18 Vol-1 Issue-6 Vikrant Institutional Planning

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International Journal of Multidisciplinary Research

Vol.1 Issue 6, October 2011, ISSN 2231 5780
INSTITUTIONAL PLANNING : THE WORKING PRINCIPLES

DR. VIKRANT MISHRA*; VINOD PUNDIR**
*Assistant Professor, Department of Education,
Lingayas University, Faridabad.
**Assistant Professor, Ch. Devi Lal College of Education,
Jagadhri.
ABSTRACT
Planning in Education is an extremely important activity as it forms the basis of all
programmes of quantitative and qualititative improvement in education. Planning is the
process of preparing a set of discussions for action in future directed at achieving goals.
Without planning, an individual or a society , an insititute or a nation cant prosper. It was the
farsightedness of Pandit Nehru that he planned five year plans for the development of India
after independence. Similarly any educational institution, cant achieve the targeted goals
unless it goes for proper planning. Educational planning implies taking of decisions for future
actions with a view to achieving predetermined objectives through the optimum use of scarce
resources said J.P. Naik. Institutional planning is a part of educational planning. It is confined
to a particular institution and functions keeping the goals of that particular institution. It is
one of the grass root level planning. It ensures better and more fruitful use of the resources
which the institution has or can have. It is the institution that knows best its needs and
problems that have to be solved. Hence it is the institutional planning that can best plan for its
welfare and development.
___________________________________________________________________________
INTRODUCTION
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To improve the quality of education from its very base the ministry of education the quality
of education from its very base the Ministry of Education in its Fifth Five year plan gave
special attention too institutional planning. Formerly Dr.V.K.R.V. Rao had also emphasized
the importance of institutional planning for qualitative improvement of school. He remarked,
Each institution will have to learn to plan its development on its own individual lines within
the broad framework of national policy on education.
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As Confucius remarks, A man who does not think and plan long ahead, will fined trouble
right at his door. Planning is of vital importance in every walk of life. It is needed in
teaching in organization in administration and in business. There may be educational
planning (including institutional planning), economical planning, industrial planning, town
and community planning, and family planning. Whether at home or abroad we need
planning. Planning is a major instrument in any social system. The goals of planning and
education are similar. Planning is both the determinant and the determiner of education
while better education leads to better planning, better planning leads to the development in
education both in content and quantity.
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TWO APPROACHES
The following two approaches are available in drawing a plan of education for a national
system of education of a country.
Two approaches
Top Based approach
Institutional Planning
(Start at the central level)
(Start at the Institutional level)
MEANING AND DEFINITION OF INSTITUTIONAL PLANNING

M.B.Buchs view: At the national seminar on institutional planning held at Bhopal in
November 1968 Pro. M.B. Buch, while defining institutional planning observed that A
programme of development and improvement prepared by an educational institution on the
basis of its felt needs and the resources available or likely to be available with a view to
improving the school programmed and school programme and school practices, constitutes a
plan for and institution. It is based on the principle of optimum utilization of the resources
available in the school and the community. The plan may be for a longer duration or a shorter
duration.
CHARACTERISTICS OR REQUISITES OF A GOOD INSTITUTIONAL PLAN
1. Need based and not grant based
2. Optimum utilization of resources
3. Co-operative affair
4. Goal oriented
5. Prospective plan
7. Improvement motivation
8. School improvement and development
9. Continuous development
10. Democratic outlook
11. Collaboration with the community
6. Specific plan
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12. Basis of district plan
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13. Eliminate wastage

14. Developing work culture
15. Inspection
16. Child Centered
17. Scientific
18. Task oriented
MAJOR AREAS (SCOPE) OF INSTITUTIONAL PLANNING
As the Institutional plan seeks improvement in all directions it must touch varied aspects
of the organization of secondary schools. It must take the shape of an over-all scheme for the
improvement of the school in respect of following:
1. IMPROVEMENT OF THE SCHOOL CAMPUS
(i)
Provision of more facilities to the pupils like the supply of drinking water, sanitary
facilities, mid-day-meals, medical facilities etc.
(ii)
Collection of library books, Magazines, journals, Instructional materials and audiovisual aids for the school.
(iii)
Construction, maintenance and repair of school building.
2.
IMPROVEMENT OF ACADEMIC FACILITIES
(i)
Division of the curriculum in each subject into monthly and weekly units and sub
units.
(ii)
Organization of remedial teaching for slow-learners.
(iii)
Organization of seminars, conference etc. in the institution.
(iv)
Support of teacher-improvement programmers like

refresher courses, and orientation courses etc. for teachers.
3.
IMPROVEMENT OF CO-CURRICULAR ACTIVITIES
(i)
Organization of physical activities in the school.
(ii)
Organization of literary activities like preparation of bulletin boards, wall magazine,

improved teaching aids and equipments.
(iii)
Organization of social service projects.
4.
SCHOOL IMPROVEMENT PROJECTS
(i)
Functional Literacy programmes
training,
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in-service
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(ii)
Adult Education Programmes
(iii)
Organization of S.U.P.W.
(iv)
Maintenance of and love for ecological equilibrium.
5.
INVESTIGATION AND RESEARCH
(i)
Action Research and Evaluation
(ii)
Other Project Works.
NEED AND IMPORTANCE OF INSTITUTIONAL PLANNING

1. FOR BETTERMENT AND IMPROVEMENT
All institutions have some plans. All the heads of institutions make plans and each teacher
also plans. In fact each headmaster and teacher does plan but this planning my not be
systematic adequate and clear. This planning may not exist in a definite or regular form.
Planning may mostly be routine planning of the syllabus time table and examination etc. and
it may not exist in a definite or regular form and it may be repeated from term to term and
from session to session without much thinking.
2. TO GIVE PROPER DIRECTION TO EDUCATIONAL OBJECTIVES
Institutional planning will gives you right direction to the educational planning in the country
i.e, the upward direction from bottom to top. In the normal trend followed today the direction
of planning is from top to bottom. Institutional planning is the recognition of the role of
administrators teachers, parents, students, educationists and social reformers in the process
of planning of education in the country.
3. FOR MAXIMUM UTILIZATION OF RESOURCES
Institutional planning leads to optimum use of the existing resources. As a nation we face a
great scarcity of resources with increasing needs and demands from every quarter. Therefore
we must plan for maximum utilization of scarce resource.
5. TO ENCOURAGE INITIATIVE OF INDIVIDUAL TEACHER

Institutional plan encourages initiative freedom and creativity of the teacher makes the
individual teacher effective. It motivates them too strive harder for achieving excellence. It
draws out the best of the teachers.
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Educational planning must fit into the over all national planning for developmental purposes.
As such it gets importance from the need for collective efforts of the people. In the words of
B.D. Nag Chaudhari, Since the implementation of plans and programmes is as important and
vital as plan formulation. Institutional planning has a special contribution to make in national
development.
4. FOR NATIONAL DEVELOPMENT
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6. FOR DEMOCRATIZATION OF PLANNING

Institutional planning democratizes the process of planning because it takes into confidence
the students the teachers the parents and the head of the institution. Sh.J.P.Naik says, A
major reform, I propose, therefore is that the planning that resembles an inverted pyramid
should be broad-based and decentralized by introducing the system of institutional plans.
He strongly planed to have a fine blend of the centralized and decentralized systems of
educational planning in our country.
MAJOR OBJECTIVES (PURPOSE) OF INSTITUTIONAL PLANNING
The institutional planning should be based on certain predetermined objectives. All activities
planned should help directly or indirectly to achieve these ends. One depending upon the
circumstances and needs of the school, the objectives may be short term and long term.
Following are the same main objectives
Sh.J.P. Naik, Education Advisor, Government of India, has listed the following four
objectives of institutional planning:
1. Giving freedom to the teacher.
2. Making the good teacher effective.
3. Involving every teacher in the formulation and implementation of plans.
4. Emphasizing what can be done here and now boy mobilizing our existing resources.
Analysis of the present situation according to the needs of the institution.
Survey of the existing resources.
Preparation for the improvement of school programme.
Implementation.
Evaluation.
ESSENTIALS OF INSTITUTIONAL PLANNING
A seminar on Institutional planning organized jointly by the National Council of Educational
Research and Training and the Ministry of Education, Government of India in
November,1968 at Regional College of Education, Bhopal recommended the following four
essentials of institutional planning;
1. DIFFERENT LEVEL OF IMPROVEMENT PROGRAMMES
The principal should realize that all improvement programmers will not go at the same rate.
Some programmes will develop at a faster take than others depending upon the ability of the
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PROCEDURE AND TECHNIQUES OF INSTITUTIONAL PLANNING
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teachers concerned and also upon the degree of simplicity and complexity. Whereas some
teachers will lead at a faster rate in implementing improvement programmes, several other
teachers will lag behind. A broken front approach where each teacher goes with his speed
should be followed by the principle. He should neither insist nor accept the same level of
development for different involvement approaches.
2. EACH SCHOOL HAS ITS OWN INDIVIDUALITY
No two schools are alike. Some schools may be big some small some schools may be fullday schools and some part-time shift schools. The principal should realize that each school is
different form the other in its resources problems and resources. It is natural that planning for
each school will be different from the other. Institutional planning respects the individuality
of each institution.
3. INVOLVEMENT OF ALL THE TEACHERS OF THE SCHOOL
In the process of preparing the school plan for improvement and development the
principal/headmaster should take care to involve all the teachers of his school. He should also
make conscientious efforts to involve the community groups as well as the students. In fact
every member of the school population should be involved in the task of preparation and
implementation of the school plan.
4. LOOKING FORWARD PLAN
While planning for the institution the experience of the past year should be taken into
consideration and the plan should be a forward looking plan aiming at high ideal, viz. too be
the pursuit of excellence. The Principal/Headmaster should not tae up institutional planning
in isolation of the national plan, state plan and district plan. Main target of the national plan
should be squarely put before the staff member to give them direction for planning.
INSTITUTIONAL PLANNING AND TEACHERS COLLEGES
The seminar on Institutional planning held at Regional College of Education, Bhopal in
November 1968 made the following main recommendations in the direction:
1. Improvement of the syllabus
4. Involvement of school teachers

5. Students reaction
6. Orientation course
7. Teaching practice
8. Guide to the schools
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3. Meetings of subject teachers
2. Method of teaching
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9. Research committee
10. School teachers as members
11. Extension work
12. Education leadership
ROLE OF TEACHER IN INSTITUTINAL PLANNING:
The role of teachers in institutional planning can be summed up under the following
points:
1. IDENTIFICATION OF NEEDS
An institutional plan should be based on the needs of the school. Teachers should play an
important role in identifying these needs. They should help in making a thorough survey of
the school in order to find out the problems. They can discuss pros and cons of the problems
in staff meetings. They can analyze the present position in respects of various needs of the
school like adequacy of school building furniture and equipment library and laboratory
facilities admission procedure enrolment of students and system of examination.
2. SURVEY OF RESOURCES
Teachers should play a vital role in making a survey of the existing
(a) Resources available in the school like library laboratory and building equipment
(b) Resources easily available through the Government, Management and School Education
Board
(c) Resources available in the community like public library play ground bank factories
workshops hospitals etc.
Teachers should play active role in making the best use of these resources for the benefits of
the students.
4. IMPLEMENTING THE PROJECT

Teacher makes a selection of the projects that are to be undertaken and guidelines are
prepared. The projects should be executed through the material and human resources at
command. The execution will be done through the co-operation of teacher and other
personals like headmaster students and members of the community.
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Teachers should help the head of the institution in preparing a list of improvement
programmes for the school with details about each programmer. He should help the head of
the institution in defining each improvement programmed in terms of utility for the school
involvement of school population and evaluation and follow up. He can play a significant
role in starting improvement programmes projects and action research investigations.
3. PREPARATION OF IMPROVEMENT PROGRAMMES
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5. EVALUATING THE PROJECT

Success of institutional planning is determined through evaluation. Teacher plays a vital role
in assessing the end products the outputs or the results of the plan. He helps in evaluating the
plan when the work in progress and when the plan has been completed. If the plan is
successful he helps in institutionalizing the principles and projects. If the plan is not
successful he helps in investigating the causes removing defects and evaluating the project.
Competent and dedicated teachers can certainly show remarkable achievement within the
present framework and resources available.
SCHOOL ADMINISTRATION
Each school is headed by one Headmaster. The head of an institution is solely responsible for
institutional planning and management. He or she decides how to use the available resources
and how to initiate steps to mobilize the resources. He or she involves the teachers, parents,
other associations etc. towards the achievement of qualitative education for younger
generations.
Powers of head of the institution:
1. 1.
Supervising the teachers
2. 2.
Maintaining attendance of teachers and records
3. 3.
Reviewing the notes of lessons
4. 4.
Sanctioning of leave to teachers
5. 5.
Preparation of statement for claiming pay for teachers
6. 6.
Conducting District Level examination
(Quarterly-Sep, Half Yearly-December, Annually - Mar/Apr)
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Generally academic year of the educational institution begins with first day of June of the
year and ends with the 15th day of April of the following year.
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WORKING PATTERN OF A SCHOOL
WORKING PRINCIPLES OF EDUCATIONAL PLANNING
3. BASED ON RESEARCH: Educational planning should be based on organized research and

the decisions involved in the plan should not be arbitrary or intuitional. The final choice of
the alternatives should be warranted by factual information and results of objective research.
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2. PART OF NATIONAL PLANNING: Education planning should be recognized and

carried out as an integral aspect of national planning .Education should lead to social and
national development. Its activities and programmed must take into account the overall
national development. Education should be essentially linked with national development.
Hence, educational planning should be an integral part of total national planning. The
objectives, activities, programmes, procedure of educational planning, therefore are
determined in the larger context of national planning.
1. PROPER FORMULATION: Planning procedure and process should be carefully

formulated, unified and systematically carried out. Its objective must be clear. There should
be a coordination and integration among various components, activities, teams of people
involved in the planning. All the activities of planning finally should be carried out
systematically.
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Research based on study of trends, factual relation, survey, hips, new developments, etc.,
should provide a sound basis for taking decisions incorporated in the plan.
4. CONTINUOUS PROCESS: Educational planning should be a continuous process requiring
constant adaptation of plans to meet emergency needs. No plan should be considered final,
rigid and perfect. It may change any time in future depending upon new situations, conditions
and circumstances and other exigencies, The plan once prepared must be flexible and
adaptable to meet emergency needs.
5. FUNCTIONAL REALISTIC AND PRACTICAL: Educational planning should not be
limited to existing situations only. It should be workable. It must be such as it can be
implemented. If it requires certain ideal condition and circumstances which can not be
obtained, it would be an ideal good plan, but not a workable plan. It should be a realistic and
feasible plan. It should be conform to the situational realities. It should achieve the objectives
in the circumstances and conditions which are obtained there.
6. INVOLVE THE ACTIVE AND CONTINUING PARTICIPATION OF INTEREST
GROUPS AND ORGANIZATIONS
In all educational organization, there are many people and several groups involved in the
implementation of the plans at different stages. Involvement of these people in the planning is
significant with long experience and expert knowledge, they may contribute significantly to
more functional and practical decision making. They may have a greater sense of
identification with the plan so prepared. They may be better motivated to implement the
decisions contained in the plan. This participation of interested groups and person should be
continuous at all stages so that these persons and groups may feel that it is their plan,
prepared by them and not a plan imposed n them by someone at the top.
7. RESULT IN SPECIFIC RECOMMENDATIONS WHICH ARE UNDERSTOOD AND
ACCEPTED BY PARTICIPANTS
The plan recommendations should be clear and descriptive of what is it to be done, why is it
too be done, how is it to be done. It should be, self explanatory so that people who are
involved in its implementation may understand what they are required to do. If there is
something in the plan which is not acceptable to the people who have to implement that, it
may alienate them and they will not have their heart in the work related to its implementation.
9. MEETING THE NEEDS OF THE PEOPLE

All planning for development is made for meeting the needs of the people. Educational
planning meets the needs of the students and all those who are engaged in teaching, research
and other related work. It is the pupils for whom provisions of education are made and plans
are prepared. Hence their needs have to the centre of all considerations. If the plans are being
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The process of planning implies analysis of the validity of assumptions, relevance of data
used, and quality of procedures employed soundness of interpretation. These element are
important even after the plan is ready Frequent assessment of these enables future adaptation
of the plan according to changing conditions.
8. CONTINUING EVALUATION OF THE PLANNING PROCESS
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prepared for teachers, administrators, etc their needs should form the central basis for
preparing the plan.
10. PREPARED IN A COMPREHENSIVE AND WELL- INTEGRATED MANNER
The plans prepared should describe everything about its every aspect. It should be detailed
and well-integrated. All its components and stages should be incorporated in the plan in a
sequential and related order.
11. PROJECTED IN TERMS OF THE AIMS AND GOALS OF EDUCATION OF
SOCIETY CONCERNED
It stresses the need for identifying and keeping the societal goals in mind while preparing
educational plans. Education is means to achieve the social goals. Education being a subsystem of the larger society system planning in education has to synchronize with the goals of
the larger society.
12. NEEDS- BASED AND SITUATION- ORIENTED
There cannot be a single best plan for all purposes and all times. Each plan should have a
unique character which should be determined by the needs of the situations. Specific and
unitary plan can be prepared to solve immediate problems. Similarly short term and long term
plans may be prepared.
APPROACHES TO EDUCATIONAL PLANNING
Over the years and across many different countries, various approaches to educational
planning have been developed. These can all be subsumed under following models or
approaches:
(1) Intra-Educational extrapolation model.
(2) Demographic project model or school mapping.
(3) Manpower or human resource development approaches or model.
(4) Social demand approach or model.
Each of these models has its own premises, a procedural logic and methodology.
1. INTRA-EDUCATIONAL EXTRAPOLATION MODEL
Conceptually, the task of intra-education extrapolations consists of estimating the
quantitative implications for the system as a whole. It means setting targets for one particular
characteristic of the educational system. Thus if the targets were to be the achievement of
universal primary education up to certain grade level by a certain year the education planners
would extrapolate from the datum the ways in which the supply of teachers, the construction
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(6) Social justice approach or model.
(5) Rate of Return approach or model.
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of new buildings, the production of new textbooks, and like would need to be scheduled to
ensure that the target will be reached. Flow statistics of various kinds become an important
tool for this kind of analysis. This can become particularly involved and complicated when an
attempt is made to take subsational (regional district) variations into account.
2. DEMOGRAPHIC PROJECTION MODEL
Demographic projections from a part of virtually all approaches to educational planning.
They provide the most basic parameters for estimating the population that a future
educational system is to serve. Even the most limited intra-educational projection is
dependent on, some rough indication of the size and the age composition of a given
population at future point in time. However the estimation of demographic developments has
become a source of planning criteria in its own right. Estimations of the size of the age cohort
to be served by a certain level of the educational system as a specific future point in time lead
to some future projections of intra-educational kind .In most societies the size of age cohort is
rather reliably known at least five or six years before it enters the first year of formal
schooling and many more years before secondary and tertiary institutions are attended. The
major sources of errors in this approach to educational planning have to do with points in the
educational system where members of an age group can and do make choices between
different educational options (e.g., between more vocational or more academic form of
schooling).
SCHOOL MAPPING
By constructing rather detailed maps of the actual or projected catchments areas of schools
in terms of their demographic, geographic, social and transportation characteristics and
attempt is made to identify physical location that would maximize access to a school for a
given population. Also referred to as micro planning the school map strategy is an
important vehicle for moving educational planning from a largely national frame of reference
to more detailed concerns with regional and local conditions and constraints in the
educational development including concerns with the distribution of educational
opportunities across national and regional entities.
Short production or over production of these will be a defect of planning or failure of

planning technology. Human resource development approach to planning in education
assumes a greater importance if education is regarded as a factor of economic development of
a country. New ideas, new techniques and new knowledge of production embodied in
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Also know as the human resource development approach, this implies that the social system
needs educated and trained people with certain well-defined knowledge, attitudes and skills.
The demand for such people i.e. manpower is variable and changes with the technical,
economic and social developments. Educational, training and development of such people is
the human resources development for maintain and improving the social system and also for
socio-economic and political modernization of a country. Educational system should be as
designed or change in educational system should be so planned that it should fulfil the
countrys man-power requirement. It should produce as many educated and trained people of
different categories such as doctors engineers teachers, graduates, postgraduate etc. as are
required by the country for its various services.
3. MANPOWER APPROACH
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physical capital determine the rate at which the economy of a countrys as a whole can
advance. This is the contribution which education makes to countrys economic development
as it is from higher education and research establishments that the new ideas and technique
flow skills, which individuals acquire through educational and training are a result of formal
education. Every country therefore builds up a system of education to fulfil these needs for
trained, skilled and efficient manpower. Educational planning in most countries focuses on
this perspective.
4. SOCIAL DEMAND APPROACH
The number of student trying to enter in schools or trying to stay in and go further reflects
society social demand for education. Social demand for education has a way of growing
faster than manpower requirement, leading, to unemployment of the education. Mounting
educational aspirations of parents and children and population explosion account for rapidly
rising social demand for education in most countries of the world since the end of the world
war. The crucial relationship between social demand and educational system capacity to
satisfy it this key point in planning for education.
5. THE RATE OF RETURN APPROACH
Also known as cost benefit or cost-effectiveness approach to educational planning it
emphasizes that the investment in education should be based on the benefits or return
occurring from that investment. The expenditure on education should be thought of as a form
of national investment justified by higher productivity and greater earning of educated.
UNESCO has been very strongly advocating educating education as an investment.
Education as an investment means two things.
(!) As a result of training imparted by training by training institutions, the pupil must acquire
productive capacity, be n apposition to add to the sum-total of production, should do much
more than what he was doing without education Difference between the two should be called
productivity ascribed to education.
6. SOCIAL JUSTICE APPROACH

Also known as social planning or planning for social development. It shapes education by
social or national goals of a country. The national policies and the constitution broadly
describe these goals and social development. Many of these goals large expected to be
achieved through education. Hence, it becomes essential the educational system to contribute
to the achievement of these goals. Hence educational planning inevitably takes these
expected goals of social development into consideration to be achieved through education.
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Theoretically investment in education both at the level of and individual as well as at the
level of the nation is bound to be positive as long as there is no unemployment of the
educated. Positive investment depends upon a closer relationship between education and
manpower requirements of a country. Education is expected to be beneficial to both the
individual and the nation as a whole. Man education and higher earnings are positively
related. Hence people want more education.
(!!) The levels of earning of educated people must be higher to those of the people who are
not educated. If this is so it mayo be said that return on education is positive.
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Social justice is an important goal of social development. Making provision for achieving this
goal would amount to social justice approach too educational planning.
Social justice means providing facilities and equal opportunities for development to all the
people of a country. For example Article 45 of the Indian constitution urges the state to
provide for free and compulsory education for all children up to the age of fourteen. Similarly
making special provision for the education of children from economically and socially
backward communities is an attempt on rendering needed justice to this section of the
society. Weaker sections of the society need special support from the government for their
social and economic development. For the balanced development of the whole society, it is
essential to make such special provision so while planning programmes in the field of
education. Making such considerations at the time of educational planning means adopting
social justice approach to educational planning.
CONCLUSION
Institutional planning is a complex idea, is to be worked out scientifically. It is a cooperative
affair, undertaken by all the staff members of the school, who realize their full responsibilities
and duties. It success depends on the attitude, training, a well to face realities and a cooperative spirit among the planners at each level of educational hierarchy. The plans should
be drawn in such way that the development is maximum and the chance of returns to the
investment made are the greatest within the resources available. Institutional planning is an
organized way of doing things in an institution. It leads to the attainment of objectives
through intelligent utilization of the resources of the institution.
BIBLIOGRAPHY
Abhigyan (2004). Business Journal from FORE. Vol. XXII, No. 2.
Aggarwal, Y.P. (1988). Research in Emerging Fields of Education. New Delhi: Sterling.
Aggarwal, Y.P. (1990). Statistical Method: Concepts, Applications and Computations. New
Delhi: Sterling.
Almagidi, A.M. (1989). Marlagerial behaviour of public elementary school principals as

perceived by principals and their teachers in a selected school district in south region of Saudi
Arabia University of South Florida, Dissertation Abstract International, Vol. 50, No. 5.
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Akbar, F.I. (1989). Saudi elementary school principals managerial behaviour as perceived by
principals and teachers, Southern California, Dissertation Abstract International, Vol. 49, No.
8, p. 2029-A.
AI-Maghamesi, S.F (1989). Managerial behaviour of secondary school principals as

perceived by teachers and by principals in Saudi Arabia, Mississippi State University,
Dissertation Abstract International, Vol. 50, No. 2, p. 311-A.
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Amarnath, (1980). Comparative Study of the Organizational Climate of Government and

Privately Managed Higher Secondary School in Jalandhar District. Unpublished doctoral
dissertation, Punjab University.
Anderson, Carl R., Hellriegel, Don and Slocum, John W. (1978). Managerial response to
environmentally induced stress, Academy of Management Journal, pp. 260-272.
Angel, Harold and Perry, James L. (1983). Organizational commitment: Individual and
organizational influences, Work and Occupations, Vol. 10 (2), 123-146.
Bala, M. (1989). A Study of Leadership Behaviour and its Correlates of College Principals in
Haryana. Unpublished doctoral dissertation, Kurukshetra University.
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Bendix, R. (1956). Work and Authority in Industry, New York: Wiley.

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ZENITH

International Journal of Multidisciplinary Research

INSTITUTIONAL PLANNING : THE WORKING PRINCIPLES

Top Based approach

(Start at the central level)

(Start at the Institutional level)

MEANING AND DEFINITION OF INSTITUTIONAL PLANNING

12. Basis of district plan

13. Eliminate wastage

Construction, maintenance and repair of school building.

IMPROVEMENT OF ACADEMIC FACILITIES

Organization of remedial teaching for slow-learners.

Organization of seminars, conference etc. in the institution.

Support of teacher-improvement programmers like

IMPROVEMENT OF CO-CURRICULAR ACTIVITIES

Organization of physical activities in the school.

Organization of literary activities like preparation of bulletin boards, wall magazine,

Organization of social service projects.

SCHOOL IMPROVEMENT PROJECTS

Functional Literacy programmes

Adult Education Programmes

Maintenance of and love for ecological equilibrium.

INVESTIGATION AND RESEARCH

Action Research and Evaluation

Other Project Works.

NEED AND IMPORTANCE OF INSTITUTIONAL PLANNING

5. TO ENCOURAGE INITIATIVE OF INDIVIDUAL TEACHER

4. FOR NATIONAL DEVELOPMENT

6. FOR DEMOCRATIZATION OF PLANNING

Analysis of the present situation according to the needs of the institution.

Survey of the existing resources.

Preparation for the improvement of school programme.

PROCEDURE AND TECHNIQUES OF INSTITUTIONAL PLANNING

4. Involvement of school teachers

3. Meetings of subject teachers

4. IMPLEMENTING THE PROJECT

3. PREPARATION OF IMPROVEMENT PROGRAMMES

5. EVALUATING THE PROJECT

Supervising the teachers

Maintaining attendance of teachers and records

Reviewing the notes of lessons

Sanctioning of leave to teachers

Preparation of statement for claiming pay for teachers

Conducting District Level examination

(Quarterly-Sep, Half Yearly-December, Annually - Mar/Apr)

WORKING PATTERN OF A SCHOOL

WORKING PRINCIPLES OF EDUCATIONAL PLANNING

3. BASED ON RESEARCH: Educational planning should be based on organized research and

2. PART OF NATIONAL PLANNING: Education planning should be recognized and

1. PROPER FORMULATION: Planning procedure and process should be carefully

9. MEETING THE NEEDS OF THE PEOPLE

8. CONTINUING EVALUATION OF THE PLANNING PROCESS

(6) Social justice approach or model.

(5) Rate of Return approach or model.

Short production or over production of these will be a defect of planning or failure of

6. SOCIAL JUSTICE APPROACH

Almagidi, A.M. (1989). Marlagerial behaviour of public elementary school principals as

AI-Maghamesi, S.F (1989). Managerial behaviour of secondary school principals as

Amarnath, (1980). Comparative Study of the Organizational Climate of Government and

Bendix, R. (1956). Work and Authority in Industry, New York: Wiley.

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