Page 187 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Unit 15: Participation of Stakholders in Educational Management

beliefs rather than school law. In addition, each geographical area is subject to present different Notes
beliefs and values. Therefore, the parent’s position on the nativity scene may be dependent on his
or her value system or the area he or she lives.

15.1.4 Students
Educational institutions were incepted for the purpose of providing free schooling for all children.

15.2 Role of Central Government in Educational Management

Since independence, the Central Government has been spending increasing amount of money on
education. The contribution of the Central Government and State Governments have increased
form 57.1 percent in 1950-51 to about 72 percent at present. Central government accounting for 7
percent and the State Government for about 75 percent. The contribution is likely to be increased to
about 90 percent by 2012. The following are the important reasons for this increase.
1. The Central Government must assists the State in realising the constitutional provisions for
providing compulsory primary education in the age group 6 to 14
2. The Central Government must assist the backward States for providing better educational
opportunities.
3. The Central Government has large resources for collecting finances.
4. Central funds must be utilised for providing equality of opportunities for all.
The Central Government assists the States for educational development in three ways :
1. Central Government performs educational functions through NCERT. U.G.C., Central
Universities, Central Schools Organisation, etc.
2. Central Government (MHRD) sponsor schemes fully financed by it but implemented by the
States.
3. Central government partially finances some programmes planned and implemented by the
Governments.
Financing Educational Plans

Education in India is a state responsibility and the bulk of educational expenditure i.e., about 65
percent, is born by the States. The Finance Commission transfers adequate resources at the end of
each plan to each State under : (i) Share in Income Tax, (ii) Share in Excise, and (iii) Lump-sum
grant-in-aid.

Creating Resources
There are usually two approaches adopted in the preparation of plans for national development.
However the main objective of each approach is to get the most and best educational results for the
effort expended and to maximise education’s contribution to each individual and to the whole
society.
The following are the two main approaches which determine the allocation of resources. Both,
however are interlinked and one cannot be separated form the other.
(1) Social Considerations : Under the first approach, the educational goals of a country are first
determined with reference to its past traditions, comparison with advanced countries and the
needs of the new society which it desires to create. The financial implications of these goals are
then worked out, and an attempt is made to raise the funds needed for educational development.
The usual experience in this approach, however, is that the finances required for supporting
and educational programme which the nation desires to have, are not an educational programme
which the nation desires to have, are not likely to be available in the near future, and in some
cases, they are found to be even large than the entire public expenditure of the country in all
sectors.

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