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EDUCATION
Structure
2.1 Introduction
2.2 Objectives
2.3 Indian Constitution and School Education
23.1
- -- _-
I n d i ~ o n s t i i u t i o nand School Education
2 3.2 Status of Indian Schools
2.3.3
2.3.4
' h e Structure of Indian School Education
Responsibilities of the Central Government in ~ c h o o ~ c X i ~ n - - - --
-
2.3.5 Responsibilities of the State Government
2.4 Central Provision for School Education
2.4.1 Central Advisory Board of Education (CABE)
2.4.2 Central Board of Secondary Education (CBSE)
2.4.3 National Council of Educational Research and Training (NCERT)
2.4.4 National Council of Teacher Education (NCTE)
2.4.5 National I~stituteof Educational Planning and Administration (NIEPA)
2.4.6 Kendriya Vidy alaya Sangathan (KVS)
2.4.7 National Open School (NOS)
2.5 State Provisions for School Education
2.5.1 State Council of Educational Research and Training (SCERT)
2.5.2 Board of Secondary Education (BSE)
2.5.3 State Textbook Board
2.6 Regional Level Organizations
2.7 District Level Organizations
2.7.1 District Education Office
2.7.2 District Institute of Education and Training (DIET)
2.8 Role of Local Level Organizations
2.8.1 Local Bodies in Rural Areas
2.8.2 Local Bodies in Urban Areas
2.9 Teachers' Union
2.9.1 Role of Trustees and Private Managements
2.10 Let Us Sum Up
2.11 Unit-end Activities
2.12 Points for Discussion
2.13 Answers to Check Your Progress
-
2.14 Suggested Readings
2.1 INTRODUCTION Y
and it
The school is, as you already know, a social organization. It is created by the
exists in society to cater to its needs. Schools, therefore, are administered and +lat? PY
the society. TO administer and regulate them in our country different bodies anrauthorlUes
have been created. As stipulated in the 42nd Amendment of the Indian constirtion
''Education is the concurrent responsibility of both the Union and the State w i P p * t
Provisions for and adminisuation of education in the UnionT-f:-- . --- wqonslbdltY Of
the Union Government. S c h o w a t i n n th--wN1S, 1s a joint responsibilitj of the cenud
and State governments. we. l -~ & ~ e r e-
- -
, Ministry of Human Resoulce DevelO~ment
f o r e the
(MHRD), the Central Advisory Board of Education (CABE), the National Council of
Educational Research and Training (NCERT), and the National Council of Teacher Education
(NCTE) etc. at the Central level. Similarly at the state level, we have the State Ministry of
Education, the State Council of Educational Research and Training (SCERT) or the State
Institute of Education (SIE), the State Board of Education, and the Text Book Board. At the
local level, we have the District Education Officer, the Panchayat Sarniti, the Village Panchayat
and the Village Education Committee. A school, wherever it is situated, has to cater to the
needs of the immediate community. Therefore, the functions and the structure of a school is
determined by the local level organization and administrator as well as the state and central
level agencies.
In this unit, we will discuss the structure of School Education and the constitutional provisions
for it in the Indian Constitution. We will also discuss the role of Central level,State level and
local level organizations and administrators in school education.
2.2 OBJECTIVES
After going through this unit, you will be able to :
describe the existing constitutional provisions for school education in India;
describe the status, functions and structure of Indian schools;
list roles of Central level, State level, District level and local level organizations and
administrators for school education;
state the relationship among various authorities and organizations provided at different
levels.
74
:There
-are 97.
<-
subjects in this list and the following entries are
\-.
Entry 13 : Educational and cultural relations with foreign c-es.
of its existence and perpetuation. The older generation exercises certain influences on the School in the Societal System
younger generation which is not yet ready for social life, with the objective of promoting in
children the set of physical, intellectual, and moral behaviours demanded of them by society
as a whole. In other words, each generation tries to pass on its social heritage and cultural
tradition to the next generation. This process is known as the transmission of culture.
Socialization starts right from the early years of a child where helshe is within the family
environment i.e. before schooling starts. What gets started of as socialization process is
inculcation of values - like showing respect for elders, sharing with others, being kind to
others, being honest etc. Observations of behaviour of the family members and the rewards
and punishments attached to certain sets of behaviour reinforce the practices and attitudes of
the family.
Society L
I Culture k-
Economy
F 4 State
Religion
Fig. 1.1 : Relatiomhip of Education with Society and other Social Institutions
, 1
As an example, the relationship of family as a social institution, and education can be analysed
as follows :
For a child. the first stage of socialization starts in the family much before helshe starts
schooling. The family background of the child decides the type of socialization process that
the child is exposed to. When a child comes to school, helshe already has been moulded
through a process of initial socialization which fixther influences the changes that take place
during the schooling process. Even after schooling has started both the family and the school 11
Scl~oolSystem work on the child with the common objective of socialization. It is possible that the two social
institutions -family and school -complement each other in their purpose and also conversely,
possible that they come into conflict with each other.
The structure of the family is itself affected to a considerable extent by education. The impact
of education on rural people seeking jobs outside their home and village, has resulted in a
nuclear family structure in place of the joint family structure. Education has brought down the
birth rate in families, and has resulted in enhancement of woman's status in families, both of
which have also influenced family structure and functioning. Similarly, religion, culture, and
economy are all influenced by education and do exercise their influence on education.
We have discussed the following aspects in the previous sections :
Society can be conceived of as a system with different sub-systems working in an inter-
related fashion.
Education is a sub-system of society, which functions in reciprocation with other sub-
systems like family, economy etc.
Methodical socialization.of the young generation is one of the main aims of the society
by which it maintains itself.
Education is a socialization process by means of which knowledge, skills (personal and
social) and values are promoted in the young generation.
There are different modes of education - formal, non-formal and informal.
Formal education is a sub-system of the society working towards the important societal
aim of socializing the young generation.
..............................................................................................................................................
3. Explain how education is a socialization process.
..............................................................................................................................................
..............................................................................................................................................
..............................................................................................................................................
4. What are the different modes of education?
..............................................................................................................................................
School m the Societal System
1.4 SCHOOL AS A FORMAL EDUCATIONAL SYSTEM
We have already seen that education is a social process, that education could be through a
formal or non-formal mode, that a lot of our education is informallincidental, and that formal
education is a sub-system of the societal system.
If we recall the definition of formal education, it is that education, controlled and planned
consciously by the state with certain specific objectives, is confined to institutions specially
designed for the purpose. It is easy to conclude from this definition that school education and
college/university education are included under formal education. All the above linkages can
be represented by a flow diagram as shown under :
'7 Education
Education Education
Non-formal education which is less structured and has more flexibility, is imparted through
educational institutions like National Open School, and universities like Indira Gandhi National
Open University. Now let us study the characteristics of school system that make it formal.
As you already know, in a school situation, pre-specified and desired learning is the objective
attempted to be achieved through providing a controlled environment for a student to interact
with. Hence at all stages, all activities are highly structured/consciously planned, leaving
nothing to chance. There are several reasons for the complexity of the school's structure,
chief among them being the magnitude of the student-population and their age-gradeness,
pressures for standardization of the quality of the outgoing students, and the accountability
of schools to parents, employers and the community at large. The other characteristics of a
school that make it formal are rational goal-setting, a hierarchy of offices, a division of labour
with specially trained incumbents, a proliferation of rules, elaborate record-keeping systems,
structured assessment procedures, etc.
A school is primarily under the control uf the State. The State decides the broad aims of
schooling through educational policies, keeping in focus the national goals. The content or
the syllabus for each class is given to the school by the government through a board. The
gradation of the content is structured taking into consideration the levels of mental and
physical development of children.
The age at which a child can be initiated into school is often fixed, and the criteria of
education and promotion to each higher class are fixed. Personnel with special training are
recruited to carry out the function of socialization of young ones. There is a hierarchy among
these personnel viz. a principal as the administrator, with senior teachers, junior teachers,
non-teaching staff, helpers etc. All these personnel have distinctly different responsibilities,
but all the functions are interdependent. Hence these personnel have to work in a coordinated
_ I *.<
' .Tr
School System
1.4.1 School as a Formal Organization
Within the broad class of complex organization which pursue formally prescribed goals, there
is a sub-class of agencies which is devoted to the processing function. Schools belong to this
sub-class but so do production departments of industrial firms. We, therefore, need to take a
further step and distinguish between processing of things and-of people. The latter is especially
important, as processing of human beings is quite a different matter from that of processing
of things. Humans can talk back, they can remain impervious to influence, they can defy
reliable prediction of the outcomes of processing, they can evoke responses in their 'processors'
which are irrelevant and even detrimental to the task at hand, and they are identities outside
of the organization. Further, people have a way of bonding together to solve common status
problem. These features of human processing systems affect rational, bureaucratic structure
of schools. Also, human processing agencies require a certain kind of staff whlch has special
qualifications for providing a personal service that is both highly problematic and highly
valued by society. Consequently, teaching and administrative staff of schools share certain
attributes with occupation known as professions. In short, schools are not only complex
organizations, but are professional agencies.
Another distinction needs to be made among complex organizations which process people.
Prisons and mental hospitals seek to reform persons, while schools seek to form them, or, in
sociological terminology, schools are engaged in socialization whereas prisons and mental
hospitals or rehabilitation centres are engaged in resocialization.
In sum, it is not sufficient to view schools simply as bureaucracies, nor simply as agencies
which process human begins. They must be seen as bureaucratic, professional, socializing
agencies. This means that while schools share specific attributes with other kinds of
organizations, they combine these attributes into a special form.
Schools are related to a number of other formal organizations. Some of these organizations
are integral to the educational system, i.e., colleges and universities, and state and other
educational agencies. There are other agencies which are ancillary to this formal structure, i.e.
textbook publishers and the school boards (primary, secondary and higher secondary). These
latter structures exert a great deal of influence on educational decisions at the local level. In
fact, they account in large part for the national standardization of curriculum and instructional
practices in spite of nominal local control.
As you have already appreciated, education in a school, as compared with that in the family
or in peer group, goes on in relatively formal ways. The formal character of the school is well
exemplified in the extent to which rights and duties are distributed according to age. While
the family, the peer group, and other social groups are also age-graded systems (ones in whcih
younger and older members enjoy different privileges and obligations), it is the school that
is the most age-graded of all social institutions.
Not only is the school-system a formally-organized institution, but it is bureaucratized, as
other organizations in a modern society. Bureaucracy involves increasing specialization of
work, and at the same time coordination of specialized activities into a functioning whole.
Among other processes,' bureaucratization involves centralization of authority and the
standardization of work routines. Every school has a pattern of social relations that is not only
unique but which persists through time, so that the pattern is not radically changed even when
different individuals enter or leave it.
'
i School Board
Administrators, Superintendents,
d=) Teachers
C Pupils 1
Fig. 1.3 : The Formal Structure of the School
In general, authority flows only in one direction within the school structure downward'from
school board to student although the lower levels might affect the exercise of authority and
also the nature of educational decisions. While authority flows downward, interaction of
varying types occurs within the school structure in both horizontal and vertical directions, and
the quality of interaction affects the school functioning as a whole.
In summary, the school is a complex web of social interactions, with various types of interaction
taking place simultaneously, each affecting the whole, and each having at least an indirect
influence upon the child.
The word 'community' is meant to imply a wider grouping of people located within fairly
recognizable boundaries, and related to each other by social, economic and civic activities
which produce oneness among them sufficient to develop a recognizable identity as a group.
16
Entry 62 : The institutions known at the commencement of the Constitution as National St~dIIreof Schod Education
Library, the Indian Museum, the Imperial War Museum, the Victoria
Memorial, and Indian War Memorial. Any other such institutions financed
by the Government of India wholly or in part and declared by the Parliament,
by law to be an institution of national importance.
Entry 63 : The Institutions of National importance, specifically the Central Universities
existing during the commencement of the Constitution and to be declared by
the Parliament as institutions of National importance.
Entry 64 : Institutions of Scientific and Technical Education financed by the Central
Government of India wholly or in part and declared by the Parliament, by
law as institutions of National importance.
Entry 65 : The agencies and institutions meant for :
a) Professional, vocational or technical training
b) Promotion of special studies and research
c) Scientific and technical assistance in the investigation and detection of
crime
Entry 66 : Co-ordination and maintenance of standards for higher education or research.
Besides these, the Central Government administers education in Union Territories as specified
in Article 239 of the Constitution.
ii) List (ii) State List : It consists of 66 entries, out of which the entry related to education
is as follows:
Entry 12 : Libraries, Museums, and other similar institutions controlled or financed by
the State, Ancient and Historical monuments and records other than
those declared by or under law made by the Parliament to be of National
importance.
iii) List (iii) Concurrent List :This list comprises 47 entries. The entries related to education
are as follows :
Entry 20 : Economic and Social Planning.
Entry 25 : Education, including technical education, medical education and universities
subject to the provision of entries 63, 64. 65 and 66 of List (i).
Entry 39 : Newspapers, books and printing presses.
In aflition to the above, there are some other provisions which have implications for educational
policy making at the Central and State levels. These pertain to the rights of minorities to
establish and maintain educational institutions, reservation in educational institutions of
Scheduled Castes and Scheduled Tribes etc. These are described below :
a) Education of Minorities :Article 28 of the Constitution has made certain provisions for
the education of the minorities. These include :
i) No religious instruction shall be provided in educational institutions wholly
maintained out of state funds.
ii) If any institution is established under any endowment trust even if administered by
state, can impart religious education.
iii) No person attending an educational institution recognized by the state or receiving
funds from State government shall be required to take part in any religious worship
or instruction that may be conducted in such institutions or in any premises attached
there to unless such person, or if such person is a minor and his guardian has given
his consent thereto.
b) Cultural and Educational Rights : The Indian Constitution has made special
provision under Article 29 and 30 for the protection of educational interest of
minorities viz.
i) Article 29 (i) states that, "any section of citizens residing in the Territory of India
or any part thereof having a distinct language, script, or culture of its own shall
have the right to conserve the same".
school System ii) Article 30 (i) states that, "all minorities whether based on religion or language
shall have the right to establish and administer educational institutions of their
choice".
iii) Article 30 (ii) states that, "the State shall not in granting aid to educational institutions,
discriminate against any, educational institution on the ground that it is under the
?
I
management of a ~ n o r i t ywhether based on religion or language".
iv) In making any law providing for the compulsory acquisition of any property of any
educational institution established and administered by minorities, the State shall
.ensure that the amount fixed by or determined under such law for acquisition of
such property is such as would not restrict or abrogate the right guaranteed to
them".
c) Admission to Educational Institutions
i) Article 29 (ii) lays down that no citizen of India can be denied admission into
any educational institution, which is either maintained by the State or receiving
aid out of state funds on ground only of religion, race, caste, language or any of
them.
ii) Article 15 (iii) authorizes the state to make special provisions for women. Hence,
separate educational institutions for women can be established.
d) Teakhing of Mother Tongue : The Constitution of India has made some provisions for
the promotion of mother tongue and Hindi :
i) Article 350 (A) lays down that, "it shall be the endeavour of every state and local
authorities with the state to provide adequate facilities for instruction in the mother
tongue at the primary stage of education to children belonging to linguistic minority
groups; and the President may issue directions to any state as he considers necessary
for securing the facilities".
ii) Article 351 promotes the development of Hindi Language and it states that it shall
be the duty of the Central Government to promote the spread of Hindi language in
the country.
e) Right to Education :India is a secular, democratic and republic country. All the citizens
have equal right to education. This has been provided for in Article 41 of the Constitution.
It states that. "the state shall, within the limits of its economic capacity and development,
make effective provision for the right to work, to education, and to public assistance in
cases of employment, old age, sickness and disablement".
f) Education of fhe Weaker Sections of the Society: The Constitution has made special
provisions for @e weaker sections of our society. Following are some of the Articles
which promote and protect the education of these people.
i) Article 45 : It states that, "the state shall endeavour to provide within a period of
ten years from the commencement of the Constitution for free and compulsory
education for all children until they complete the age of fourteen years".
ii) Article 46 : This Article states that " the state shall promote with special care the
educational and economic interests of the weaker sections of the peop!~and, in
particular, of the Scheduled Castes and the Scheduled Tribes, and shall protect them
f?om social injustice and all forms of exploitations".
In addition to the Constitutional provisions for weaker sections, minority groups, rights of
people to education etc., the Supreme Court of India has given the following guidelines to
promote education of the people :
I
i) The state can make regulatory measures to promote efficiency of education.
ii) Educational institutions of minority groups can not claim immunity from general laws
such. as Contract Law, Labour Law and Industrial Law etc.
I iii) The state can take over the management of the institutions of minority groups in case of
irregularity and inefficiency.
iv) Teachers have the right to approach to the Arbitration Tribunal in case of any injustice
...........................................................................................................................................
2. List the educational entries under each of the list.
.............................................................................................................................................
4. What provisions do we have for the teaching of the mother tongue?
b. Quasi-Public
Enterprises
I Government Government
You can see in the above table the variation in percentage of allocation between the First Five
Year Plan and the Seventh Five Year Plan. You may notide that less money has been allocated
to Elementary and Secondary Education in comparison to University Education. But as the
NPE, 1986 has recommended six percent allocation of GNP being allocated to education,
school education is likely to increase its share in the plan allocations. There have been serious
efforts to a~hieve100% enrolment at the elementary level, to improve the retention of children
for the full period of schooling and generally to improve the quality teaching and learning.
As a result of this effort, there has been continuous increase in enrolment. The drop-out rates
have also decreased to some extent. Increasing number of children are also completing their
school eduaation. In order to meet the increasing demand for education, the outlay for general
education and technical education has been increased under Eighth Five Year Plan (see
Table 2.2).
Table 2 3 : Eighth Plan Outlay for General and Technical Education
(In Crores)
DEPARTMENT OF EDUCATION
MINISTER OF H.R.D.
I
EDUCATION SECRETARY
I
ADDITIONAL SECRETARY
I
t
ELEMENTARY
I
ADULT EDN.
I
PLANNING
I
UNIVERSITY
I D.P.E P. I EDN. 8 O.L. & NLM & HR. EDN.
I
JS (DPEP) J s (EE) JS (AE) 8 DG (NLM)
I
JS (SE & ADMN) JS (BP,UT 6 S.SHIP) JS I(M)
I
FA(HRD)
I
CCA
I l l I I I
I l l I I I I I I
II I I I I I I I I
DS DS DS DS(NFE) DS DEA DS(A) DS(S) DS(BP) DE4UT) DEA(SKT) DS(T) DENT) DEA(T) DENT) DEA(T)
-
(v) (V)
I A J LD&GGZl I-NATIONAL - UNNERSITY GRANTS - NATIONAL - NATIONAL BOOK - ALL INDIA COUNCILOF
I ADULT EDUCATION ( I INSTITUTE I COMMlSSlON COUNCIL OF TRUST DIRECTORATE TECHNICAL EDUCATION
II I'
-NATIONAL OF EDUCATIONAL -CENTRAL EDUCATIONAL - KENDRIYA VIDYA- - KENDRIYA HINDI - INDIAN INSTITUTE OF
PLANNINGAND RESEARCH LAYA SANGHATHAN SANSTHAN TECHNOLOGY
INSTITUTE OF UNNERSlTlES
ADMINISTRATION AND TRAlNlNG - BUREAL FOR
- INDIAN INSTITUTE OF
I ADULT
EDUCATION
I
ADVANCE STUDIES
SHIMLA
- CENTRAL
BOARD OF
- NAVODAYA VIDYA-
LAYA SAMlTl PROMOTION OF
URDU CENTRAL
- REGIONAL ENGINEERING
COLLEGES
SECONDARY - CENTRAL TIBETIAN
INSTITUTE OF INDIAN
- INDIAN INSTITUTE OF
- INDIAN COUNCIL OF SCHOOL ADMN. MANAGEMENT
EDUCATION LANGUAGES
SOCIAL SCIENCE - SCHOOL OF PLANNING
RESEARCH - NATIONAL - COMMISSION FOR
&ARCHITECTURE
SCIENTIFIC & TECH.
- HlSToRlCAL KSEARCH - EDUCATIONAL
SCHOOL TERMINOLOGY
- PHILOSPHICAL CONSULTANTS
RESEARCH
- CENTRAL INSTITUTE
OF INDIA LTD.
OF ENG. & FOREIGN
- NATIONAL EVALUATION LANGUAGES - REGIONAL OFFICES
ORGANISATION
- Post of Educational Advisor (Technical) is vacant and one post of JEA(T) is operated against this post.
I - 0ne.post each of JEA(G) and JS are vacant.
- Cases p e r t a i n i n g to Bureau of BP, Scholarships 8 UT, Bureau of University 8 Higher Education, Planning UNESCO,
Vocational Education and EducationalTechnology Division are routed through Additional Secretary.
There are also some All India forums set up by the Cent& Government to facilitate the , Struetore of ~.&odEducation
process of educational development in the country and to strengthen relationship between the
Central Government.and State Governments in planning, implementation, and co-ordination
of educational programmes. Such forums are the Central Advisory Board of Education (CABE),
the State Education Ministers' Conference, the Conference of Education Secretaries and
Planning Commission of the Government of India.
b) Administrative Structure of School Education at the State Level
At the State level, the position varies. In some States there is the State Ministry of Education
headed by a Minister of Education which looks after the entire sector of education in the
States. There might be separate ministries for different sectors such as Higher Education,
Technical Education etc. The Minister or Ministers islare member(s) of the State Legislative
Assembly. The Minister is responsible to the State Legislature. There are a number of
Directorates which functions under the respective Ministries of Education. The Minister controls
the formulation of educational policies, directs their execution and supervises their
implementation. Other Ministers and departments control other types of education like technical,
agricultural, medical, and industrial etc. The structure of school education at the state level
has been presented in Figure 2.3 below.
Ministry of Education
I
I
Board of
SCERT Text Book Board
Education
El- Zila
Parishad
+ District Education
Office
I
+
District Institute of
Education and Training
Nagarpalikal
Municipalities1
Village Gram
Education Panchay at
Committee
Fig. 2 3 :Structure of Education at State Level
It can be seen kom Fig. 2.3 that under the Education Minister, there is a Secretariat. The
Secretary is the administrative head of the Secretariat. He is directly responsible to the Minister
for policy making and its execution at the school level. He generally belongs to the Indian
Administrative Service and is assisted by JointIDeputylUnder Secretaries. States have
established Directorates of Education for different sectors such as Elementary, Secondary and
Higher Secondary. In the Directorate, the Director is the executive head. HeIShe is assisted
by Joint Directors, Deputy Directors, Assistant Directors etc.
States are generally divided into educational circles on the basis of geographical proximity of
the districts. Each circle is under the charge of a Circle Inspector or Circle Education Officer.
He looks after schools in hisher circle with the help of District Education OfficersIDistrict
Inspectors of States; Block Education Officers and School Inspectors are incharge of specific
geographical regions. It is important to note that all States do not have the same'administrative
structure. In some States, there is only a two-tier administrative set up viz., the State Department
of Education and the Zonal or District Education Officer. In others there might be an
intermediary set up between the Department and the District level arrangement. There are,
therefore, variations in the administrative structure of school education at the State level.
Check Your Progress
Notes: a> Write your answers in the space given below.
b) Compare you answers with those given at the end of this unit.
5. What is the academic structure of school education ?
6. What are the Central Level Institutions and Organizations for School Education? Name
any four.
g) It develops academic linkages with NCERT, NCI'E and other Central level organizations.
.......................................................................................................................................
13. What are the functions of the local bodies in school education?
14. What are the roles of Teachers' Unions?
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LET US SUM UP
In the preceding section, you learnt the functions of Regional, District and Sub-district level
organizations in school education. Regional level Education Office is charged with the
responsibility to promote efficiency of school functioning and to establish linkage between
Directorate and DEOs. The Regional Offices alongwith DEOs and School Inspectors supervise
schools, implement policies and decisions of the State Ministry and Directorate of Education.
They also provide data to Directorate about the schools under them. There are also DIETS
which conduct in-service and pre-service training of school teachers of primary schools. Local
bodies viz. Zila Parishad, Panchayat Samiti and Gram Panchayat administer education in a
democratic way. Some of the schools are also directly looked after by private managements
and trustees and although such schools work within the given guidelines.of the state, they
manage their own school by providing finances, staff, and infrastructure. In addition to these
local bodies and organizations, we have also Teachers' Unions which often play a major role
in the functions of the schools. Such unions not only take care of the interest of teachers but
also advise State government and school management on the improvement of school education.
Now you may take the following exercise.
I
CABE, New Delhi.
CBSE, New Delhi.
I Gore, M S . (1994) : Indian Education - Structure and Process, Rawat Publication, Jaipur,
New Delhi.
Stoops, E. and Rafferty, M.L., (1961) : Policies and Trends in School Administration, Ginn
Company, New York.