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2.1 INTRODUCTION

Theoretical framework is an essential part of any systematic work, which

helps the investigator in carrying out the academic investigation effectively.

Theoretical framework framed the groundwork of the study on which investigator

formulated the objectives for accomplishing through the study. Present chapter

comprise with a brief introduction on the theoretical framework on this study.

2.2 MODERN CONCEPT OF PLANNING

The contextual framework of planning is furnished by time, space, polity and

economy to which it applies and within which it operates. As the concept, method,

desirability, structure of planning differs from situation to situation, hence a uniform

definition of planning can not be offered. Planning is an accepted instrument for

accelerated development and a basic feature of actual development (Lange, C.F.,

1967). Planning is done to determine objectives of actions or the end results which an

organisation wants to achieve. Planning specifies the activities to be undertaken in the

form of policies, programmes, procedures and other related element to achieve the

determined end results. Planning is a process that includes defining goals, establishing

strategy and developing plans to coordinate activities (Robbins, P. Stephens, 2005).

To get desired end result consideration of related resources is the first and foremost

step to be done for materialising any activity. Among all the resources human

resource demands key position for any type of planning process, because he is live

wire, the doer of the activity. Suitable planning for wise use human resource and its

continuous development is an important concern for the very existence of human

being. The limitedness and value of human resource it always demands proper and

careful planning to make suitable use of this resource and to get optimum result from

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it. Now we can not think, afford a modern world to be devoid of planning. For all

activities of human life, planning is essential. It is the pre-requisite for realising one’s

objectives. Human society particularly during this age of science and technology

develops through planning and its cautious implementation. According to Griffin and

Enos, (1970) concept of planning is “determination of the goals or aims of the

programmes, an enumeration of all the resources which are available for their

attainment, a consideration of alternative policies governing the ways in which the

resources may be used, perhaps a check for consistency to make sure that the goals

can be achieved with the resources available, and finally periodic revisions to allow

for unexpected events.”

Following important features can be derived from the above definition:

a) Concept of planning include economic, social and political aspects,

b) This definition relates planning to the formulation of the projects and

programmes that constitute the plan and it treats planning as a process.

c) As planning process demands consistency, therefore planning should be

into the domain of the competent professionals.

d) Planning needs monitoring and evaluation of the progress of plan

implementation.

e) It puts proper emphasis on resource mobilisation for meeting resource

requirements for planning.

2.3 NEW DEFINITION OF PLANNING

According to C.F. Prakash, (1960) planning may formally be defined as the

‘deliberate and conscious process of choices, exercised by the planners with a view to

select

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i) An ordered set from the :

a) alternative but economically viable,

b) technically feasible ordered sets of programmes and projects.

ii) Appropriate strategies for plan implementation

iii) Strategies are expresses as policy packages,

iv) Detailed and unambiguous description and prescription of the pre-determined

objectives and goals of planning.

v) Specification of duration of time.

A careful analysis of the above definition reveals that the planning refers to:

i) Conscious and deliberate choices of programmes of development which is a

positive aspect of planning,

ii) Evaluation of technological and economic feasibility of Programmes,

iii) Planning is an agenda of action. Choice of instrument for materialising the

planned programmes are an essential part of planning process,

iv) Choice of strategies which are governed by the objectives and goals of

planning focuses on positive aspect of planning.

v) Plan implementation constitutes the criteria of evaluation of plan programmes.

vi) Criteria for evaluation are needed for assessing feasibility, viability and

appropriateness of projects for realising goals and objectives of planning.

vii) Planning has to be imbued with the property of consistency and material

balances.

viii) The goals and objectives of planning have to be ordered in advance according

to their importance and the priorities of planning.

ix) Political ideology governs the nature of the objectives of the programmes.

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x) Objectives of planning tend to change with development. Extent and direction

of changes in objectives and goals of development depends upon the nature of

model design of initial design. Determinations of objectives and priorities of

planning depend upon: a) historical conditions b) stages of development of the

economy, c) aspiration for future development,

xi) Political and ideological considerations at the time of planning.

2.4 EDUCATIONAL PLANNING

Educational planning constitutes an essential and inseparable part of economic

planning and which is key factor the development aspect of a country. Educational

planning belongs to the core of economic planning and a focal point of socio-

economic development. Maximisation of the internal efficiency of educational system

is the primary objectives of educational planning. Though internal and external

efficiency are highly related factors and both are important for an efficient planning.

The objectives and concept of educational planning depend upon the approach

adopted for planning. Following are some of the major approaches of educational

planning. They are:

a) Rates of returns to educational investment: The guiding principle of the

educational planners is to minimise the cost of production at each level and

type and which is preferable (Prakash, 1977, Prakash and Choudhury,1995).

b) Manpower requirements: This approach of educational planning refers to the

process of scheduling the inputs of students, labour and time into the

production process of education to various levels and types so as to bring them

out as qualified manpower

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c) Social demand: Under this approach the chief objectives of educational

planners will be to arrange the supply of places in educational institutions of

various levels and types so as to ensure the social demand. (Prakash,1977:

Prakash and Choudhury,1992). Supply of places by public authorities will

manifest major objectives of educational development.

d) International comparison: This is a simple approach. This approach assumes

that the development path is uniform irrespective of significant differences

between socio-cultural structures and patterns of the economies of different

countries when they happen to be at comparable stages of development.

e) Development indicators: Harbison and Myres compiled a composite index of

development for countries at differential levels of development. They used

data pertaining to a large number of variables that reflected the nature of

relationship between educational and general development.

To workout a balanced and effective educational planning both theoretical and

practical exploration of different approaches are necessary (Prakash & Chowdhury,

1996). Educational planning is of numerous types and varieties. Socio-economic and

political differences influence in plan formulation and its implementation, objectives

determination, nature and degree of educational planning. The main factor and criteria

used to demarcate different types of planning are:

a) Instruments used for formulating and implementing plans

b) Actors involved in plan formulation and its implementation,

c) Kind of resources involved in plan formulation,

d) Products of planning,

e) Methods, techniques and processes of planning,

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f) Scope of planning,

g) Duration of planning prospect.

Educational planning is decision making in education for future action in order

to realise predetermined objectives with the optimum use of limited resources. This

implies three important elements. They are – a) Predetermined objectives b) Optimum

use of resources c) Decision making.

1) Predetermined Objectives: Desired end result or targets are fixed by certain

authority or organisation for bringing about the desired changes in the quality

and quantity of education.

2) Optimum use of resources: To achieve objectives we require resources which

are limited. They are time, talent, commitment, financial and material

resources etc.

3) Decision making: Educational plans need to be prepared for each level at

which decisions should be taken by an authority or an agency or an institution.

As a pre-requisite for realising expected end results planning process in the

field of education adopted several approaches, stages. Obeying some well-

defined guidelines according to the needs, demands, availability of various

resources, time span etc. As education is a systematic process in a social set up

for meeting the social demand, to bring the social justice educational

institutions need to perform its duties with careful planning.

Educational planning is always related with the development of desires

knowledge, skills, interest and attitudes in relation to establish effective balance

between the education system and manpower planning of a country for providing

social, cultural and political development of the people. Sometimes educational

planning are made as investment and it is compared with the growth of learning

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capacity or productivity of persons after getting education for improving external and

internal efficiency of education.

Planning in the field of education is a very sensitive issue and it demands keen

observation and utmost care by the planners. In view of the limitation of resources

modern planners obeyed research oriented planning procedures with definite stages for

getting optimum end results and to get rid of wastage of resources from their activities.

Educational planning is not merely a preparation of a document, it is a

continuing process which begins before planning and continues throughout execution

in the desired education. Planning process in educational field is done mainly in three

stages like policy making, plan formulation and plan implementation through focussing

attention on the essential features, such as: i) determining the objectives ii) manipulating

the resources iii) designing the procedures and techniques iv) setting of targets.

Any planning should be based on the study of existing positions and

conditions. All the factors and aspects of planning should be properly coordinated.

Adequate data have to be collected through survey, research and other suitable

techniques. Resources both physical and human are to be ascertained in view of their

availability as well as requirement for implementing a particular project. Different

types of planning are used according to the needs and demands of the situations.

Some of the new trends in educational planning may be summarised as below:

i) Comprehensive planning,

ii) Macro and Micro planning,

iii) Decentralisation and Democratisation in planning,

iv) Institutional planning,

v) Considering planning as a two way process,

vi) Expenditure- orientation in educational planning,

vii) Rational determination of priorities.

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2.5 INSTITUTIONAL PLANNING

Now a day’s importance has been laid on comprehensive planning.

Comprehensive planning deals with the present educational situation, determined

educational objectives and better utilisation of existing facilities. Education both

qualitative and quantitative, presupposes planning. In a democratic set up planning for

educational development expects participation and involvement of teachers, parents,

pupils and even public of the locality for effective execution and speedy development

of educational institution both from the micro and macro level planning (Lucas,

1991). As an institution have a ‘Unique personality’ of its own like every individual

and with a view to develop the institution in its own individual line, institutional

planning is the best solution and means (Mohanty, J. 2005). Institutional planning

refers to planning at the level of individual educational institutions. Objectives of

institutional planning are expected to conform to be in consonance with the national

objectives of educational development. An educational institution as the basic unit of

institutional planning is a small unit. Besides institutions are behavioural in nature as

these are the decision makers and implementers of the policy.

The Education Commission, 1964-66 recommended that institutional plans

can enable every educational institution to do a great deal more through better

planning and harder work, to improve the quality of education it provides. The

emphasis in this movement should be not so much on physical resources but on

human resources for improvement of education. The basic idea behind emphasising

on institutional planning for developing educational institutions is to ensure

involvement of all agencies concerned with education especially the classroom

teachers, pupils and parents. Plans are usually prepared to find out solution and to

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fulfil its felt needs. Therefore `the first and most important step in the planning

process is identification of problems and needs. The felt needs and faced problems of

the people at the bottom are to be identified to enable formulation of a realistic plan.

This fact is probably the strongest point that makes decentralised micro level planning

relevant and important for the modern set up. So modern educationists are giving

more emphasis on ‘task oriented’ planning rather than ‘finance oriented’ planning.

This task oriented planning is ‘Institutional Planning’.

Institutional planning can be best explained in the words of M.B.Buch (1964).

“An institutional planning is a programme of development and improvement prepared

by an educational institution on the basis of its felt needs and its available resources

and likely to be available with a view to improve the formal educational institutional

programme and practices constitutes a plan for an institution”. To enhance the

institutional mission by ensuring high quality of teaching, training of young

generation with efficient skill for contributing in national development within the

framework of present institutional arrangement institutional planning is an effective

planning. Institutional planning is – a) Plan for development as a whole, b) Plan for

improvement of the existing situation c) Plan for felt needs, necessity of the institution

d) Plan for an effort to make a balance between available resources and planning

e) An effort to find out to be available resources f) A plan to be made without

hampering the educational programmes and practices.

With these effective features institutional planning can stand as a new ensured

path for the educational workers of modern generation who believe in learning to be,

learning to do, learning to know and learning to live together. Institutional planning

provides a device for the development of an institution within a specified time frame

and by the effective utilisation of the available material and manpower resources

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through the decentralisation of the entire process of learning. A fundamental and

radical departure from the traditional practice has been suggested to adopt micro level

approach in planning for educational institutions. To plan at the institutional level is

an effective approach for modern educational planning due to several advantages.

Advantages of institutional planning can be briefly mentioned as follows:

i) Institutional planning is a realistic planning process, it is based on realism and

real requirements,

ii) It is economical and effective,

iii) Institutional planning is democratic in nature, it implies involvement of all concerned.

iv) It is goal based as well as need based,

v) It is psychologically much more sound and having more intrinsic motivation

as this planning process emerges from ‘grass root, level,

vi) Institutional planning provides adequate scope for initiative, creativity,

freedom and experimentation.

vii) It emphasises human resources more than physical resources.

There is no hard and fast rule for preparing a plan for an institution.

Considering the above advantages of institutional planning an educational institution

can plan on the two major aspect of this planning process. The two major aspect of

institutional planning are: a) improvement and b) development. Institutional level

planning makes it possible to involve teachers, parents and even students in the

planning process. Institutional level planning of educational institutions provides

adequate scope for initiative, creativity, freedom and experimentation by the teachers as

well as by the head of the institutions with the help of three important elements. They are:

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a) Predetermined objectives: In case of this study desired end result or targets are fixed

by the college principals along with the whole college family for their colleges for

bringing about the desired changes in the quality and quantity of education.

b) Optimum use of resources: To achieve the targets under the leadership of

Principals College family use resources like commitment, time, talent, financial

and other material resources.

c) Decision making: For materialising this process the institutional planning

approach of planning will be helpful for preparing plans for the colleges due to the

advantages of this approach. Suggested guidelines may be followed as regards the

broad steps to be taken for preparing institutional plans. They are as follows:

1. To study of the background of the institution,

2. To mould and to maintain own image and unique personality of the institution.

3. Survey of the (i) improvement needs and (ii) development and expansion need.

4. Survey of available resources.

5. Planning for the institution.

6. Implementation

7. Evaluation.

2.6 ROLE OF COLLEGE PRINCIPALS

“An organisation is a consciously coordinated social unit, composed of two or

more people that functions on a relatively continuous basis to achieve a common goal

or set of goals”. In this study the concept of ‘organisation’ refers to the colleges and

‘College’ means any Non-Government College in Assam in receipt of deficit grant–

in-aid from the Government and imparting general education in Arts, Commerce or

Science stream in Graduate level. In this study the term ‘college’ refers the

educational institution imparts formal education of Arts stream at Graduate level

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according to the rules and regulations recommended by the affiliating University, i.e.

Gauhati University. Gauhati University is the dream child of the states’ educational

progress. It plays an important role in the academic scenario of the state of Assam

since its establishment in1948, especially in the field of higher education. Gauhati

University itself and with the help of different types of colleges affiliated/connected

with this university contributed significantly in the academic journey to go hand in

hand with the global situation. To achieve accountability as a member of a global

knowledge society Gauhati University and its feather colleges have to be very much

sincere in producing skilled and productive manpower.

According to the affiliation criteria of Gauhati University, the different

colleges engaged in imparting collegiate education are categorized as :

(i) Permanently affiliated colleges (ii) Temporarily affiliated Colleges (iii) Permitted

colleges. However, with respect to the criteria of management and finance, the same

colleges are again categorized as: (i) Govt. college (ii) Provincialised college

(iii) Deficit-Grant in aid college (iv) Private college. For this study the colleges refers

only to the permanently affiliated colleges under Gauhati University in the state of

Assam up to the session 2007-08.

For materialising institutional planning at the collegiate level education the

Principals, as educational leader, holds the key position. The efficiency of a college

depends on the ability and skill, personality and professional competence of the head.

He may be described as the sun around which educational plants revolve. He is the

moon among lesser star (Wren, P.C.). Principal is the organiser, leader, governor,

business director, coordinator, guide, philosopher and friend. He is the hub of the

educational effort. As a group leader he knows how to involve people, how to arrange

condition and initiate processes that will bring out the best in each participant

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(Mohiuddin). His leadership should be constructive; his job is to see that parts of the

machinery work spontaneously and in harmony and unison-not under an artificial

compulsion. Principal is a true leader and plays an inspiring role. The principal also

helps the teacher in creative thinking, motivates them to prepare an institutional plan,

identifies the needs and priorities of the school and tries her/his best to fulfil those

needs. It also becomes the moral duty of the principals to take care of each teacher

and know the capability of what binds them into a strong working team (Singhal,

R.P., NCERT, (2003). The principal’s roles and authorities are shared by the teachers.

The functioning of an institution depends on the roles of teachers and principals. The

principals and teachers must have the professional commitment towards their organization

and enthusiasm for accomplishing their responsibilities as well as their duties.

Figure – 2.1: Multiple responsibilities of a Principal.

(Source: Christy, V.Anitha & Vijaykumar, T. University News, 2010).

Student

Principal

Local Bodies NGO &

Voluntary Organisation

Teaching & Non-

Teaching Staff

Technological

Advancement &

Knowledge

Explosion

Other Colleges

Parents

Community

Government

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The Principal is the formal head of the colleges/ organisation and is the leader of the

college community, which is made up of pupils, teachers, principals, clerical and class

IV staff. A continuous interaction among them takes place and the principal’s

behaviours and his relation with teachers and interaction and communication flow

among the teachers, create an atmosphere or college climate. The multiple

responsibilities of a principal can be depicted as follows. (Figure 1)

With a positive mind set influenced by the high degree of commitment a

college principals framed plan and programmes of action at institutional level for the

colleges along with the guidance of Governing bodies. “Governing Body” in Assam

means the body constituted under the Assam Education Department Rules and orders.

Every Non-Government College affiliated to any Central or State University of

Assam and dully conquered by the State Government, shall be governed by a

Governing Body to be constituted by the Director. In this study the term ‘Governing

Body’ according to the reference given as follows.

Composition of the Governing Body:

a) One President b) One Secretary, the Principal of the College shall be the ex-

officio Secretary of the Governing Body c) The Vice- Principal- Member-Ex-Officio,

d) Two members to be nominated by the affiliating University concerned e) Two

members to be nominated by the Director from the field of Education, out of which

one should be from the guardians, f) One women member to be nominated by the

Director g) Two teachers to be elected annually by the teachers h) One member from

the non-teaching staff to be nominated.

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Duties and Functions of the Governing Bodies:

In general the following are earmarked as important duties of the Governing Body

in respect of Non-Government Colleges receiving deficit Grants-in-aid.

a) To undertake, financial management of the college,

b) To utilise the Grants-in-Aid received from the State Government, UGC, Fund

received as fees from the students, Funds collected as authorised subscriptions,

c) Maintenance of the college buildings, playground, library, auditorium etc.

d) To determine a general scheme of the studies of the college, subject to the

approval of the affiliating university concerned as well as State Government,

e) To consider and initiate projects for improvement of the College,

f) To deal with the discipline and conduct of the college family,

g) To deal with the academic calendar,

h) To ensure that all duties regarding teaching, examination, co-curricular and

extra curricular activities are duly performed by the teachers of the college.

2.7 ORGANISATIONAL COMMITMENT

According to Robbins, P. Stephens, (2005) organisational commitment covers

a range of attitudinal and behavioural responses about the organisation and is

sometimes described simply as loyalty. Organisational commitment is a concept

proposed by Mowdey et al. (1982) to integrate several of the personal characteristics

and experiences that individual brings to the organisation. He defined organisational

commitment as the extent to which an individual identifies and is involved with his or

her organisation and is unwilling to leave it. Meyer and Alien (1994) stated that

organisational commitment is “a psychological state that:

a) Characterises the employees relationship with the organisation,

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b) Have implications for the decision to continue membership in the

organisation.

Organisational commitment refers to the degree to which an employee

identifies with a particular organisation and its goals and wishes to maintain

membership in the organisation (Robbins, P. Stephens. 2005). As per the Chamber’s

English-Hindi Dictionary, the meaning of ‘Devotion’ (commitment) is ‘Arpan’ and

‘Upasana (submission and worship); or Dedication, ‘samarpan, (surrender) and of

Commitment ‘Vachanbadhata’ (binding by pledge). The meaning of these three words

and their derivatives in different English Dictionaries can be summarised as:

a) A promise to do something or behave in a particular way,

b) The hard work and loyalty that someone gives to an organisation,

activity etc.

c) Doing ones best to achieve something.

In this study commitment refers to the activities performed or role played by

the Principals and Teachers at the collegiate education level for achieving best in

decision making and implementing the plan at institutional level for greater benefit of

the society. In this study committed principal refers who helps the teachers in creative

thinking, motivates them to serve their institutions with a missionary spirit and tries

their best to fulfil those needs. A committed principal and a committed teacher refers:

a) who posses complete dedication to the task, b) commitment to the objectives of

education c) deep concern for the students d) conscious about ones’ role and

responsibilities, e) a high degree of professionalism. A Principal or an educational

administrator has an important role to develop commitment to teachers. A principal

must be an excellent motivator for his institution. The leader of an educational

institution can motivate the stakeholder of the institution by providing good

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environment through careful planning, by creating healthy institutional climate,

involving the teachers in planning and execution of activities, team work, by

recognising sincerity and merit of the staff (Singhal, R.P., 2003, NCERT).

With the help of these framework and motivated mind set the college

principals prepare their mission and vision to accomplish his desired objectives. The

college principals implement his programme of action on the basis of the felt need

through the maximum utilisation of existing resources by using his creative

innovation and leadership quality with a high degree of commitment attitude.

Karmakar, Anjali (2008): A research study on ‘Organizational commitment and

constructive thinking as predictors of Administrative effectiveness of college

Principals in Assam’ reveals that effective Principals are good administrators and they

are dynamic, prone to change, ready to take risk and daring to reject traditions.

Effective Principals commitment to the organization are reflected in college activities

Lawrence & Brain (2003) studied on the Principals class code of practice revealed

that the Principal has final responsibilities for the delivery of quality education for

students. He encouraged college council to develop, provided leadership in promoting

a positive image of the college, encouraged use of high quality teaching learning

practices, ensured provision of professional development of staff in achievement of

college goals, facilitated community involvement in student learning and college

decision making. Ramachandran (1995) made a study and titled managing a college

effectively reveals that growth of an academic institution depends much on the

personality of its head. The college Principal is to be honest, hard working, optimistic

and a man of principles. Democratic attitude of a Principal brings team spirit among

the staff members which help an institution to achieve institutional goal. Sharma,

G.D. & Ahmed, R. Shakti (1986), A collaborative study by UNESCO, UGC &

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NIEPA (NUEPA) on ‘Methodologies of Teaching in Colleges’ suggested on the basis

of their research study that careful planning by giving importance on own individual

style and pace of the institution and student by mixing the old with the new; in the

right proportion, at the right time.

2.8 HISTORICAL PERSPECTIVES OF EDUCATIONAL

PLANNING IN INDIA

Educational planning in Ancient India

Ancient Indian educational system was centred round the ‘Gurukula’ System.

‘Gurukulashram’ was the pivotal structure of ancient Indian education. ‘Gurukulas’

were the single teacher schools which functioned informally. Both the teachers and

students were lived as a community and supported by the community which make

them enable to concentrate whole heartedly on teaching and learning. Inculcation and

imbibing of higher values of life were given great importance in the process of

learning and teaching. Oral tradition of teaching and learning dominated the

educational teaching. Education was extensive in coverage, balanced in nature and

practical in orientation through philosophy and religion constituted its core. The

contents of learning and teaching were exhaustive and encompassed all aspects of

both theoretical and practical knowledge including science, technology, medicine arts

and architecture. In spite of theoretical core education was not totally detached from

employment. The need for educational planning at macro level was probably not felt

at that time, but running of ‘Gurukulas’ by the individual gurus might be operated

through micro level educational planning at institutional level by the support of

society and state. “Financial support by the state would have certainly involved

34

planning exercises in resource allocation, however crude and tentative the exercise

might have been” (Prakash, Shri).

Educational planning during Muslim rule in India

Drastic changes affected the education system during the Muslim rule due to

the changing societal and individual needs to meet the challenges of the times.

Muslim system of education was introduced in India sometimes in the twelfth century

Qutubuddin Aibak established numerous mosques and attached Madrasas to them.

The Madrasas imparted both spiritual and material education. (Prakash, shri). The

Khiljees also attached great importance to education because of which Delhi emerged

as an important centre of education and become a seat of learning. Numerous

madrasas, schools, colleges also came into existence as a result of the private

initiatives. According to one view, schools and colleges existed and operated

practically in every part of the country even before the advent of the Mughal Empire

in India (S.M. Zafar, 1973). Muslim rule in India not only diversified the then existing

indigenous system of education but it also attached great importance to the provision

of educational facilities so as to make it widely accessible to the vast majority of the

people. Population growth also had imparted urgency to the expansion of existing

facilities. Large numbers of pathsalas, madrasa and maktab established and there was

hardly any mosque, temple or panchayat which had no pathsala or madrasa and

maktab attach to itself. Education imparted by these institutions was secular in nature

and socially relevant in orientation. Large number of Sanskrit, Arabic, Persian schools

operated which imparted education up to the highest level not only in language and

literature but also in law, philosophy, logic, science, technology and medicine( Sharp

and Richie, 1922). In most cases education was free and there was no relationship

35

fees paid and education received by the pupils. The educational institutions were

financially supported by the charitable endowments or incomes derived from rent free

lands provided to such institutions or lands granted from religious purposes to temples

and mosques to which the educational institutions were attached. However after the

introduction of western education in India by the then British rulers started gradually

withdrawing these lands in order to starve the indigenous institutions from their base

of financial support so as to popularise and substitute the western from Indian

education.

Educational planning in India under British rule

The first war for liberation in 1857 in India compelled the British rulers to

introduce many reforms in administrative structure. The constant efforts of several

Indian nationalist leaders, scholars for bringing awareness against the exploitation

created increasing pressure on the British rule. The scholars, economist like Dadavai

Naoroji, Ranade had undertaken detailed theoretical and empirical studies to show the

nature, degree and the direction of exploitation by the British rulers to the

disadvantages of development of the Indian economy. Studies had also been

undertaken to establish the degree and nature of Indian poverty and

underdevelopment of Indian economy and these were directly attributed to the British

rule in India. The colonial rulers attempted to remove the dissatisfactions, criticisms,

and sincere protests of the literate Indians and the recurrence of 1857 war of liberation

through education, health care and pecuniary benefits to selected individuals. Though

the 1857 war had proved highly costly to the British in terms of the loss of men and

materials but the 1857 war shook the very roots and foundations of the British Empire

in India Indigenous system of education had practically disappeared from India at the

dawn of twentieth century. The twin processes of disintegration of the indigenous

36

system and its replacement by western system of education in India had started in the

first half of the nineteenth century (after the annexation of Matak Territory of Assam

in 1839 (S. Dutta, 1988). For example after the annexation western education was

introduced there. Capt. Vetch. Political Agent, located at Dibrugarh, wrote to Capt.

Jenkins, Agent to the Governor General, North East Frontier, that out of an estimated

population of 5000 only three persons were found to be fit for government jobs. In the

entire territory not a single person was available for the job of a teacher. To educate

the Matak people and to make them fit for Govt. jobs in their own place British

Government should take effective measures. It was also recommended that Political

Agent should be authorised to establish Bengalee and Assamese school in that areas

to qualify the Matak people for holding situations of British Governments judicial and

revenue establishments. It clearly established that the colonial rulers adopted .a)

Manpower requirements, b) Elite or Class rather than the Mass oriented Approaches

for educational planning in India. Under British rule education was used as the most

powerful agent for British Colonialism. From historical perspective it was proved by

the activities of the British Officers perceived the necessity of introducing necessity of

introducing Christianity and Education specially for reclaiming the Nagas to order

and civilisation. (Sema, Piketo, 1988). The main objective of Christian Missionaries

in India was to convert Hindus into Christianity. Conversion into Christianity was not

only to spread this religion but also to facilitate the infusion of denationalise into the

hearts and minds of the converts. Western education, English language, English

literature was used quite effectively as a part of cultural imperialism. These

widespread and concerted efforts of British Government alienated the recipients of

western education from their culture, language, literature, tradition, customs and value

and instigate them to oppose their own societies. Mission schools and Colleges played

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a pivotal role in this process. Christian missionaries had started schools to impart

Western education in different parts of India in early nineteenth century. Main

objectives of these missionary educational institutions (even in 1820 to 1830s) was to

influence the masses in favour of the British rule through the provision of pecuniary

benefits, health care and education for which the good offices of the church and their

missionaries were used. They extended full support to the missionaries as a part of

long term, elaborate and careful planning for the strengthening of British rule at the

grassroots. Christian missionaries had systematically started schools for imparting

western education in Nagaland, Manipur, Mizoram, Meghalaya, Assam and other

parts of North East India during the second half of the nineteenth century.

Missionaries had the full political support from the British Government and European

Churches also offered full financial backing to such schools, though there may be no

trace of explicit operation of the policy of educational planning as they might be

considered undesirable intervention by Indian people from the side of the alien rulers.

Hence, missionaries were used as the frontal faces to mask and disguise direct

intervention by the Government to achieve their goals. The approach to educational

planning of British system of education introduced by Lord Macaulay in India was

a) to focus on the preparation of manpower to meet the manpower needs to help the

British administration in India. b) Educational facilities were to be provided only to

the elite classes rather than the masses, c) contents of learning and teachings were

designed in such ways which were completely detached from the indigenous and

cultural roots, d) to plan manpower requirements approach to educational planning

which would prepare the educated Indians for Govt. jobs. From those facts and

observations it is clear that India was probably the first country to introduce and

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practice educational planning with the limited purpose of producing manpower for the

white jobs in the Government sector.

Perspectives of Educational Planning for Higher Education under British Rule

to Modern Period

The developmental journey of Indian higher education is a vast history. In

relation to the necessity of the work attempts are made to mention only the related

facts very briefly for tracing the perspectives of higher educational planning in India

as a whole on the following way:

(i) In January 1857, Lord Canning passed the Acts of Incorporation which

provided for the establishment of Universities in Calcutta, Bombay and

Madras on the model of the University of London (as provided by the

Education Despatch of 1854) were affiliating universities without

geographical limits to the area (Ghosh, S.C., 2009).

(ii) The 1882 Hunter Commission introduced the ‘Grant- in- aid’ system for the

colleges which were determined by the efficiency, strength of staff,

expenditure on maintenance and local needs of the colleges. That step of the

commission for the collegiate education attracts the attention of modern

educational planners.

(iii) Introduction of Indian Universities Act under the leadership of Lord Curzon,

which brought Indian higher education under Government control in the year

1904. That was the first comprehensive document on Indian education policy

ever issued by the Government of India since the emergence of a modern

system of education in 1854.

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(iv) Changes on administration and planning brought to the Indian universities and

collegiate education by the recommendations of Calcutta University

Commission or Sadler Commission in 1917. That was the era of freer growth

and development –the process of university autonomy and democratisation of

higher education in India.

(v) Publication of Hartog Committee Report in the year 1929, which suggested for

enriching physical facilities of colleges, especially the library facilities and

research work in the universities.

(vi) The process of reconstruction of Indian higher education started through the appointment

of Radhakrishanan Commission in 1948. The activities of this commission showed its

effect through the creation of ‘Planning Commission’ and inclusion of educational

development as an important criterion of national development.

(vii) 1964, Appointment of Kothari Commission by M.C. Chagla. The commission

submitted its voluminous report for the development of education at all level

in the year 1966 giving special emphasis on the qualitative improvement of

education by maximum utilisation of existing resources and facilities.

(viii) Formulation and implementation of the ‘New Education Policy’ in 1986 and

evolvement of the concept of using education as trouble shooter and special

emphasis on different approaches of educational planning.

At present UNESCO, University Grants Commission, Asian Institute of

Educational Planning and Administration, National Staff College for Educational

Planners and Administration, New Delhi, National Institute of Educational planning

and Administration (NUEPA), Academic Staff Colleges of the Universities and other

concerned government and non-government organisations are engaged for improving

the area of educational planning and administration.

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Existing facilities in ‘Gauhati University Staff College’ for professional

development of Principals, Teachers and Non teaching staff:

The Academic Staff Colleges, as a non-profit organisation under the UGC

plays a unique leadership role in higher education. Gauhati University with a vision

for bringing excellence in the field of higher education institution made provisions

through the Academic Staff College according to the guideline of University Grants

Commission. For professional development of the principals, teachers, non-teaching

staff of the higher educational institutions different types of programmes have been

arranged since the inception of this institution.

The programmes undertaken by Gauhati University for improving

administrative, supervisory skill of the Principals, Non-teaching staff of the Post-

graduate and Undergraduate (Colleges and Universities) education during the XI plan

(from 2007-2008) have been briefly summerised as below:

Name of the programme Nos. No. of Participants

Orientation Programme 20 709

Refresher Course Programme 71 2266

Short-term courses 19 729

Under the provision of short term courses there are some programmes specially

designed for the college principals for developing their administrative and supervisory

skill and there are some other short-term courses designed for the non-teaching staff

of the colleges and universities. The NAAC Peer team visited Gauhati University

from 2nd

to 4th

February, 2012 and in their report the team suggested to initiate

collaborative activities with reputed national and international training institutions for

improving this area.