The
origin of the development of educational management as a field of study began
in the United States in the early part of the twentieth century. Development in
the United Kingdom came as late as the 1960’s. Educational management, as the
name implies, operates in educational organisations or institutions.
There
is no single accepted definition of educational management as its development
observed in several disciplines or fields like business, industry, political
science, economics, administration and law. So while defining the meaning of
the term educational management can be said that, “Educational management is a
complex human enterprise in which different resources are brought together and
made available to achieve and to accomplish the desire and expected goals or
objectives.
t
is being mainly a human endeavor should be properly planned without emphasizing
the rigid application of mechanical and physical principles. It is
fundamentally a social organisation where inter human relationships must play a
major role. For success of educational management, there must be adequate
freedom and flexibility on the one hand and necessary discipline and decorum on
the other hand in the educational institution.
Thus
management of education or educational management implies the practical
measures for ensuring the system to work for achieving the goals or objectives
of an educational institution. So educational management operates in
educational organisations or institutions.
There
is no single accepted definition of educational management as its development
has drawn heavily on several disciplines like economics, sociology and
political science. But some specialists in this area have propounded their
views in the form of giving their definitions on educational management which
are given below.
Definitions of Educational Management:
School
management, as a body of educational doctrine, comprises a number of principles
and precepts relating primarily to the technique of classroom procedure and
derived largely from the practice of successful teachers. The writers in this
field have interpreted these principles and precepts in various ways, usually
by reference to larger and more fundamental principles of psychology, sociology
and ethics. —Paul Monore
“Theory
and practice of the organisation and administration of existing educational establishments
and systems.” —G. Terrypage and J.B. Thomas
To
him management implies an orderly way of thinking. It describes in operational
terms what is to be done, how it is to be done and how we know what we have
done. Management is a method of operation and good management should result in
an orderly integration of education and society. —Shelly Umana
In
the light of above discussion it is clear to visualize that educational
management is a comprehensive effort intended to achieve some specific
educational objectives. It deals with the educational practices, whereas
educational philosophy sets the goals, educational psychology explains the
principles, educational administration tells how to achieve educational
objectives and principles. It is the dynamic side of education.
It
deals with educational institutions – right from the schools and colleges to
the secretariat. It is concerned with both human and material resources which
are essential. Because the degree of success of the educational management of
any educational programme depends upon the degree of co-ordination and
organisation of these resources.
Types of Educational
Management:
1. Human
Resources:
Human
Resources of an educational institution comprise the entire staff, both the
teaching and non- teaching – teachers, clerks, researchers and other elements
such as students, parents, members of the community, members of the managing or
governing body and departmental officials. Management of human resources is of
vital importance at present and calls for selection, recruitment, appointment,
hire, retention, development and motivation of the personnel to achieve the
educational objectives.
The
individuals involved in the process should be provided with adequate facilities
for reaching the highest levels of achievement and for improving the
professional growth to the maximum. So an educational institution or
organisation in order to be effective and efficient has to ensure that there
are right type of people with the right skills, in the right place and at the
right time for carrying out the various jobs and services.
For
this human resource needs are to be identified. Proper selection and
recruitment are to be made, demands and supply of services be properly matched
and suitable forecasting be made about the future requirements. There are
problems of working conditions, promotion prospects, appointment and transfer,
motivation and security, career development and so on which have to be handled
with sympathy, understanding, fellow feeling and co-operation on the one hand
and proper sense of commitment and accountability and involvement on the other
hand.
2. Physical and
Material Resources:
For
every organisation or institution, basic infrastructure in concrete terms is
essential. Buildings, playgrounds, equipment’s, furniture’s, machineries and
stationeries are required for various practical purposes. Libraries,
laboratories, auditorium and so on are part and parcel of an educational
institution for organizing different curricular and co-curricular programmes.
The
modern age of science and technology has made it possible to equip the
educational institution with various media and materials, electronic gadgets
including radio, television computers, projectors of many kinds and traditional
aids like illustrations, models, charts, maps etc. at reasonable prices.
Like
human resources, there must be proper identification of physical resource
needs, installation, maintenance and the most important thing is their proper
utilization. But the material resources must be of right type with right
specifications to be available in the right place and at the right time so that
the educational goals can be realized without difficulty, duplication and
wastage. It is also necessary that physical resources should have adequate flexibility,
adoptability and stability for meeting the future needs and conditions.
3. Ideational
Resources:
The
resources which are mostly based on ideas and ideals, heritage, image are the
curriculum, methods of teaching, innovations and experiments. Like the
individual, every organization has its own personality with integrity, its own
culture and its own values which are unique and influential for the smooth
functioning and effective management of the institutions for creating
motivation and self- pride among individuals.
All
these create feelings, belongingness, involvement and self-satisfaction among
the personnel for working and implementing the programmes in educational
institutions. At last it can be said educational management will be meaningful
if there will be a great deal of co-ordination and inter relation among these
three resources. The cause is that all these three resources are interdependent
and immensely contribute to holistic development of every educational
institution as a whole.
Hence educational management in broader perspective says about:
(i)
Setting directions, aims of objectives of educational organisations or
institutions.
(ii)
Planning for progress of the programme.
(iii)
Organising available resources—People, time, material.
(iv)
Controlling the implementing process.
(v)
Setting and improving organisational standards.
In
the light of above discussion on the meaning of management in education it
implies the practical measures to activate the system of work will be the best
possible assistance or measures in achieving the goals or objectives in a wider
extent bearing the best possible value to the students and the society in a
grand scale.
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