PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT … · periodical test/Assignment during the...

SYLLABUS

PROFESSIONAL DIPLOMA IN EDUCATIONAL

MANAGEMENT (PDEM)

DEPARTMENT OF EDUCATIONAL ADMINISTRATION

FACULTY OF EDUCATION AND PSYCHOLOGY 9/28/2015

PROFESSIONAL DIPLOMA IN EDUCATIONAL MANAGEMENT (PDEM)

2015

2

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


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


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



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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


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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


d) Management of Time: : Administrative dimension and


e) Issues wherein, the creative managerial aspects offsets the

scarcity factors.

MODE OF TRANSACTION


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


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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


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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


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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.

http://www.bestwebbuys.com/Uptime-ISBN_1563273357.html?isrc=b-search

http://www.bestwebbuys.com/Uptime-ISBN_1563273357.html?isrc=b-search


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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


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MODE OF TRANSACTION


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


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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.


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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


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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.


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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


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

http://www.palgraveconnect.com/pc/doifinder/10.1057/9780312376345


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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


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


Delhi







2015

27



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


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



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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


REFERENCES



Delhi







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.


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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


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


Delhi








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


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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


PRACTICUM


5. Visit the school website of at least ten schools and review their philosophy


REFERENCES


Delhi






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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


PRACTICUM

1. Critically examine the National policy on Education 1986 and 1992 for the management of

Higher Education


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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


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UNIT-III

Management Process

20hrs. Finance management

Staff recruitment

Resource Management

Relation with Stakeholders

MODE OF TRANSACTION


PRACTICUM


8. Visit the school website of at least ten schools anf review their philosophy


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.

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