineering colleges in India with an annual
student intake of 582,000, plus 1,244 polytechnics with an annual intake of
265,000. However, these institutions face shortage of faculty and concerns have
been raised over the quality of education. The Educational Portal is linked with
three main areas;
1. Primary Education ( Private education, Home schooling)
2. Secondary Education

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 3. Higher Education (including Technical Edn)

For administration wise, The National Council of Educational Research and

Training (NCERT) is the apex body for curriculum related matters for school
education in India. The NCERT provides support and technical assistance to a
number of schools in India and oversees many aspects of enforcement of
education policies. In India, the various curriculum bodies governing school
education system are:
 The state government boards, in which the majority of Indian children are
enrolled.
 The Central Board of Secondary Education (CBSE) board.
 The Council for the Indian School Certificate Examinations (CISCE) board.
 The National Institute of Open Schooling (NIOS) board.
 International schools affiliated to the International Baccalaureate
Programme and/or the Cambridge International Examinations.
 Islamic Madrasah schools, whose boards are controlled by local state
governments, or autonomous, or affiliated with Darul Uloom Deoband.
 Autonomous schools like Woodstock School, Auroville, Patha Bhavan and
Ananda Marga Gurukula.
 In addition, NUEPA (National University of Educational Planning and
Administration) and NCTE (National Council for Teacher Education) are
responsible for the management of the education system and teacher
accreditation

Some of the laws are; (a) National Policy on Education (NPE), 1986, 1992; (b)
Right of Children to free and Compulsory Education Act 2009 and (c) Kendriya
Vidyalaya project, 1995 was used to administer the Education. The UGC
(Accreditation for higher learning is overseen by 12 autonomous institutions
established by the University Grants Commission. As of 2009, India has 20 central
universities, 215 state universities, 100 deemed universities, 5 institutions

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established and functioning under the State Act, and 13 institutes which are of
national importance. Other institutions include 16000 colleges, including 1800
exclusive women's colleges, functioning under these universities and institutions.
The emphasis in the tertiary level of education lies on science and technology.
Indian educational institutions by 2004 consisted of a large number of technology
institutes. Distance learning is also a feature of the Indian higher education
system)

ADMINISTRATION & PUBLIC RELATIONS

For Public relations, in recent times, several major announcements were

made for developing the poor state of affairs in education sector in India, the most
notable ones being the National Common Minimum Programme (NCMP) of the
United Progressive Alliance (UPA) government. The announcements are; (a) To
progressively increase expenditure on education to around 6 percent of GDP. (b)
To support this increase in expenditure on education, and to increase the quality of
education, there would be an imposition of an education cess over all central
government taxes. (c) To ensure that no one is denied of education due to
economic backwardness and poverty. (d) To make right to education a
fundamental right for all children in the age group 6–14 years. (e) To universalize
education through its flagship programmes such as Sarva Siksha Abhiyan and Mid
Day Meal.

However, even after five years of implementation of NCMP, not much

progress has been done on these promises or announcements. The public
expenditure on education has actually declined from around 3.23 percent of GDP
in 2000-2001 to 2.88 percent in the recent times. As a proportion of total
government expenditure, it has declined from around 11.1 percent in 2000-2001 to
around 9.98 percent during UPA rule. A policy brief issued by [Network for
Social Accountability (NSA)] titled “[NSA Response to Education Sector

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Interventions in Union Budget: UPA Rule and the Education Sector]” provides
significant revelation to this fact. Due to a declining priority of education in the
public policy paradigm in India, there has been an exponential growth in the
private expenditure on education also.
Article 45, of the Constitution of India originally stated; “ The State shall
endeavour to provide, within a period of ten years from the commencement of this
Constitution, for free and compulsory education for all children until they
complete the age of fourteen years”.
Following initiatives by the Supreme Court of India during the 1990s the
Ninety-third amendment bill suggested three separate amendments to the Indian
constitution:
(a) The constitution of India was amended to include a new article, 21A,
which read; “The State shall provide free and compulsory education to all children
of the age of six to fourteen years in a manner as the State may, by law,
determine”.
(b) Article 45 was proposed to be substituted by the article which read; “
Provision for early childhood care and education to children below the age of six
years: The State shall endeavour to provide early childhood care and education for
all children until they complete the age of sixteen years”.
(c) Another article, 51A, was to additionally have the clause; “ ...a parent or
guardian [shall] provide opportunities for education to his child or, as the case may
be, [a] ward between the age of six to fourteen years”.
The bill was passed unanimously in the Lok Sabha, the lower house of the
Indian parliament, on November 28, 2001. It was later passed by the upper house
—the Rajya Sabha—on May 14, 2002. After being signed by the President of
India the Indian constitution was amended formally for the eighty sixth time and
the bill came into effect. Since then those between the age of 6–14 have a
fundamental right to education.

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 (d) Article 46 of the Constitution of India holds that; “The State shall
promote, with special care, the education and economic interests of the weaker
sections of the people, and in particular of the Scheduled Castes and Scheduled
Tribes, and shall protect them from social injustice and all forms of social
exploitation”.
(e) Other provisions for the Scheduled Castes and Scheduled Tribes can be
found in Articles 330, 332, 335, 338–342. Both the 5th and the 6th Schedules of
the Constitution also make special provisions for the Scheduled Castes and
Scheduled Tribes.
Public Relations (or PR) is a field concerned with maintaining public
image for high-profile people, commercial businesses and organizations, non-
profit associations or programs.
An earlier definition of PR (by The first World Assembly of Public
Relations Associations, held in Mexico City in August 1978) was "the art and
social science of analyzing trends, predicting their consequences, counseling
organizational leaders, and implementing planned programs of action, which will
serve both the organization and the public interest.".
Others define it as the practice of managing communication between an
organization and its publics. Public relations provides an organization or
individual exposure to their audiences using topics of public interest and news
items that provide a third-party endorsement and do not direct payment. The
common activities include speaking at conferences, working with the media, crisis
communications, social media engagement and employee communication.
Public relations include:
1) Financial public relations - providing information mainly to business
reporters.
2) Consumer/Lifestyle public relations - gaining publicity for a particular
product or service (rather than using advertising).
3) Crisis public relations - responding to negative accusations or information.

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 4) Industry relations - providing information to trade bodies.
5) Government relations - engaging government departments to influence
policy making.

HUMAN RELATIONS

The human relations directly linked with their freedom, equity, security,
habits, personal communications and human dignity. School of management
theory stresses the importance of understanding human motivations in the
workplaces. The human relations school believes that employee motivation is a
result of recognition, encouragement, and rewarding of individual contributions.
Human Relation is a garland of flowers. Each step of our life is flower. From the
life we learn the meaning of life, the definition of life. Life teaches us the way we
should live. Relation is the foundation of this great architecture called Humanity.
Inspiration is the thread of the garden.

The actual definition of human relations is, “the study of group behavior for
the purpose of improving interpersonal relationships, as among employees”. And
also it means as “the social and interpersonal relations between human beings”.
Sometimes, it was otherwise called as, “a course, study, or program designed to
develop better interpersonal and inter group adjustments”. Human Relations
Movement refers to those researchers of organizational development who study
the behavior of people in groups, in particular workplace groups.

The human relations skills that managers need to develop interaction skills
that contribute directly to effective human resource management and the
development of higher productivity are studied. Skill areas include leadership,
motivation, communications, group dynamics, organizational development,
management by objectives, and stress and time management. Students learn

27
techniques for becoming more effective managers, subordinates, peers and
persons. Students are introduced to the international aspects of human relations.

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 is begins with first

day of June of the year and ends with the 15th day of April of the following year.
Working Pattern of a School

School Working days Working hours per Workload of a

for a year day teacher
Elementary and Middle 220 days 9.30 am to 4.30 pm 20 Periods
Schools /Week

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 High and Higher 200 days Urban 15 Periods
Secondary Schools 8.30 am to 5.00 pm /Week
Rural
9.00 am to 5.30 pm

Acts:

1) Tamilnadu Elementary Education Act, 1920 (Repeated in 1998)

2) Tamilnadu Recognized Private Schools (Regulation) Act, 1973
3) Tamilnadu Recognized Private Schools (Regulation) Rules, 1974
4) Tamilnadu Compulsory Elementary Education Act, 1994

Advisory Boards and Committees

Government of Tamilnadu has set up some advisory bodies and boards for
strengthening educational planning and administration in the state. Composition
and functions of some important boards and committees are as follows:

State Board of School Examination

The State Board of School Examination merging erstwhile Board of
Secondary Education and Board of Higher Secondary Examination was
constituted in the year 2001 to advise the Director of Government Examination in
all matters relating to high and higher secondary examination including teacher
education examination. (G.O.Ms.No. 26 School Education Dated 16-02-2001)

Board of Matriculation Schools

The state government in 1985 have reconstituted the Board of Matriculation
Schools. The Director of School Education is the chairman of the Board. The

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Board is the advisory body to advise the Director of School Education from time
to time on all matters relating to matriculation education, namely, the courses of
study, syllabus, textbooks for these schools, etc. (G.O.Ms.NO. 239, School
Education dated 18-12-2001 and G.O.(2D).No. 15 School Education Dated
06.03.2002)

State Level Empowered Committee for SSA

The implementation of DPEP scheme in 7 Districts is almost over.
Subsequently a scheme of education for all "Sarva Shiskha Abhiyan" has been
introduced in the State of Tamil Nadu from the year 2001-2002. To monitor the
scheme a state level Empowered Committee, District Level Committee, Block
Level committee, Village Level committee have been formed.

Committee on Revision of Syllabus

Committee on revision of syllabus has been formed to prescribe curriculum
and syllabus for standards from six to twelve. For introduction in phased manner
from the year 2003-2004.

Committee on the functions of Matriculation Schools.

A committee has been formed in the year 2001 on the functioning of
matriculation schools and report is awaited. (G.O.(2D).No. 15 School Education
Dated 06.03.2002)

Committee on Codification of Education Rules.

A committee has been formed on the codification of different educational
rules in the year 2002. The report is awaited. (G.O.Ms.No. 177 School Education
dated 14-11-2002 and amendment G.O. 1(D) No. 2 School Education dated 03-01-
2003.)

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Committee on Nursery and Primary Schools.
The state government in 2000 has constituted the Committee on Nursery
and Primary Schools (G.O.Ms.No. 81 School Education Dated 29-03-2000)

Important Events in the History of School Education Department

Year Event
1826 Board of Public Instructions established
1841 First High School opened in Madras
1849 High Schools for Girls Opened
1854 Directorate of Public Instruction established
1892 Madras Educational Rules enforced
1910 Board of Secondary Education established
1911 SSLC Public Examination conducted for the first time
1921 Madras Elementary Educational Rules enforced
1924 Compulsory and Free Education introduced in some selected places
1953 Directorate of Legal Studies established
1955 Pension Scheme for Teachers introduced
1956 Midday-meal programmes implemented
1957 Directorate of Technical Education established
1960 Scheme for Free supply of Uniforms for School Children organized
1964 Introduction of Free Education up to high school level
1965 Directorate of Collegiate Education established
1969 Tamilnadu Text-book Society established
1972 Directorate of Public Libraries established
1973 Directorate of Government Examinations and SCERT established
1976 Directorate of Non-formal and Adult Education established
1978 Higher Secondary Education (10+2) introduced
1981 Teachers in Panchayat Union Schools become Government Employees
1982 Nutrition Meal Scheme introduced
1985 Free Supply of Text Books and Uniforms up to VIII Standard extended.
1986 Directorate of Elementary Education established.  Implementation of
National Policy on Education, Teachers in Municipal/ Township/
Corporation become Government Employees.
1988- Introduction of revised syllabus based on National Policy for I
1990 -XII standards
1990 Directorate of Teacher Education Research and Training established.
1995-96 Introduction of revised syllabus for classes I-XIII
2001 Directorate of Matriculation School formed.

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