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Unit 1: Educational Management: Concept, Nature and Scope ...

for action in the future and directed towards realising some goals by the best possible means. Notes
The essence of planning is the appraisal of as many operational alternatives as possible ant then
selecting the best for launching action. “Planning selects among alternatives, explores routes
before travel begins and identifies possible or probable outcomes of actions before the executive
and the organisation is committed to any.”
According to the Education Commission (1964-66) planning at the first two stages, i.e., national
level and state levels alone suffers from some deficiencies such as (i) lack of emphasis on local
issues in educational development, (ii) non-involvement of educational workers, and (iii)
overemphasis on expenditure-oriented programmes. Planning at the local level, i.e. college
level is only to offset these drawbacks. Planning at the college level does not mean that the
principal or a few of the members of the faculty prepare the plan for various activities of the
college. Instead it is a cooperative endeavour of all those who are involved in the implementation
of the plans-not only members of the faculty, teaching and non-teaching, but even the students,
the parents and the local communities must be associated while planning of the programmes.
The goals that are developed by the management system become the rationale for programme
planning and actualization. Programmes represent the intended engagement opportunities for
students who are to be educated. The responsibility for the planning and actualization of
programmes rests with the management system. It is therefore essential that the management
system should provide technological support to the educative process in the form of consultations
and services. The management system should initiate, coordinate, provide services and to be a
part of these activities.
(3) Organization : Organization has been a problem in the field of education. The debate over the
control of education has over and again raised the salient issue of how educational machinery
should be best organised, politically, professionally and administratively. Here too, as in several
other vital areas, education is handicapped by tradition. If conventional biases and prejudices
can be replaced by decisions made logically and scientifically, with the achievement of objectives
as the only consideration modern principles and techniques of organization will provide a
basis for effective distribution and co-ordination of functions.

1.5 Principles of Educational Management

A principle is a generally accepted truth, which is based on experience and the available information.
Henri Fayol (1916) listed principles of management with regards to human activities, They were :
• division of work
• authority, responsibility and accountability
• discipline
• unity of command
• unity of direction
• centralisation ; decentralisation
• scalar chain (the chain of command in an organisation)
• remuneration of personnel
• subordination of individual interest to general interest
• equity
• stability of tenure of personnel
• initiatives

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