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Educational Management

Notes (iii) Organising training programmes, especially for educational functionaries at the district and
sub-district levels on various aspects related to educational planning and management and
organising seminars on areas of concern.
(iv) Developing local level capacities for undertaking school mapping exercises, micro-planning
activities and facilitating participatory process of educational planning and management in
association with lower level administrative and academic bodies.
(v) Improving competencies of the supervisory staff to improve the efficiency of the educational
institutions and the system as a whole.
(vi) Providing support in handling of data pertaining to various indicators of the educational
development on which performance of districts or schools can be assessed.
(vii) Developing competencies for costing of educational plans and mobilization and utilization of
resources including preparation of budgets.
(viii) Project planning and implementation including monitoring and evaluation of projects.
(ix) Providing professional guidance to sub-state level institutions dealing with educational
planning and management.
In other words, the institute may be playing an advisory and policy support role at the state level,
conducting direct training programmes for educational functionaries, indirect training of many of
the educational functionaries and conducting research in various aspects related to educational
policy and programmes.
The organisational structure to be developed for an institute like SIEMAT may reflect some of these
concerns. Therefore, it is not desirable to suggest the type of departments that institute should have.
One of the first SIEMATs established in Uttar Pradesh at Allahbad has five departments. These
departments are : (i) Department of Policy and Planning; (ii) Department of Management; (iii)
Department of Educational Finance; (iv) Department of Research, Evaluation and, (v) Department
of Educational Management and Information System. It is important that the state governments
evolve the necessary structure depending on their requirements rather than following any given
structure for any state.

How many departments are SIEMATs in Uttar Pradesh ?

31.3 Faculty Members

In any organisation, the orientation of the faculty members will decide the nature of activities that
can be effectively undertaken. It is equally important that the specialisation of the faculty members
must match the concerns of the institution. It needs to be emphasised that people with specialization
in educational planning and management are rarely available. Therefore, these institutes may not
be in a position to recruit people who are adequately trained and experienced in the area of educational
planning. However, faculty development programmes and in-house capacity building activities can
be initiated in a sustained fashion provided that faculty members are permanent. This is an important
dimension of developing an institute. However, the experiences of the existing institutions do not
always help facilitating the faculty development programmes for various reasons :
Firstly, in some states the faculty members are drawn from the administrative cadre on a deputation
basis who can be called back at any time. These people are educational administrators who may
prefer work related to educational administration to academic activities. Moreover, even when
capacity is built in individuals it is seldom available in the institute once they return to the parent

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