Page 262 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes In case of internal organization facility for co-operation and co-ordination is provided and
there is a common policy, theory of education, technology, philosophy and aims for all.
Authoritarian organizations are found, in the countries of the world, in different forms. One
of these was named by Barr long ago. It is extrinsic-dualistic organization.
(ii) Democreatic Organization, in most respects, is diametrically opposed to the autocratic
organization. Authority is based on superiority of knowledge, skills and capacity and not on
legal sanctions.
• Principles of Democratic Organizing
• In India we have accepted the democratic philosophy of life and education. “The enunciation
of a democratic philosophy of education and the analysis of the implications of such a philosophy
for the schools have caused many to reconsider their way of working with people.
(i) The Principle of Participation : The principles of democracy necessitate wider and fuller
participation of educational workers, laymen and experts, administrators, teachers, students
and members of the public.
(ii) The Principle of Coordination : Cooperative determination of policies, procedure, structure
and relationship of machinery raises the important administrative problem of coordination.
(iii) The Principle of Leadership : Democratic procedure is slow but sure. We have seen earlier
that in a democratic organizaton authority is replaced by leadership and power and
responsibility are shared by all school officials, administrators, teachers, pupils and the
community.
(iv) The Principle of Flexibility : Democratic organization is dynamic and flexible. A supervisor
cannot “strike off at one point in time an organizational pattern that will remain adequate
through a long tenure in office ...changing purposes in education call for different or additional
specialized services that must be provided.
(v) The Principle of Rotation : Thinkers and writers on administration have pointed out that
continued exercise of authority brings deterioration in the administrator’s behaviour.
(vi) The Principle of Group Discussion : Mention has already been made that democratic
organization relies on the formulation of policies and plans and their implementation through
group discussion and group decision.

• Functional Way of Organizing Supervisory Programmes
• An entirely different point ot view on organizing supervisory, programme has been presented
by Burton and Brueckner. Their organizational types are based on the specific objectiye to be
achieved. Looking from this point of view there are, depending upon the objective to be achieved,
four types of organizations of supervisory programmes : (1) Creative (2) Constructive (3)
Preventive (4) Corrective.
• It is difficult to describe the supervisory organization of Education in India as there is no one
pattern of this in the country. Education in India had been a state subject till recently. It has
been put, now, on the concurrent list. But, the organization and control of education is still
within the preview of the states.
• The National Institute of Educational Planning and Administration, New Delhi has classified
all Indian States and union territories into four categories. Their classification is based on the
number of structural layers.

• The four states of Manipur, Meghalya. Nagaland and Tripura and the Union territories of
Arunachal Pradesh, Goa and Pondicherry have a two-tier system of educational administration
— the state level and the district level.

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