Chapter II

47

CHAPTER II

ORGANISATIONAL SET-UP AND HRM MACHINERY

Organisation is a substantive mean to achieve desired goals. An organisation is basically

a group of people who are working together toward a common purpose. Barnard (1954)

defined organisation as a system of consciously coordinated activities or forces of two or

more persons. It is essentially about people and their relationship with one another. Thus

an organisation is not merely a building or structure or set of policies and procedures.

Gulick identified four bases of organisation namely, purpose, process, persons, and place.

Among these „people‟ have become the most important recently. Richard L. Daft suggests

“organisations are social entities that are goal oriented, designed as deliberately structured

and coordinated activity system, and are linked to external environment” (Daft, 2004).

Organisation in Public Administration has been defined as developing the structure for

carrying out the tasks entrusted to the chief executive and his administrative subordinates

(Graves, 1950). Though organisations differ from one another not only in their size and

shape but also in the technology they employ, the environment in which they function,

the work climate they build and the types of goals they pursue. All the organisations

whether public or private have certain common characteristics viz., i) Coordination ii)

common goal iii) division of labor iv) hierarchical structure.

Organisational Structure

Every organisation strives for effectiveness and organisational structure is a tool in the

attainment of this objective. Accordingly success of any organisation depends on its

structure, design and arrangement. “Organisational structure refers to the division of labor

as well as the patterns of coordination, communication, workflow, and formal power that

direct organisational activities. An organisational structure reflects the organisation‟s

culture and power relationships” (Ranson et al, 1980). In other words organisational

structure is basically a system of job positions, duties, policies, authority, responsibility

and their relationship. Here people form the basic input in this structure. Organisational

structure refers to the formal or informal relationship between people in an organisation

Chapter II

48

(Gomez-Mejia et al, 1995). The principal purpose of organisational structure is to control

the activities of people, coordinate their actions to achieve organisational goals. Yet a

structure largely depends on the organisation‟s objective and strategy. An organisational

structure can be managed through the process of organisational change and design and

depends on various factors namely, the management philosophy, the size of the

organisation, the type of technology they use and the external environment.

Organisations are structured deliberately to coordinate organisational resources to achieve

organisation‟s purpose. Organisational structures are frequently used as tools for change

because they establish new communication patterns and align employee behavior with the

corporate vision (Johanson, 2000) . All the organisations have following common elements :

Specialisation

Departmentalisation

Chain of command

Span of control

Centralisation and decentralisation

Formalisation

Types of Organisational Structure

Organisational structures can be classified in two main categories :

1. Formal organisational structures

2. Informal organisational structures

Formal Organisational Structures

Formal Organisation refers to an organisational structure with well defined positions and

jobs deliberately created by management for achieving its objectives. On the basis of

organisation of positions and personnel, formal structures may be classified as follows : 1)

Line Organisation 2) Functional Organisation 3) Line and Staff Organisation 4) Matrix

Organisation

Chapter II

49

Line Organisation : It is one of the oldest and most basic from of organisational

structure. All other forms of organisational structures are directly or indirectly based on

it. Line activities are those activities which are essential for achieving organisational

purpose. In this organisation, authority flows from top to lower levels. In the line of

authority there is direct vertical relationship between superior and subordinate. The line of

authority consists of those executives who are directly responsible for achieving

organisational goals. Therefore main positions in the line include those activities which

are essential for achieving organisational objectives.

Functional Organisation : This basic hierarchical structure and is most widely used

organisational structure in the world today. Functional structure of organisation is based

on the concept of functional foremanship developed by F. W. Taylor. The organisation is

subdivided into different functional units or departments and these are staffed by

specialists. Specialists are given full authority regarding their functional area. Further

functions vary according to the type of organisation. The performance of functional

organisations depends upon skill and expertise of functional managers. In functional

organisation authority does not flow from top to bottom in the line. Rather each activity

is divided according to function. And the manager having specialised knowledge of that

function is made in charge of that group.

Line and Staff Organisation : This structure is a combination of both line and functional

structures. Managers in line hierarchy are responsible for executing main functions such

as decision making regarding operation of the organisation, while functional support is

provided by staff agencies. Staff units assist line managers by providing expert advice,

suggestions and recommendations. Staff agencies also provide information to managers at

the line position. The line managers have direct authority over staff managers and their

subordinates, but staff managers have no authority over line managers and their

subordinates. The line-and-staff structures are essential to provide specialised assistance to

all mangers. These structures are appropriate for large organisations.

Matrix Organisation : Matrix organisational structure are used to execute multiple projects

efficiently. The employees are distributed into teams or projects within the organisation

on the basis of their functional expertise and the project to be undertaken. Members in a

Chapter II

50

matrix structure have a dual chain of command. Employees are required to report to their

functional manager and project manager. Thus, matrix is a combination of functional

structure and product structure. There are three conditions under which the matrix is the

preferred mode. First, two or more critical sectors such as functions, products, services,

markets, or geographic areas must be highly salient for goal accomplishment at the same

time. Second, the need to perform uncertain, complex and interdependent tasks must exist

so that a sizable information-processing capacity is required. Third, there must be a need

to realise economies of scale by utilising scarce human resources effectively (Miner,

2005).

Project Management Organisation : Project organisation is not a separate type like other

organisational structures, rather it is established within an organisation to complete

specific projects. These are temporary organisational structures. For the project specialists

are drawn from different departments under a project manager. He is responsible for

completion of project and management of resources. After completion of project, specialist

drawn from different departments go back to their respective positions. Project based set

ups are very helpful in utilising available skill and knowledge and minimising costs.

Informal Organisations

Informal organisation is result of interpersonal relationships and social interactions at

workplace. It is nowhere shown on organisational charts and exists outside the formal

authority without any rules. Informal organisations arise naturally and spontaneously from

social interactions in organisation. They have their own structures, goals and code of

conduct and based on informal authority. In a formal organisation, informal organisations

serve as an important channel of communication. The informal relationships in

organisation help its members satisfying their social needs.

Organisational Structure and Education

In education administration also organisational structure forms an indispensable part.

Education being a complex system certainly needs a profound structure to regulate the

flow of its process. While typical models of organisational structure may not be applied

to educational process so far, however some institutional models can be developed

Chapter II

51

depending upon the features and social environment of such organisations. Where large

institutions establish their own structural framework, school and other smaller institutions

try to incorporate those structure to their own process. In other words there is no

uniformity and stability regarding organisational structure in educational institutions. In

India, situation is more grim due to the public-private divide. The structural gap between

public institutions and private institutions is wide and inevitable which further complicates

the educational process and happen to be the biggest challenge for policy makers.

Moreover the present institutional structure are found incompetent to cope up with ever

changing educational policies and rules. Accordingly educational institutions need

structure in tune with their features, social environment and organisational objectives to

regulate the educational process.

Development in India Post Independence

The India Constitution, promulgated in 1950, sets out the framework for a federal

political system and lists the sectors for which the central and state governments are

respectively or concurrently responsible. Education was in the state list till 1976, later it

was placed in concurrent list by 42nd

amendment. Though the Centre and state

governments are concurrently responsible for education, Decisions regarding the

organization and structure of education is principally the concern of the states, within the

overall policy framework, each state determines independently the educational structures to

be adopted.

Central government has very restricted control over education administration and the

management of public instruction rests with the state government. The government of

India acts as a coordinating agency. The Union government accepts a larger responsibility

to implement the national and integrated character of education, to study and monitor the

educational requirements of the country as a whole in regard to human resource for

development and modernisation, to furnish the needs of research and development, to

look after international aspects of education, to promote advancement at the tertiary level

of the country. In addition central government is liable for the maintenance and

coordination of standards of higher education and technical education, general policy and

Chapter II

52

cultural associations with foreign countries. The government of India is wholly in charge

of education in centrally administered area.

Ministry of Human Resource and Development (MHRD) is the main governing agency

of Government of India at Central level. It was reconstituted from Ministry of Education

in 1985. It is responsible for all matters of pertaining to education including overall

planning of programmes and providing guidance for their implementation. Besides policy

formulation, the ministry shares with the states the responsibility for educational

planning. The MHRD is headed by a Cabinet Minister of the Union government. The

ministry has two departments : the Department of School Education and Literacy which

deals with primary education, secondary education, adult education and literacy, and the

Department of Higher Education which deals with university education, technical

education, distance learning, language education, etc. both the departments are under the

charge of a Minister of State who is advised at the official level by the Secretary to the

department, assisted by Additional Secretary and Educational Advisor on academic and

policy matters of education. The Department of School Education and Literacy consists of

several bureaus, each of which is headed by a Joint Secretary or Joint Education

Advisor. These officials are assisted by Directors, Deputy Secretaries or Deputy

Education Advisors, who are the Divisional Heads. They are further assisted by Under

Secretaries or Assistant Educational Advisors, who have one or more sub-divisions under

them.

In each state, there is a secretariat for education and separate directorates for higher

education, school education, technical education and adult and non-formal education. The

state level administration lays down educational policy and regulates the educational

system. The head of the district education administration is a District Education Officer

with several deputies and sub-deputies who together inspect and supervise the schools.

The 1986 National Education Policy laid emphasis on decentralised micro-level planning

and management of education. The infrastructure and institutional support is being

strengthened at the district level. The heads of schools set school timetables, maintain

discipline among pupils and supervise the work of teachers. Education in the Indian

Chapter II

53

republic is at present under the control of three bodies : Central governments, State

governments and local bodies.

State governments are fully autonomous in regard to their educational programmes except

for which they receive grant-in-aid from the central government. The boards of Education

in each state occupy a vital position as they lay down the courses of study, and in some

states prepare curriculum and other instructional materials, stipulate standards of

achievement of pupils, and pass judgment on the performance of learner.

Ministry of Human Resource Development (MHRD)

Department of School Education and Literacy deals with elementary education, secondary

education, adult education, vocational education and teacher education. Secondary

education is managed through various schemes of central government :

Rashtriya Madhyamik Shiksha Abhiyan (RMSA) : the scheme was launched in

March, 2009 with the objective to boost access to secondary education and to

improve its quality. The scheme targets to achieve an enrolment rate of 75 percent

at secondary level within 5 years of implementation of the scheme by providing a

secondary school within a accessible distance of any habitation. The other

objective is improving quality of education at secondary level through uniform

norms, removing gender, socio-economic, and disability barriers, providing

universal access to secondary education by the end of 12th

Five Year Plan (2017)

and achieving universal retention by 2020. The scheme is being implemented by

the state government societies established for implementation of the scheme. The

central and state share is released to the implementing agency directly with a

funding pattern of 75:25 between Centre and States. Though, funding pattern was

90:10 for special category and North Eastern States.

Information and Communication Technology (ICT) : this scheme was launched in

December, 2004 to develop ICT skills in students at secondary stage and to

promote computer aided learning process. The scheme provides support to

States/UTs to establish computer labs on sustainable basis. It also targets to

establish smart schools in Kendriya Vidalayas and Navodya Vidalayas. The

Chapter II

54

scheme was revised in 2010. The scheme currently covers Government and

Government aided Secondary and Higher Secondary Schools. Financial assistance

is provided to schools for procurement of computers, educational software, training

of teachers, development of e-contents, internet connectivity and set up of smart

schools. Financial assistance is given to States, CIETs and SIETs on the basis of

the approvals accorded by Project Monitoring and Evaluation Group (PMEG)

chaired by Secretary (School Education and Literacy). The funding pattern between

Centre and States is 75:25 except for the North Eastern States.

Model School Scheme : The Model School Scheme was launched in November,

2008 in response to prime Minister‟s Independence Day speech of 2007. The

scheme aims to provide quality education to talented rural children through setting

up of 6,000 model schools as benchmark of excellence at block level at the rate

of one school per block. The scheme has two modes of implementation – (i) 3,500

schools are to be set up in educationally backward blocks (EBBs) through

State/UT Governments , and (ii) other 2,500 schools are to be under Public-Private

partnership (PPP), in blocks which are not educationally backward. Setting up

model schools in EBBs through state/UT Governments is being executed from

2009-2010 and setting up of model schools under PPP mode, in blocks which are

not educationally backward has been initiated from 2012-13. Modalities for

establishing the remaining 1,000 schools have not yet been finalised.

Girls‟ Hostel Scheme : this scheme was launched in 2009-10 to set up a 100-

bedded Girls‟ Hostel in each of 3479 Educationally backward blocks (EBBs) in

the country. The main objective of the scheme is to retain the girl child in

secondary school and providing easy access to secondary education to a larger

number of girl students. the target group of the scheme is girl students in the age

group of 14-18 yrs studying in classes IX and XII belonging to SC, ST, OBC,

Minority Communities and BPL families. Students passing out of Kasturba Gandhi

Balika Vidhayalaya (KGBV) will be given preference in admission in hostels. At

least 50 per cent of girls admitted will be from SC, ST, OBC and Minority

Communities.

Chapter II

55

Inclusive Education of the Disabled at Secondary Stage (IEDSS) : the scheme of

IEDSS was initiated in 2009-10. This scheme replaces the earlier scheme of

Integrated Education for Disabled Children (IEDC) and would provide assistance

for the inclusive education of the disabled children in classes IX-XII. The main

objective of the scheme is to facilitate all students with disabilities, after

completing eight years of elementary schooling, to pursue further four years of

secondary schooling in an inclusive and enabling environment. The implementing

agency for this scheme is the School Education Department of the State

Governments/ UTs Administrations. They may involve NGOs having experience in

the field of education of the disabled in the implementation of the scheme. All

the assistance for items covered in the scheme is provided by Central Government

on 100 percent basis. The State Governments are only required to make provision

for a scholarship of Rs 600 per disabled child per annum.

Incentive to Girls for Secondary Education : The centrally sponsored scheme was

launched in May, 2008 to promote enrolment of girl child in the age group of

14-18 at secondary stage, especially those who passed class VIII and to encourage

the secondary education of such girls. The scheme includes all SC/ST girls who

pass class VIII. A sum of Rs. 3,000/- is deposited in the name of eligible girls

as fixed deposit. The girls are entitled to withdraw the money along with interest

thereon on reaching 18 years of age and on passing 10th

class examination.

State/UT Governments, Local Bodies and private Aided schools will be the

implementing partners. The amount of incentive is released to is released to the

State/UT Governments for depositing the same in favour of eligible girls.

National Means cum Merit Scholarship Scheme (NMMSS) : The centrally

sponsored scheme NMMSS was launched in May, 2008. The objective of the

scheme is to award scholarships to meritorious students of economically weaker

sections to prevent their drop out at class VIII and encourage them to continue

the study of secondary stage. Under this scheme scholarship of Rs. 6000/- per

Chapter II

56

annum per student is awarded to selected students every year for study in classes

from IX to XII in Government, Government aided and local body schools. There

is quota of scholarship for different States/UTs. Students with parental income not

more than Rs. 1,50,000/- from all sources, are eligible to avail the scholarships.

The selection of students for the scholarship is being made on the basis of merit

established through an examination conducted by the respective States/UTs along

with the National Talent Search Examination (NTSE). Scholarships are disbursed

by the State Bank of India directly into the accounts of students on quarterly

basis.

Vocationalisation of Secondary Education : The centrally sponsored scheme for

Vocationalisation of Secondary Education at +2 level is being implemented since

1988. The revised scheme is in operation since 1992-93. The scheme provides for

diversification of educational opportunities so as to enhance individual

employability, reduce the mismatch between demand and supply of skilled

manpower and provides an alternative for those pursuing higher education. under

this scheme financial assistance is provided to States/ UTs to set up administrative

structure, area vocational surveys, preparation of curriculum, text book curriculum

guides, training manual, teacher training programme, strengthening technical

support system for research and development, training and evaluation etc. It also

provides financial assistance to NGOs and voluntary organizations for

implementation of specific innovative projects for conducting short term courses.

Under 12th

Five Year Plan the scheme would be implemented from class IX

onwards, unlike the preceding provision for its implementation from class XI, and

would be subsumed under RMSA.

Financial Assistance for Appointment of Language Teachers : The scheme was

brought together in 10th

Five Year Plan and revised in 2008-09. Under this

scheme the Government of India provides financial assistance for appointment of

language teachers in government schools for promotion of national language as

Chapter II

57

well as Urdu and other Modern Indian languages like Kannada, Malayalam, Tamil

and Telugu in the country. The scheme is implemented under three parts :

i. Hindi teachers in the non-Hindi speaking states.

ii. Urdu teachers in the schools of those districts that have a more 25 per cent of

population from Urdu speaking community.

iii. Providing of Modern Indian language teachers to teach a third language in

those schools of the Hindi speaking States/UTs that demand them.

National Awards for Teachers : The scheme was initiated in 1958. National

Awards are given to teachers by the President of India on 5th

September every

year to give recognition to meritorious teachers working in primary, middle and

secondary schools. Each State/UT/Organisation has an allotted quota based on the

number of teachers. The scheme covers teachers of the schools affiliated to

Central Board of Secondary Education (CBSE), including teachers of independent

affiliated schools situated abroad, Council for Indian school Certificate

Examination (CISCE), Sainik School, Kendriya Vidyalya Sangathan (KVS),

Navodya Vidyalaya Samiti (NVS), Central Tibetan School Administration (CTSA)

and schools run by the Atomic Energy Education Society. Presently there are 374

awards out of which 20 awards are reserved for Sanskrit, Persian and Arabic

teachers.

Other autonomous organisations such as Central Board of Secondary Education (CBSE),

Central Tibetan Schools Administration (CTSA), Kendriya Vidyalaya Sangathan (KVS),

National Council of Educational Research and Training (NCERT), National Council for

Teacher Education (NCTE), National Institute of Open Schooling (NIOS) and Navodya

Vidyalaya Samiti (KVS) works as supporting agencies for distribution and development

of education at central level.

Chapter II

58

Administrative Structure of Punjab Education Department

Education department is headed by Education Secretary. Policy matters are decided

at the level of Education Secretariat. At department level the school administration

is controlled by Director General School Education (DGSE) . He also acts as

special secretary of school education and State Project Director (SPD). As a SPD

he is assisted by a Deputy State Project Director, Assistant State Project Director,

Deputy Manager and Assistant Manager.

At headquarter level Director Public Instruction (SE) and Director Public

Instruction (EE) are the heads of secondary and elementary education respectively.

At the district level, District Education Officer (Secondary) and District Education

Officer (Elementary) acts as head of Secondary and Elementary education

separately. 20 districts are provided with the posts of District Education officer

(DEO) except 2 districts viz. Moga, Mukatsar and Nawanshar in which DEO

(Secondary) is officiating as DEO (elementary) also. In the newly created districts

of Fazilka and Pathankot , temporary charge has been given for secondary and

elementary DEOs. Though permanent posts are to be created in near future.

At block level there are Block Primary Education Officers (BPEO) for primary

schools. However Secondary schools are directly administered by DEO (Secondary).

State Council of Educational Research and Training (SCERT) which is headed by a

director , provides leadership for effective implementation of assigned programmes for

bringing qualitative improvement in School.

Chapter II

59

Administrative Set Up at State Level

Education Minister

Chief secretary

Principal Secretary/Secretary

Director General School Education-cum-State Project Director

Deputy State Project Director Chief Accounts Officer(CAO)

Assistant State Project Directors Assistant Manager (Finance)

Deputy Managers Statistical Officers Accountant Cashier

Assistant Managers

Figure 2.1

Chapter II

60

Administrative Setup at District Level

DEO (SE)-cum-District Project Officer (RMSA

District Project Coordinator (RMSA)

District Resource persons

Accountants

Data Entry Operators

Figure 2.2

Punjab ICT Education Society : Information Communication Technology (ICT) project

has been started to impart computer education to all students of class VI to XII. ICT is

universally acknowledged as an important catalyst for social transformation and national

progress. Punjab Government has constituted „Punjab Information Communication

Technology Society‟ (PICTES) to manage ICT project in Punjab.

State Project Office (ICT)

Director General School Education

Deputy State Project Director (ICT)

Finance Wing Technical wing Administrative Wing

Chief Accounts Officer

AM (Software) AM(Hardware) AM(Adm)-2

Figure 2.3

Chapter II

61

District Project Office (PICTES)

DEO

Dist. ICT Coordinator Project Coordinator-5 Asst. Manager(Fin)5

(Amritsar,Bathinda,Jalandhar, (Amritsar,Bathinda,

Patiala & Moga) Jalandhar,Patiala &

Moga)

Figure 2.4

Punjab Education Development Board : In the year 2007 Punjab Education

Development Act was amended in 1998 to establish Adarsh Schools in the State of

Punjab. The Punjab Education Development Board was established in January, 2008, with

the objective to establish Adarsh Schools in the state, to provide free and quality

education to the poor and deserving students. Till now , 128 sites have been identified to

open Adarsh Schools from pre-nursery to 10+2 classes. Presently 24 Adarsh Schools are

being run under Public-Private Partnership Mode in the state.

EDUSAT : The Government of Punjab has set up Punjab Edusat Society to provide

quality education to the government educational institutions of Department of School

Education, Higher Education, Technical Education and Medical Education. Punjab Edusat

Society has set up one Hub and three studios in the premises of Punjab School

Education Board. Independent programmes of Higher education as well as Technical

Education are being broadcast from here only. All the studios have been equipped with

the State of the Art equipment and peripherals. Presently 3823 educational institutions are

being covered under Edusat network and 3150 Edusat Computer Libraries (E-Libs) are

being set up in Government Senior Secondary and High Schools to help the students and

subject teachers to view the Edusat and CAL multimedia content. 1003 portable Gensets

have been provided to the government institutions to meet the power failures.

Chapter II

62

State Project Office (EDUSAT)

Director general School Education-cum-Project Director

Deputy State Project Director (EDUSAT)

GM (Technical) GM (F &A)

Studio Engineer/Technician/

JE/Electrician AM(Adm) AM(Finance)

Accountant/Stenographer/Office Assistant/

Data Entry Operator

Figure 2.5

District Project Office (EDUSAT)

District Project Officer

District Education Officer (SE)

District EDUSAT Coordinator

SIT In charge School EDUSAT Coordinator SIT Care Taker

Figure 2.6

Chapter II

63

Administrative Structure of Chandigarh Education Department

Education department is headed by Education Secretary. All the policy matters are

decided at the level of Education Secretariat.

For the proper control of education administration, separate Head of Department

Viz. Director Public Instruction (School) look after school education.

To redress public grievances DPI (School) is assisted by Registrar Education

(schools), Deputy Director and Assistant Director and District Education Officer,

UT, Chandigarh.

District Education officer is directly responsible for the supervision of schools which are

headed by Principal/Headmasters.

Adviser to Administrator

Education Secretary

Director of Public Instructions (Schools)

Deputy Director School Registrar (Schools)

Education (I&II)

Superintendent (I&II)

DEO

Assistant Controller (F&A)

Deputy DEO(I&II)

Section Officer (I&II)

Assistant Director Assistant Director

Vocational Education Adult Education Administrative Officer

Figure 2.7 Public Relations Officer

Chapter II

64

Vocational Education : Education Department, Chandigarh introduced Vocational

Education in Government Senior Secondary Schools of Chandigarh in the year 1987-88

at 10+2 stage. Presently there are 19 vocational courses in 23 Government Senior

Secondary Schools of Chandigarh Administration. These courses are largely subdivided

under four heads namely, Home Science, Health and Para-Medical, Engineering and

Commerce. All the courses offered are skill oriented and are meant to make students

employable in changing economic scenario.

Adult Education : The Adult Education Unit of Chandigarh Administration has set up

400 Continuing Education Centers under National Policy of Education for literacy of

illiterates and neo-literates of 12 villages besides labor colony and slum areas which are

run 400 Preraks. These Preraks are further supervised by 40 Nodal Preraks thus having

10 Preraks under one Nodal Prerak. The scheme of Continuing Education Project was

started in 1999-2000. It is being 100% funded by Chandigarh Administration. At present

it runs 190 Continuing Education Centers (CECs) to literate the illiterates of rural/slums

dwellers of Chandigarh. Under this programme Self Help Groups (SHGs) have also been

started to help the learners by making them self reliant. These groups are provided loans

by banks. At present there are 150 Self Help Groups (SHGs) in Chandigarh.

Administrative Set Up for Adult Education

Deputy Director Adult Education-2

Assistant Director Adult Education-2

Office Superintendent-1

Accountant-1

Senior Assistant-3

Clerk-1

Steno-1

Peons-2

Driver-1

Contingent Staff-2

Figure 2.8

Chapter II

65

Regional Institute of English : The Regional Institute of English was established in

1963 for qualitative improvement in the teaching of English at the secondary level. It

caters to the English Language teaching needs of the northern region, Punjab, Haryana,

Himachal Pradesh, J&K and Chandigarh. The Institute meets the objective of teacher

training through a variety of courses and workshops. It runs two 3 month PGCTE (Post

graduate Certificate in the Teaching of English) programme for school teachers besides

refresher courses for college lecturers, training programmes for primary school teachers

and orientation programmes for learners from all areas.

Deputy Director Adult Education-2

Assistant Director Adult Education-2

Office Superintendent-1

Accountant-1

Senior Assistant-3

Clerk-1

Steno-1

Peons-2

Driver-1

Contingent Staff-2

Figure 2.9

Chapter II

66

Findings and Conclusion

This chapter is focused on organisational structure of education system in India with

reference to state of Punjab and Union Territory of Chandigarh. The data in this chapter

is majorly based on secondary sources. Following results have been observed during the

study.

1. Central government has very restricted control over education administration and

the management of public instruction rests with the state government. The

Government of India acts as a coordinating agency. Ministry of Human Resource

Development (MHRD) is the main governing agency of Government of India at

central level. MHRD works for the development of education with the help of

other supporting agencies.

2. In Punjab Education Department is headed by Education Secretary. Policy matters

are decided at the level of education secretariat. At department level the school

administration is controlled by Director General School Education (DGSE). At

headquarter level Director Public Instructions (SE) and Director Public Instructions

(EE) are the heads of secondary and elementary education respectively. At district

level, District Education Officer (Secondary) and District Education Officer

(Elementary) acts as head of secondary and elementary education separately. At

block level there are Block Primary Education Officer (BPEO) for primary

schools. Secondary schools are directly administered by DEO (Secondary).

3. State Council of Education Research and Training (SCERT), Punjab Information

and Technology Society (PICTES), Punjab School Education Board (PSEB) and

Edusat Society works as supporting agencies for distribution and development of

education in Punjab.

4. Chandigarh being a Union territory comes under the purview of Central

Government. Chandigarh Education Department id headed by Education Secretary.

All the policy matters are decided at the level of Education Secretariat. Director

Public Instructions (Schools) look after school education as a separate head of

department. He is assisted by Registrar Education (Schools), Deputy Director and

Assistant Director and District Education Officer, UT, Chandigarh.

Chapter II

67

Additional Observations

Organisational set-up in education departments of Chandigarh was found better

than Punjab as far as functional aspects of organizational structure are concerned.

The procedure of coordination, distribution of responsibility, supervision is quite

healthy in Chandigarh as compared to Punjab.

In case of school administration, management systems are not very satisfactory

specifically in Punjab. There is lack of leadership and coordination among teaching

staff and between teaching and non-teaching staff at school level.

Absence of accountability of teachers comes out to be a major problem in school

administration.

The other major problem is shortage of teaching and non-teaching personnel

particularly in Punjab. Due to shortage of staff in schools of Punjab most of

clerical work is done by teachers and other staff.

Chapter II

68

REFERENCES

1. Barnard, Chester I. (1954). The Functions of Executive, Harward University Press :

Massachusetts, p. 53.

2. Daft, Richard L. (2004). Organization Theory and Design, Thomson Asia Pte. :

Singapore, p. 11.

3. Graves, W. Brooke. (1950). Public Administration in a Democratic Society, D.C

Heath & Company : Boston, p. 491.

4. Ranson S., Hinings, R., & Greenwood R. (1980). The Structuring of Organizational

Structure, Administrative Science Quarterly, Vol. 25, pp. 1-14.

5. Gomez-Mejia, Luis R., Balkin, David & Cardy, Robert L. (1995). Managing Human

Resources, Prentice Hall International USA, p. 81

6. Johanson, Jan-Erik. (2000). Intraorganizational Influence, Management Communication

Quarterly, Vol. 13 (3), February, p. 393-435.

7. Miner, John B. (2005). Organizational Behavior : From Theory to Practice, M. E.

Sharpe, p. 254.