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SYLLABUS
PROFESSIONAL DIPLOMA IN EDUCATIONAL
MANAGEMENT (PDEM)
DEPARTMENT OF EDUCATIONAL ADMINISTRATION
FACULTY OF EDUCATION AND PSYCHOLOGY 9/28/2015
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RULES AND REGULATIONS FOR THE COURSE:
1 OPDEM 1. ELIGIBILITY FOR ADMISSION
A candidate seeking admission to the course leading to the Professional Diploma in
Educational Management (PDEM) must satisfy the following conditions:
1. He/She must possess any of the following degrees:
(a) Bachelor of Education (B.Ed.)
(b) Bachelor of Arts in Education (B.A. Ed.) (Either 3 year degree or the 4 year integrated
course)
(c) Bachelor of Arts (B.A.) with Education as a major subject of specialization or any other
degree recognized as equivalent thereto.
(d) Any Post Graduate Degree or its equivalent
(e) Any graduate with PTC / ECCE/HRD/HRM/D.El.Ed …equivalent courses
(f) Any candidate with two years of teaching /administrative experience in schools along with
Bachelor’s degree in any discipline.
OPDEM 2: DURATION OF THE COURSE
A candidate admitted to this course shall undergo a regular course of study for one academic
year (2 semesters)
O PDEM 3: COURSES OFFERED AND CREDIT SYSTEM
The following is the details of Foundation papers, Core papers and Optional Papers with its
credit to be offered by each student.
Papers Credits
A. Foundation Papers 09
B. Core Papers 21
C. Optional Papers 06
D. Viva-Voce Internal 01
E. Viva-Voce External 01
F. Internship 02
Total= 40 credit
Note: One credit equal to 15 hrs of teaching-learning by a student.
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ODEM 4: ATTENDANCE
The candidate must have 80% attendance in each of the courses mentioned above during both
the semesters.
ODEM 5: SCHEME OF EVALUATION
a. The student’s performance in each of the courses will be assessed on the basis of
periodical test/Assignment during the semester having a weightage of 30% and one
comprehensive test at the end of the semester, having a weightage of 70%. Papers having
100% internal assessment by teachers are indicated.
b. Two assignments may be given or one periodical test and one assignment may be given
during the semester for Internal evaluation by the concerned teacher.
As per the evaluation system of the M.S. University, the common system given below
shall be followed
EVALUATION SYSTEM FOR PDEM
Grade
Points
Description % of Marks Grade Range
10 Outstanding 90.01%-100.00% O 9.01-10.00
9 Excellent 80.01%-90.00% A 8.01-9.00
8 Very Good 70.01%-80.00% B 7.01-8.00
7 Good 60.01%-70.00% C 6.01-7.00
6 Fair 50.01%-60.00% D 5.01-6.00
5 Average 40.01%-50.00% E 4.01-5.00
4 Dropped/Fail Up to 39.99% F Up to 3.99
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The overall grades in this course will be calculated on the basis of the grade points obtained
on each of the courses. The student’s grades will be calculated as illustrated below.
Sr. No. A-Foundation Courses Credit Grade
Obtained
Grade
point
Total grade
point
1 EEA-4101 3 B 8 24
2 EEA-4102 3 C 7 21
3 EEA-4103 3 D 6 18
4 EEA-4104 3 A 9 27
5 EEA-4105 3 C 7 21
6 EEA-4106 2 B 8 16
8 EEA-4107 1 B 8 8
9 EEA-4201 3 E 5 15
10 EEA-4202 3 D 6 18
11 EEA-4203 2 D 6 12
12 EEA-4204 5 B 8 40
13 EEA-4001A-(Optional-1) 3 B 8 24
14 EEA-4002- (Optional-2) 3 B 8 24
15 EEA-4205 (Viva Extl) 1 B 8 8
16 EEA-4206 Internship 2 B 8 16
Total Credits 40 292
Average Grade Point=292/40=7.30
Grade Obtained: B Grade = Very Good (Passed with First Class)
ODEM 6: STANDARD OF PASSING
To qualify for the Professional Diploma in Educational Management, a candidate must obtain
at least “E” grade in each of the courses offered as well as in the aggregate.
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1. AWARDS TO MERITORIOUS STUDENTS:
1. Dr. P.B. Dektawala Gold Medal for the First Rank holder in the PDEM final
examination.
2. Prof. T.K.N. Menon cash prize of Rs. 50.00 to First Rank holder in the PDEM final
examination.
3. Prof. T.K.N. Menon cash prize of Rs. 40.00 to Second Rank holder in the PDEM final
examination.
DETAILS OF THE PAPERS
The following are the papers offered at PDEM course
Paper
Sr. No. A- Foundation Courses Credit
1 EEA- 4101-Management of Education : A Systemic view 3
2 EEA- 4102-Organizational Behaviour and Management of Education 3
3 EEA- 4103-Leadership and Motivation in Educational Management 3
B - Core Papers
1. EEA- 4104-Methodology of Action Research 3
2. EEA- 4105-Resource Management in Education 3
3. EEA- 4106- Preparation and Presentation of Action Research Proposal 2
4. EEA-4201- ICT in Educational Management 3
5. EEA- 4202- Communication and Decision Making in Management of
Education 3
6. EEA- 4203- Preparation and Presentation of Conceptual paper 2
7. EEA 4204- Action Research Report Submission 5
* C- Optional Papers ( one in each semester (3 +3)
Students may earn these credits by taking any two courses from the ‘C’ group
from the Department or any other faculties within the M.S. University of
Baroda/ institutions from India or abroad by choosing equivalent course/paper
with the prior approval of the Department.
1. EEA- 4001-A: Management of early childhood education 3
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2 EEA- 4001-B: Management of early childhood education 3
3. EEA- 4002-A: Management of primary education 3
4. EEA- 4002-B: Management of primary education 3
5. EEA- 4003 -A: Management of secondary education 3
6. EEA- 4003 –B: Management of secondary education 3
7. EEA- 4004-A: Management of higher education 3
8. EEA- 4004-B: Management of higher education 3
D Internal and External Viva-Voce (1+1 Credits) + Internship (2 credit)
1. EEA- 4107-Viva –Voce (Internal)
EEA- 4205- Viva-voce (External)
1
1
2. EEA—4206- Internship 2
Total Credits 40
SEMESTERWISE COURSE DISTRIBUTION AND WEIGHTAGE TO INTERNAL
AND EXTERNAL EXAMINATION OF EACH PAPER
SEMESTER-I (PDEM)
Course No. Course Name Marks to Internal
and External
Credits
EEA-4101 Management of Education : A
Systemic view
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-4102 Organizational Behaviour and
Management of Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-4103 Leadership and Motivation in
Educational Management
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA- 4104 Methodology of Action Research 30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA- 4105 Resource Management in Education
30 Internal
+ 70 Comprehensive
3
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= 100 Marks
EEA- 4106 Preparation and Presentation of an
Action Research Proposal
Internal
= 50 Marks
2
EEA- 4107 Viva-voce ( First semester) Internal Internal
= 25 Marks
1
Total Marks =575
Total Credits= 18
SEMESTER-II (PDEM)
Course
No.
Course Name Marks Credits
EEA-
4201
ICT in Educational Management
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4202
Communication and Decision
making in Management of
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4203
Preparation and Presentation of
Conceptual paper
100 Internal
= 50 Marks
2
EEA-
4204
Writing of Action Research
Report
100 External
=200 Marks
5
OPTIONAL PAPERS ANY TWO
EEA-
4001-A
Management of Early Childhood
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4001-B
Management of Early Childhood
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4002-A
Management of Primary
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4002-B
Management of Primary
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4003-A
Management of Secondary
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
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EEA-
4003-B
Management of Secondary
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4004-A
Management of Higher
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4004-B
Management of Higher
Education
30 Internal
+ 70 Comprehensive
= 100 Marks
3
EEA-
4205
Viva- voce (External) 100% External=25
marks
1
EEA-
4206
Internship 100% Internal= 50
Marks
2
Total Marks =725
Total Credits= 22
SUMMARY OF MARKS
PDEM Marks Credits
First Semester 575 18
Second
Semester
725 22
Total 1300 40
SEMESTER – I
Semester-I EEA-4101-Management Of
Education: A Systemic View
CREDIT 3
HOURS 45
OBJECTIVES: (a) gain a systemic view of management of education
(b) Aware of the various sub-systems operating within the Management
dimension of Educational system
(c) Understand the crucial role of Managing the various Educational sub-
systems;
(d) Critically examine and understand the issues related to policy-making,
policy execution and policy appraisal in education.
COURSE CONTENT
UNIT-I
The Educational System: A Systemic view
15 hrs. Educational System: Macro and Micro dimensions, Relationship with
sub-system.
Management of Education- a Systemic view
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(a) Goals and Values
The ideal nature of educational goals
Translation into specific objectives
(b) Technology-
Knowledge, Skills, Materials: Gadgets
(c ) Structure-
Collegial Vs Bureaucratic
Organic Vs Mechanistic
(d) Psycho-Social Dimensions
1) The Psychological Dimensions
2) The Sociological dynamics
UNIT-II
The Crucial Managerial dimensions
15 hrs.
a) Planning
b) Co-ordinating
c) Evaluating
d) Organizing
e) Directing
f) Monitoring
UNIT-III
Role of Policy in the Management of Education
15hrs.
a) Policy making
b) Policy execution
c) Policy appraisal
d) Relevant Educational Policies with specific reference to India.
(Since 1947)
e) Some emerging issues;
i. Centre- State Relationship
ii. Centralization- Decentralization
iii. Control-Autonomy
iv. Accountability
v. Role of Macro level Authorities in management of
Education at each level.
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
UNIT-I:
1. Visit any educational institution and meet the head of the institution. Find out from him/her the following :
(i) Goals and values of that institution. (General & Specific)
(ii) Techniques, methods and skills used in the institutions for class from teaching.
2. Visit any two educational institutions of the same level and size. Collect the following information from the
heads, teaching and non-teaching staff of those institutions.
(i) Structure of management followed in the institution.
(ii) Note down from the rules and regulation of the institution about the roles and responsibilities of people
in the institution at different levels.(Govt. & Institutions Rules).
(iii) Number and nature of groups and subgroups in the institution. Interrelationship of people in the
institution.
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UNIT-II
In consultation with the head of an educational institution, select any programme to be organized in the near
future. You observe the programme from day one, about its planning, organizing, co-ordinating, and evaluation.
In the end, prepare a report and submit your report to the teacher concerned of the course, for evaluation
purpose.
UNIT-III
1. Visit any educational institution and find out from the manager as to what are their policies, if they have
any, find out the following from him.
(i) How have they formulated the policies?
(ii) What care has been taken to execute them?
(iii) How has they been appraised?
2. Prepare a two page not on the main points recommended by the National Policy on Education 1992,
MHRD. Govt. of India.
3. Write the constitutional provisions about, the role of state and Centre in our Indian Constitution.
4. Visit a school, where the Principal will be managing everything and visit another school of the same level
and size where the Principal has given most of his work to be managed by his colleagues. You observe the
efficiency of management in both the institution. Give your critical remarks.
REFERENCES
1. Banghart, F.W.A. (1969). Educational systems Analysis, Macmillan Co; London
2. Bhatt K.S. & Ravishankar S. (1985). Administration of Education: New Perspectives and View Points,
Delhi
3. Bush T. and Kogen M. (1994). Directors of Education, George Allem and Urwin,London
4. Derek, T. and Jane W. (1994). The Reality of School Management Basil Blackwell , Ltd.
5. Getyels, J.W, et al (1968). Educational Administration as a Social Process. Harper & ROW, New York,
6. Kaufman, R. A. (1972). Educational System Planning, Prantice Hall Inc;N. Jersey
7. McGrath, J.H. (1972). Planning Systems for School Executives. In text Educational Publishers S.
Francisco
8. Shukla M.C. (1998). Business Organisation and Management , New Delhi
9. Tyler, W. (1988). School Organization: A Sociological Perspective- Crown Helm, London
10. Umans, S. (1972). Management of Education, Pitman publishing , London
11. Vashit S.R. (1994). School Aministration, Anmol Publication, New Delhi
12. Wali B,M. & Yalawar Y.B. !998). Business Management and Policy, Delhi
13. Weihrich & Knootz H. (1993). Management: A Global Perspective (10th Edition), Mc. Grow Hill INC,
New York
14. Weihrich &Knootz H. (1990). Essentials of Management (5th Edition), Mc. Grow Hill INC, New York
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Semester-I EEA-4102: ORGANIZATIONAL
BEHAVIOUR AND
MANAGEMENT OF
EDUCATION
CREDIT 3
HOURS 45
OBJECTIVES: a) Understand organizational behavior (OB) as a concept in
management of education;
b) Understand the individual and the group dynamics as components of
OB, with special reference to personality, motivation and leadership;
c) Understand and appreciate conflict as an inescapable phenomenon
that needs to be managed productively.
COURSE CONTENT
UNIT-I
Organizational Behavior: Meaning and Concept.
12 hrs.
a) Definition of organization and its major tasks
b) Different Types of Organization
c) Organization at different levels
UNIT-II
OB in Education: The Individual and the Group
Personalities
15hrs.
a. Personality aspects:
i. Intrinsic: Physical, Mental, Emotional, and Spiritual
ii. Extrinsic: Social and Professional.
b. Intrapersonal Communications and Interpersonal
Communication.
i. Johari Window
ii. Transactional Analysis
UNIT-III
OB in Education: Conflict Management
18hrs.
a. Intra-personal: Frustration-Defense
b. Mechanisms-Goal Conflict
c. Interpersonal: Strategies lose-lose to Win-win.
d. Organizational: Strategies for managing organizational
conflict.
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
UNIT-I: Visit any educational institution and prepare a report on relationship amongst teachers, students,
Principal, Parents, and Community which affect the effectiveness of the institution.
UNIT-II Visit any educational institution and find out from the Principal as to what he/she does to understand
the different personality aspects of his/her colleagues.
UNIT-III: Visit any educational institution and study the different strategies adopted by the educational
manager, to resolve conflict in his/her organization.
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REFERENCES
1. Athos, A. G. and Robert E. C.(1968) Behaviour in Organizations. Prentice-Hall, New Jersey
2. Chandan,J.S. (1997). Management Theory and Practice, New Delhi
3. Cohen, A. R., et al. (1976). Effective Behaviour in Organizations. Richard D. Irwin Inc. Illinosis
4. Dwivedi, R.S. (1995). Human Relations and Organisational Behaviour: A Global Perspective, New Delhi
5. Fontana, D. (1990). Social Skills at Work. British Psychological society, Ceicester
6. Grasha, A. F. and Danial S. K. (1980). Psychology of Adjustment & Competence. Winthrop, Mass.
7. Herbert, T. (1976). Dimensions of Organizational Behaviour, MC Millian publishing Co., New York
8. Heuriegal, D. and John W. S. (1976). Organizational Behaviour : Contingency Views, West Publishing Co.,
New York
9. Holt, R. R.(1971). Assessing Personality : Harcourt, Brace, Jevanorich Inc., New York
10. Journard , S. N. (1963). Personal Adjustment, Macmillon Co., New York
11. Luthans, F. (!981). Organizational Behaviour. McGraw-Hill Intenational Book Co., Tokyo
12. Mabry, E. A. and Richard E. B.(1980). The Dynamics of small Group communication, Prentice-Hall Inc.,
New Jersey
13. Maltz, M. (1964). The Magic Power of Self-Image Psychology. Pocket Books, New York
14. Milton, C. R. (1981). Human Behaviour in Organizations. Prentice-Hall Inc., New Hall Jersey
15. Naspier, R. W. and Matti K. G. (1973). Groups: Theory & Experience. Houghton Miffin Co., Boston
16. Robertson, I.T. and Cray L. (1983). Cooper:Human Behaviour in Organizations. MacDonald & Evans. Ltd.,
London
17. Sharma, B.M. (1997). Theory of Educational Administration, New Delhi
18. Weihrich & Knootz, H. (1990). Essentials of Management: (5th Edtion), Mc. Grow Hill Inc, New York
19. Weihrich & Koontz H. (1993). Management: A Global Prespective (10th Edition)., Mc. Grow Hill Inc, New
York
20. Weihrich & Koontz H. (1997). Management Innovative Global Patterns, New Delhi
Semester-I EEA-4103. LEADERSHIP
AND MOTIVATION IN
EDUCATIONAL
MANAGEMENT
CREDIT 3
HOURS 45
OBJECTIVES: a) To understand the need of leadership and motivation concepts in
educational management.
b) To understand the various theories of leadership and motivation.
c) To see the implications of different theories of educational
leadership and motivation in educational organizations
COURSE CONTENT
UNIT-I
Meaning and Concept of Leadership and
Motivation
15 hrs. a. Need of Understanding leadership theories
b. Need of understanding Motivation theories
c. Role of educational leader in educational management
of leader and motivator
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UNIT-II
Theories of Motivation
14hrs.
a. Maslow’s Hierarchy of Needs : Self-Actualization,
b. Mc Clelland theory of motivation
c. Achievent Motivation
d. Affiliation Motivation
e. Power Motivation
UNIT-III
Theories and Styles of Leadership
16hrs.
a. Trait theory
b. Behavioral theories:
c. Neo-Charismatic theories
d. Power as an essential component of leadership
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
UNIT-I. Study the meaning and concept of educational leadership and motivation from any two books of
educational management and prepare a summary report.
UNIT-II: Visit any educational institution and study the ways and means, the leader uses to develop
achievement motivation amongst his/her staff.
UNIT-III: Visit any educational institution and study different leadership styles power-bases used by the
Educational manager under different situations.
REFERENCES
1. Cohen, A. R. et al (1976). Effective Behaviour in Organizations. Richard D. Irwin Inc. Illinosis
2. Grasha, A.F. and Danial S. K. (1980). Psychology of Adjustment & Competence. Winthrop, Mass
3. Herbert, T. T. (1976). Dimensions of Organizational Behaviour, MC Millian publishing Co., New York
4. Heuriegal, D. and John W. S. (1976). Organizational Behaviour. : Contingency Views, West Publishing
Co., New York
5. Holt, R. R. (1971). Assessing Personality : Harcourt, Brace, Jevanorich Inc., New York
6. Journard , S. N. (1963). Personal Adjustment, Macmillon Co., New York
7. Luthans, F. (1980). Organizational Behaviour. McGraw-Hill Intenational Book Co., Tokyo
8. Mabry, E. A. and Richard, E. B. (1980). The Dynamics of small Group communication, Prentice-Hall Inc.,
New Jersey
9. Milton C. R (1981). Human Behaviour in Organizations. Prentice-Hall Inc., New Hall Jersey
10. Naspier, R. W. and Matti K. G. (1973). Groups: Theory & Experience. Houghton Miffin Co., Boston
11. Robertson, I.T. and Cray L. C. (1983). Behaviour in Organizations. MacDonald & Evans. Ltd., London
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CORE PAPERS
DETAILS OF COURSE OUTLINE OF CORE PAPERS
Semester-I EEA-4104:Methodology of
Educational research with special
reference to Action Research
CREDIT 3
HOURS 45
OBJECTIVES: a) The students will know the meaning and concept of action
research.
b) The students will know the steps of conducting action research.
c) The students will be able to formulate action research problem.
d) The students will be able to conduct an action research and
prepare its report.
COURSE CONTENT
UNIT-I
Meaning and concept of Action Research.
10 hrs. a. Meaning of action research and its importance.
b. Need of action research for educational managers.
c. Types of action research.
d. Limitations and Merits of action research.
UNIT-II
Process of Conducting Action Research
15hrs.
a. Identification of Problem
b. Diagnosis of the Problem
c. Identifying the causes
d. Title of the study & major objectives of the study
e. Preparation of the Action Plan
f. Implementation of the Action Plan
g. Evaluation of the Action Plan conducted.
h. Reporting of the Research
UNIT-III Formulation of research Problem 12hrs.
UNIT-IV
Analysis and interpretation of data
8 hrs.
a. Descriptive statistics; Mean, Median, Mode, SD, Mean
Deviation, Quartile Deviation, Average Deviation.
b. Graphical representation of data.
c. “t” test , Chi-square test
d. Qualitative analysis of data.
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
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PRACTICUM
1. Evaluate an action research report submitted by any student of last year and comment specifically as to how
you can improve on it.
2. Select a small topic of action research and find out as to how you can diagnose the problem, prepare an
action plan and implement the same. Also plan how you can evaluate its success?
REFERENCE
1. Bryman, A. (2002). Social Research Mthods, 2nd edn. Oxford University Press. Oxford, USA
2. Charlse, C.M. and Mertler, C.A. (2002). Introduction to Educational Research, Pearson Custom
Publishing, Boston , Massachustts
3. Cooke, B. and Cox, J.W. (2005). Fundamentals of Action Research, Sage Publications, New Delhi 4. Quereshi, M. (2005). Educational Research, Anmol Publication Pvt. Ltd., New Delhi
5. Sharma, S.R. (1994). Encyclopaedia of Modern Educational Research: Methods of Educational
Research, ( Vol.I-V) Anmol Publications, New Delhi
Semester-I EEA-4105:RESOURCE
MANAGEMENT IN EDUCATION
CREDIT 3
HOURS 45
OBJECTIVES: a) Understand the meaning, concept and process of Resource
Management;
b) View the management of different resources (human, material ,
financial, time and curriculum) from both the administrative and
managerial dimensions;
c) Integrate the understanding of the administrative and managerial
dimensions of management of resources in education.
COURSE CONTENT / SYLLABUS
UNIT-I
Resource Management in Educational Institutions
15 hrs.
a) Meaning and Concept
b) Nature and Component: Identification, Optimization,
Replenishment , and Appraisal
c) Types of resources: Human, Material (physical), Financial,
Time, and Curriculum
UNIT-II
Personnel Management
10hrs.
a) Administrative dimensions
b) regulations and procedures (routinised operations pertaining to
recruitment, training, allocations, promotions, terminations,
benefits, service conditions, etc.,)
c) as a supportive function
d) Managerial dimensions
e) as a dynamic, innovative function
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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f) Personnel with respect to their motivation, creative
development, human relating training for professional
improvement, etc.
g) Some critical issues in the effective integration of the
administrative and managerial dimensions.
UNIT-III
Management of Curriculum, Time, Material and Finance
20hrs.
a) Management of Curriculum : Administrative dimension
and Managerial dimension
b) Management of Materials: Administrative dimension and
Managerial dimension
c) Management of Finance:: Administrative dimension and
Managerial dimension
d) Management of Time: : Administrative dimension and
Managerial dimension
e) Issues wherein, the creative managerial aspects offsets the
scarcity factors.
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
UNIT-I: Visit any educational institution and note down the various types of resources and classify them under
the following headings.
(ii) Personnel or human resources
(iii) Material resources
UNIT-II:
1. Visit any educational institution to know, what procedures he/she follow in staffing his/her institution. Make
a report of the same.
2. Report the problems, encountered by the educational managers in procurement, utilization, and maintenance
of various resources through making visit to at least five education institutions.
UNIT III:
Visit any one school and observe, interact with administrators and report as to how the educational resources are
used creatively.
REFERENCES
1. Bhagia, N. et al. (1990). Educational Administration in India and other developing countries.
Commonwealth Publishers, New Delhi
2. Brookes, J.ER.et al. (1976). School Time-Tabling, Unit 9. The Open university Press, London
3. Castetter & Ovsiew (1960). Budgeting for Better Schools. Prentice Hall Inc., N.J.
4. Chandan, J.S. (1997). Mnagement Theory and Practice, New Delhi
5. Decenzo, D.A. and Robbins, S.P. (1997). Personnel and Hunman Resource Management (3rd Edt)., Prentice
Hall of India , New Delhi
6. Flippo, E.B. (1984). Personnel Management (6th Edi) Mac. Graw Hill
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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7. Govt. of India (1986). Budget Estimate Committee, Budget, 1985-86, Govt. of New Delhi
8. Misra, A. (1967). The Financing of Indian Education Asia Publishing House, Bombay
9. Mort, P. & Reussor, W.C. (1951). Public School Finance. McGraw-Hill Book Co.
10. Preedy, M. (1989). Apprpaches to Curriculum Management, Open University Press
11. Roe, W.H. (1961). School Business Management, McGraw-Hill Book Co., New York
12. Roger, S. (1995). Successful School Management , Mac. Graw Hill
13. Torrington, D. and Weightman, J. (1989). The Reality of School Management Blackwell Educational ,
England
14. Vaizey, J. (1962). The Economics of Education , Faber & Faber, London
15. Wali, B.M. and Yalwar, Y.C. (1998). Business Management and Policy, Delhi
Semester-I EEA-4106-PREPARATION
AND PRESENTATION OF
RESEARCH PROPOSAL
CREDIT 2
HOURS 30
OBJECTIVES: a) Students will be able to conceptualize an action research
problem and develop an action research proposal to solve the
problem under the guidance of a teacher allotted for research
guidance.
b) Students will develop the skills of develop research proposal
and presentation skills.
c) They will participate in all the proposal presentation and
develop the skill of articulating question and carry out
discussion.
d) The students will develop the skill of steering a discussion by
chairing seminar sessions.
COURSE CONTENT
COURSE
OUTLINE
There is no prescribed course unit. The concerned guide of the
respective students will provide guidance to study literature in
educational administration and educational policies and
problems of India and foreign countries. They will select a topic
of their choice having relevance to current problems and issues
in educational management and write an Action Research
Proposal.
30 hrs
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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SEMESTER-II
Semester-II EEA-4201- ICT IN
EDUCATIONAL
MANAGEMENT
CREDIT 3
HOURS 45
OBJECTIVES: a) The students will know and appreciate the use of ICT in educational
management.
b) The students shall acquire the skills of using Microsoft word, Office
automation software package, Accounting package, teleconferencing,
internet surfing etc.
COURSE CONTENT
UNIT-I
ICT in Educational Management.
10 hrs.
a) Meaning and concept of ICT
b) Need and importance of ICT in Educational Management
c) Different forms of ICT in Educational Management.
d) Advantages and limitations of ICT use in Educational
Management.
UNIT-II
Use of Microsoft word in Administration of Education
12hrs.
a) File creating, editing,
b) Mail merge
c) Formatting
d) Table creating
e) Calculation
UNIT-III
Office Automation in Educational Organizations
10hrs. a) Use of ICT in office automation.
b) Data base creating and managing; Admission, Examination,
Record keeping.
UNIT-IV
Use of Internet in Educational Management:
13hrs. a) Internet use
b) E- mail use
c) Tele-conferencing and emerging technologies in education
MODE OF TRANSACTION
Lecture, Discussion, Online, Practicals, Field visits
PRACTICUM
1. Visit any educational institution and on list the software and hardware technology which are being used
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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by the teachers, principal, and office staff in their tasks. Conduct an interview with the principal, to find
out the difficulties in using these technology and any step taken by the administrator regard in this.
2. Practice the use of Microsoft word and data base in managing education.
REFERENCES
1. Campbell, J. D. and James, V. R. (2006). Uptime: Strategies for Excellence in Maintenance
ManagementProductivity Press
2. Joey F. George, et al. (2004). Object-Oriented System Analysis and Design, Prentice Hall, USA
3. Leilly, R.T. (2006). The Handbook of Office Automation, Universe, USA
4. Mehdi, K.P. (2000). Challenges of Information Technology Management in the 21st Century, IRMA
International Conference
Semester-II EEA-4202.
COMMUNICATION
AND DECISION
MAKING IN
MANAGEMENT OF
EDUCATION
CREDIT 3
HOURS 45
OBJECTIVES: a) To develop an understanding and appreciation of the significant role of communication
in educational administration and management with special reference to Decision-
making.
b) To develop an understanding of the kinds of communication, relevant to administration
and management of education at various structural levels.
c) To critically appraise the existing systems of communication and decision-making in
Indian Education Systems at micro / macro level.
d) To provide a basic understanding and to develop an appreciation for the complexities and
issues involved in decision making process in educational management, with specific
reference to Indian education system.
COURSE CONTENT
UNIT-I
Significance of communication and decision
making in educational management.
10 hrs.
a) Meaning and definition
b) Importance of communication and decision
making in management process.
c) Role of communication and decision making
in educational management process.
d) Issues involved and strategies adopted to
overcome them.
UNIT-II Nature of Communication in the Management of
Education. 8 20 hrs.
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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a. Forms of communication
i. Verbal and non-verbal
ii. Upward and downward
iii. Formal and informal;
iv. Inter-personal and intrapersonal
b. Purposes of Communication
i. Informational
ii. Functional
iii. Directive
iv. Clarificatory / Questioning
v. Suggestive
c. Communication Blocks
i. Individual differences
ii. Situations
iii. IQ
iv. Defense mechanism
v. Attitudes
d. Channels of communication within educational
structures at different levels.
UNIT-III
A. Nature of Decision making in Educational
Management Process.
15
hrs.
A. Types of Decisions:
a) Short term and long term,
b) Personal and Institutional
c) Routine and Unique Policy Decision
d) Executive Decisions, Operational / Functional
Decisions.
B. Approaches and Techniques of Decision Making
Process:
Approaches of decision making:
Rationalistic, Humanistic, Integrative
Techniques of decision making:
a) Participative-Brainstorming,
b) Delphi technique,
c) Nominal group techniques,
d) Staff/Professional discussions.
e) Some Issues involved in Decision Making &
Strategies adopted to overcome
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
UNIT-I:
Visit any educational institution and review the notices and letters written by the head of that institution to the students and
teachers. Write down the purposes of those letters and notices one can include parents also.
UNIT-II
1. The managers communicate both in written and an oral form. Observe a manager in any educational institution and find
out as to why the manager chooses to communicate in a particular mode.
2. Identify the different channels of communication, used by an educational manager. Prepare a report on the same.
UNIT-III:
1. Visit any educational institution and observe the different types of decisions taken by the educational manager at the
micro level and criteria kept in mind.
2. Identify some of the routine and creative decisions taken by the administrator in his/her day to day functioning and
critically review the decisions taken by him/her.
3. Examine the different decision making techniques used by an administrator of an educational institution.
REFERENCES
1. Baird, J. E. (1977). The Dynamics of Organizational Communication, Harper & Row, New York
2. Burgoon, M. & Michael R. (1978). Human Communication . Holt, Rinehart & Winston, New York
3. Chandan, J.S. (1986). Fundamental of Modern Management, New Delhi
4. Crockhite, G. (1976). Communication and Awareness. Cummings Publishing Co., Mass
5. Goel, S.D. (1987). Modern Management Techniques. Deep & Deep Publications, New Delhi
6. Handy, W. V. (1967). Communication and Organisational Behaviour. Richard D. Irwing Inc., Illinois
7. Luthans, F. (1981). Organizational Behaviour. McGraw-Hill International Book Co., Tokyo
8. Roger, S. (1995). Successful School Management, Sage publishers, London
9. Tortoriello, T. R.et. al (2005). Communication in the Organizarion, Mc Graw Hill, NY
10. Weihrich & Koontz H. (1990). Essentials of Management (5th Edition), Mc. Graw Hill INC, New York
11. Worral, N. (1980). People and Decisions. Longman, Longman, London
Semester-II EEA-4203-Preparation and
Presentation of conceptual
paper
CREDIT 2
HOURS 30
OBJECTIVES: a) Students will be able to critically review the literature in
educational management
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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b) Enable students to conceptualize educational management
problems
c) Students will develop a paper on new concepts and present
the same
COURSE CONTENT
COURSE
OUTLINE
There is no prescribed course unit. The concerned guide of the respective
students will provide guidance to study literature in educational administration
and educational policies and problems of India and foreign countries. They will
select a topic of their choice having relevance to current problems and issues in
educational management and write a conceptual paper.
Mode of transaction
Individual discussion with guiding teacher on daily basis
PRACTICUM
Students shall carry out the following assignment for further understanding
1. Select a topic of their interest on educational management and write a paper to make presentation
in the seminar.
Semester-II EEA- 4204-Writing of Action
Research Report
CREDIT 5
HOURS 75
OBJECTIVES: a) Students will be able to carry out an action research project
scientifically
b) Students will be able to prepare tools for data collection
analyze and interpret the data collected in action research as per
objectives and hypotheses
c) Students will be able to prepare a report of the action research
work carried out by them during the academic year.
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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COURSE CONTENT
COURSE OUTLINE
Preparation of the report and submission under the guidance of a
teacher
Mode of transaction:
Individual guidance and discussion with guiding teacher.
Finalization of report with guiding teacher
OPTIONAL PAPERS
Semester-II EEA4001A:Management of
Early Childhood Education
CREDIT 3
HOURS 45
OBJECTIVES: 1. Students will understand the basic structure and nature of early
childhood education in Indian Perspective
2. Students will be able to conceptualize the management
problems of early childhood education at micro and macro
level
3. Students will be able to solve management problems of early
childhood education
COURSE CONTENT
UNIT-I
Meaning and Structure of Early Childhood Education
10 hrs. a) Meaning and purpose of early childhood education
b) Structure of early childhood education in India
c) Current problems of early childhood education
UNIT-II
Recommendations of Different Committees and
Commissions on Early childhood education
15hrs.
a) Secondary Education Commission 1952
b) Kothari Commission 1964-166
c) Education Commission and After 1968
d) National Policy on Education 1986 and 1992
e) Learning without burden 1993 (Yashpal Committee Report)
f) National Curriculum Frame work 2005
g) Right to Education 2009
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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UNIT-III
Management problems of Early Childhood Education
20hrs. a) Human Resource Management b) Finance Management c) Infrastructure Management
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show, Field visit
PRACTICUM
Review the latest five year plan of Government of India with specific focus on Education and
Development.
REFERENCES
1. Govt. of India (2007). Eleventh Five year Plans, Planning commission, Govt. of India, New
Delhi
2. Govt. of India (2012). Twelfth Five Year Plans, Planning commission, New Delhi
3. Govt. of India, (1954). Secondary Education Commission, Dept. of Education, New Delhi
4. MHRD (1986). National Policy on Education, Govt. of India, New Delhi
5. MHRD (1992). Revised National Policy on Education, Govt. of India, New Delhi
6. NCERT (1966). Education for National Development, NCERT, New Delhi
7. NCERT (2005). National Curriculum Frame work, Govt. of India, New Delhi
8. UNO (2011). The Millennium Development Goals Report 2011, UN, New York.
Semester-II EEA4001 B: Educational
Management of Early
Childhood Education
CREDIT 3
HOURS 45
OBJECTIVES: a) Students will understand the Management Strategies applied to
Manage Early childhood education
b) Students will be able to critically analyze the applicability of
different concept for managing early childhood education
c) Students will be able to recognize the management problems of
early childhood education
COURSE CONTENT
UNIT-I Aspects of early childhood education for management 15 hrs.
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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a) Admission strategies
b) Pedagogical process
c) Evaluation process
UNIT-II
Some concepts and techniques of managing
15hrs.
a) Community involvement in decision making
b) Staff involvement in decision making
c) Learning without burden
d) Joyful learning
e) Some experiments in early childhood education
UNIT-III
How Quality can be ensured in Early childhood Education
15hrs.
a) Staff appraisal
b) Students’ feedback to teachers and school
c) Supervision
d) Quality Circle
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
Students shall write a report on the quality assurance mechanism in any educational institution.
REFERENCES
1. Amita Gupta. (April 2006). Early Childhood Education, Postcolonial Theory, and Teaching
Practices in India . Retrieved from
http://www.palgraveconnect.com/pc/doifinder/10.1057/9780312376345
2. Marcus Bhagava. (2015). Effective Medium Term Planning for Teachers, Sage, India
3. Mukhopadhyaya, M. M. (2006). Total Quality Management, Sage, India
4. Rae Picca (2015). What IfEvery Body Understood Child Development, Sage Publications,
India
5. Scarlet, G. W. (2015). The Sage Encyclopaedia of Classroom Management, Sage, India
Semester-II EEA4002 A:Management of
Elementary Education
CREDIT 3
HOURS 45
OBJECTIVES: 1. Students will understand the basic structure and nature of
elementary education in Indian Perspective
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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2. Students will be able to conceptualize the management
problems of elementary education at micro and macro level
3. Students will be able to solve management problems of
elementary education
COURSE CONTENT
UNIT-I
Purpose, Nature and structure of Elementary
education
10 hrs. 1. Objectives of Elementary education
2. Nature of elementary education; Lower primary and
upper primary education
3. Types of elementary education in India
4. State variations in Elementary education
UNIT-II
Management of Elementary education
17hrs. 1. Managing Govt. Schools
2. Managing Private aided schools
3. Managing Private schools
UNIT-III
Report of Commissions and Committees on
Elementary education
18hrs. 1. Secondary Education Commission 1954
2. Education for National Development 1964-66
3. National Policy on Education 1986
4. National Curriculum Framework 2005
5. RTE 2009
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
1. Student will select any report and study it critically and prepare a critical report about
its application to elementary education
2. Student will visit schools of different tyopes and prepare a report about its management
differences
REFERENCES
1. Govt. of India (2007). Eleventh Five year Plans, Planning commission, Govt. of India, New
Delhi
2. Govt. of India (2012). Twelfth Five Year Plans, Planning commission, New Delhi
3. Govt. of India, (1954). Secondary Education Commission, Dept. of Education, New Delhi
4. MHRD (1986). National Policy on Education, Govt. of India, New Delhi
5. MHRD (1992). Revised National Policy on Education, Govt. of India, New Delhi
6. NCERT (1966). Education for National Development, NCERT, New Delhi
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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7. NCERT (2005). National Curriculum Frame work, Govt. of India, New Delhi
8. UNO (2011). The Millennium Development Goals Report 2011, UN, New York.
Semester-II EEA4002 B: Management of
Elementary Education
CREDIT 3
HOURS 45
OBJECTIVES: 1. Students will be able to understand the difficulties faced in
managing elementary education
2. Students will be able to review some practices of managing
elementary education
3. Students will be understand the recent concepts in Educational
management ant elementary level
COURSE CONTENT
UNIT-I
ISSUES AND PROBLEMS OF MANAGING
ELEMENTARY EDUCATION
15 hrs.
a) Expansion of elementary education and quality of
education
b) SSA and DPEP and attainment
c) Infrastructure facilities and its management
d) Equity and Equality concepts
UNIT-II
Quality Assurance Practices in Elementary schools
15hrs. a) Meaning of quality assurance
b) Need of quality assurance in education
c) Principles of quality assurance
d) TQM and Education
UNIT-III
Practices and process of Elementary schools
management
15hrs.
a) Resource Centres
b) Village Education Committee
c) Community Participation
d) Decentralized Management
e) Supervision and inspection
f) Accreditation
Of Schools
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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PRACTICUM
1. Students will study in-depth the national documents on education at elementary level and
prepare a critical report about the different policies on elementary education
2. Students will review the Gandhian concept of basic education
3. Students will visit some schools and observe the managerial process followed to manage
elementary education
REFERENCES
1. Govt. of India, (1954). Secondary Education Commission, Dept. of Education, New Delhi
2. Govt. of India (2007). Eleventh Five year Plans, Planning commission, Govt. of India, New
Delhi
3. Govt. of India (2012). Twelfth Five Year Plans, Planning commission, New Delhi
4. MHRD (1986). National Policy on Education, Govt. of India, New Delhi
5. MHRD (1992). Revised National Policy on Education, Govt. of India, New Delhi
6. NCERT (1966). Education for National Development, NCERT, New Delhi
7. NCERT (2005). National Curriculum Frame work, Govt. of India, New Delhi
8. UNO (2011). The Millennium Development Goals Report 2011, UN, New York.
Semester-II EA4003 A : Management of
Education at Secondary and
Higher Secondary School Level
CREDIT 3
HOURS 45
OBJECTIVES: a) To know and understand the purpose of Secondary and Hr.
Secondary education
b) To understand the types of secondary and Hr. Secondary
schools and their management
c) To understand the policies and programs of education at
secondary and Hr. secondary level
COURSE CONTENT
UNIT-I
Nature and types of Secondary and higher Secondary
Education
10 hrs.
1. Purpose of Education at Secondary and Hr. Secondary
level
2. Types of educational Institutions at Secondary and hr.
Secondary Level
3. Process of Secondary and Hr. Secondary education
UNIT-II Policies and programs at Secondary and Hr. 15hrs.
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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Secondary level
1. Rastriya Madhyamik Shikshya Abhiyan
2. National Curriculum Framework
3. Examination reforms
4. Quality perspectives
5. National Policy on Education 1986 and 1992
UNIT-III
Institutional level policies and Programs
20hrs. 1. Admission of student
2. Pedagogical practices
3. Students’ facilities
4. School Infrastructure
5. Recruitment of staff
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
1. Visit any school and prepare a detailed report on the school policies and programs in operation
2. Visit the school website of at least ten schools anf review their philosophy
3. Review the National Curriculum Framework 2005 prepared by NCERT
REFERENCES
1. Govt. of India (2007). Eleventh Five year Plans, Planning commission, Govt. of India, New
Delhi
2. Govt. of India (2012). Twelfth Five Year Plans, Planning commission, New Delhi
3. Govt. of India, (1954). Secondary Education Commission, Dept. of Education, New Delhi
4. MHRD (1986). National Policy on Education, Govt. of India, New Delhi
5. MHRD (1992). Revised National Policy on Education, Govt. of India, New Delhi
6. NCERT (1966). Education for National Development, NCERT, New Delhi
7. NCERT (2005). National Curriculum Frame work, Govt. of India, New Delhi
8. UNO (2011). The Millennium Development Goals Report 2011, UN, New York.
Semester-II EA4003 B : Management of
Education at Secondary and
Higher Secondary School Level
CREDIT 3
HOURS 45
OBJECTIVES: a) The students will understand the crucial aspects of managing
secondary schools
b) The students will be able to understand the policy perspective
at national and local level with regard to secondary school level
c) The students will be able to understand the use of modern
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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gadgets and ICT for school management
COURSE CONTENT
UNIT-I
Crucial Management Dimensions of Secondary
schools
10 hrs.
a) Role of a Principal in the secondary school
b) Building Community relation for a secondary school
c) Budgeting and financing of secondary schools of
different types
d) Decision making in secondary school
UNIT-II
Policy and Programs of Secondary and Hr.
Secondary school
15hrs.
a) Right to Education and its implications
b) National Curriculum Frame work and its implications
c) CCE and its implications
d) Vocationalization of Education
e) Inclusive education
f) State level policies and its implications
UNIT-III
Managing the Staff in Secondary school
20hrs. a) Recruitment policies
b) Recruitment procedures
c) Staff development process
d) Staff Appraisal
e) Making School Supervision
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
4. Visit any school and prepare a detailed report on the school policies and programs in operation
5. Visit the school website of at least ten schools and review their philosophy
6. Review the National Curriculum Framework 2005 prepared by NCERT
REFERENCES
1. Govt. of India (2007). Eleventh Five year Plans, Planning commission, Govt. of India, New
Delhi
2. Govt. of India (2012). Twelfth Five Year Plans, Planning commission, New Delhi
3. Govt. of India, (1954). Secondary Education Commission, Dept. of Education, New Delhi
4. MHRD (1986). National Policy on Education, Govt. of India, New Delhi
5. MHRD (1992). Revised National Policy on Education, Govt. of India, New Delhi
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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6. NCERT (1966). Education for National Development, NCERT, New Delhi
7. NCERT (2005). National Curriculum Frame work, Govt. of India, New Delhi
8. UNO (2011). The Millennium Development Goals Report 2011, UN, New York.
Semester-II EA4004 A : Management of
Higher Education
CREDIT 3
HOURS 45
OBJECTIVES: 1. Students will be able to understand the growth and
development higher education in India and the world
2. Students will know the objectives and purpose of higher
education
3. Students understand the policies and programs that are there for
higher education in India
COURSE CONTENT
UNIT-I
Meaning and Purpose Higher Education
10 hrs.
1. Aims and objectives Hr. Education
2. Types of educational Institutions at Higher Education
level
3. Growth and development of Higher Education
UNIT-II
Policies and programs of Higher Education
15hrs.
1. Rastriya Uchatara Shikshya Abhiyan
2. NAAC accreditation practice and its benefit
3. Examination reforms
4. Quality Assurance practices
5. National Policy on Education 1986 and 1992
6. University Commission 1948
7. Education and National Development 1964-66
UNIT-III
Roles of Different Bodies for Higher Education
20hrs. 1. UGC
2. NAAC
3. MCI
4. NCTE
5. AICTE
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
1. Critically examine the National policy on Education 1986 and 1992 for the management of
Higher Education
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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2. How the University and colleges are established and regulated? Prepare a report by taking
interviews of few experts.
REFERENCES
1. MHRD (2006) Annual Report. Ministry of Human Resource Development, Department of
Secondary and Higher education. Government of India. New Delhi.
2. Planning Commission (1999). Approach paper to the Tenth Five-year Plan (2002-2007).
Planning Commission. New Delhi
3. UGC (2005). Research Handbook: Towards nurturing research culture in higher education
institutions in India. University Grants Commission. New Delhi.
4. World Bank (2004). ‘Measuring Trade in Services Liberalisation and its Impact on Economic
Growth: an illustration’, World Bank Group Working Paper, downloadable from
http://econ.worldbank.org/files/2373_wps2655.pdf
Semester-II EA4004B : Management of
Higher Education
CREDIT 3
HOURS 45
OBJECTIVES: 1. Students will understand as to how different kinds of higher
education are managed
2. Students will understand the process of managing a
university
3. They will know the roles of different bodies and authorities
to govern universities
COURSE CONTENT
UNIT-I
Types of Universities and Colleges
10 hrs.
1. Central Universities and State Universities
2. Deemed Universities
3. Affiliated universities
4. Unitary universities
UNIT-II
Roles of Different bodies and authorities
15hrs.
1. Board of Studies
2. Faculty Board
3. Syndicate
4. Post Graduate Council
5. Senate
PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)
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UNIT-III
Management Process
20hrs. Finance management
Staff recruitment
Resource Management
Relation with Stakeholders
MODE OF TRANSACTION
Lecture, Discussion, Case Study, Experiments, Problem solving, Film Show
PRACTICUM
7. Visit any school and prepare a detailed report on the school policies and programs in operation
8. Visit the school website of at least ten schools anf review their philosophy
9. Review the National Curriculum Framework 2005 prepared by NCERT
REFERENCES
1. Altbach, Philip G. (2006). The Private Higher Education Revolution: An Introduction.
2. Anandakrishnan, M. (2006). Privatization of higher education: Opportunities and
anomalies. ‘Privatization and commercialization of higher education’ organized by
NIEPA , May 2, 2006., New Delhi
3. Delors, Jacques. (1996). Learning the treasure within. Report to UNESCO of the
International Commission on Education for the Twenty-first Century. UNSECO
Publishing, Paris.
4. Sanat Kaul. (2011). Higher Education in India: Seizing the Opportunity (ICIER Working
Paper No. 179). New Delhi: Indian Council for Research on International Economic
Relations, May 2006 (http://www.icrier.org/pdf/WP_179.pdf) available on 25.1.2011
5. University News. January 2-8, 2006. Vol. 44 No.01.
Thanks