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SCERT / DIET EDUCATION STUDY MATERIAL 2016
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SCERT / DIET - TRB EXAM – 2016

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UNIT NO CONTENT PAGE NO
Syllabus 2
1. Philosophical Foundation 5
2 Sociological Foundation 32
3. Psychological Foundation 67
4. Educational Evaluation 119
5. Research Methodology and Statistics 134
6. Educational Technology 188
7. Curriculum Development 209
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8.
9.
Educational Planning and Administration
Guidance and Counselling

241
277
10. Teacher Education 307
11. Education for challenged 358
Previous Year Questions

394
(DIET TRB : 2006-07, 2008-09, 2011-12)
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SCERT / DIET TRB - SYLLABUS

EDUCATION
Unit-1: Philosophical Foundation
Idealism, Realism, Naturalism, Pragmatism, Existentialism, Rationalism,
Humanism, Positivism, Vedanta, Buddhism, Jainism, Islamic traditions with special
reference to the concepts of reality, knowledge and value – their educational implications.
Values as enshrined in the Indian Constitution & their educational implications.
Unit-2: Sociological Foundation

Sociology and Education – Education – a Social sub-system – Education – an
instrument of Social Change – Social Stratification & Social Mobility – Equalisation of
Educational Opportunities in India – Constraints & Solutions – Impact of Globalisation
and Liberalisation in Indian Education – Education for World Citizenship – Human
Rights Education.
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Unit-3: Psychological Foundation
Learning Theories – Guthrie, Hull, Lewin, Tollman, Piaget, Bruner, Gagne and
Ausubel – Motivation Theories – Adler, Maslow and McClelland – Intelligence –
Theories and Measurement – Personality Measurement Techniques.
Unit-4: Educational Evaluation

Measurement – concepts, Assumptions and Limitations – Evaluation – Formative,
Summative, Illuminative, Goal-based, Goal-free – Intrinsic and Extrinsic. Test – Norms –
referenced and Criterion – referenced – Construction and Standardisation – Reliability –
Split – half, Test-retest, Parallel Form and Rational Equivalence – Validity – Construct,
Criterion, Predictive, Concurrent and Factorial. Norms – Standard scores, Age Norm,
Grade Norm and Percentiles.
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Unit-5: Research Methodology & Statistics

 Educational Research – Criteria and Sources for identification of Problem.
Methods of research -Historical, Normative, Experimental, Case – study, Follow-
up and Trend.
 Designs – Exploratory, Explanatory, Casual – Comparative and Descriptive.
 Techniques – Survey, Interview, Observation and Sociometry.
 Tools – Questionnaire, Inventory, Check-lest, Score Card, Scale and Schedule.
 Proposal – Steps and designing
 Sampling – different methods
 Descriptive & inferential Statistics
 Parametric and non-parametric
 Measures of Central Tendency & Dispersion
 Correlation – Rank & Product Moment
 Regression, Prediction & Equations
 Hypothesis Testing – t-test between means and Percentages & Chi-square Test
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Unit-6: Educational Technology
 Educational Technology – Meaning and scope: Media technology, System
technology, Concept technology and Artificial Intelligence.
 Media Attributes – Sensory Modality, Symbol System, Design Cues & Codes,
Locus of Control and Interactive Features.
 Ware Approach – Hardware, Software, Useware, Heartware, Underware &
Courseware.
 Individualised Instruction – PLM & CAI.
Unit-7: Curriculum Development

 Curriculum – Varied connotations – Foundations and Determinants
 Curricular Models – Kerr, Johnson, McDonald, Zia & Taba
 Curricular Designs – Subject-Centred, Learner-Centred, Activity-Centred,
Problem – Centred – Fused curriculum.
 Curricular Organisation – Concentric, Spiral, Logical, Psychological, Correlated
development of subjects & ABC of Curriculum.
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Unit-8: Educational Planning & Administration

 Management – Definition, concept, nature & universality of management.
Management and Adminitration
 Functions of Management – POSD CORB
 Theories of Management – X, Y & Z
 Kinds of Management – MBO, OBM, Participatory & Crisis.
 Educational Planning – Nature and need
 Kinds of planning – Institutional, Perspective, Sector & Annual
 Types of Planning – Downward and Upward
Unit – 9: Guidance & Counselling

 Guidance and Counselling – Concept, definitions and need.
 Kinds of Guidance – Personal, Familial, Academic and Vocational.
 Types – Group and Individual
 Importance of Aptitude test in Academic and Vocational guidance
 Mental Health & Defence Mechanisms.
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Unit – 10: Teacher Education
 Teaching – Meaning, relationship with Education and Instruction.
 Teaching Levels – Memory, Understanding & Reflective.
 Models of teaching – Glaser and Stolurow‟s.
 Instruction Designing – Resource unit and Lesson plan.
 Teaching skills – Micro – teaching – Skill practice, link practice & macro
teaching.
 Flanter‟s interaction Analysis & Category System
 Information Communication Technology in Teaching Education.
Unit – 11: Education for challenged

 Mentally challenged – categories and educational programmes
 Visually challenged – Partial and total – programmes
 Hearing impaired – Degree of impairment and programmes
 Orthopedically crippled – Types, Characteristics and Programmes
 Inclusive Education.
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UNIT – VIII
EDUCATIONAL PLANNING AND ADMININISTRATION
Definition of Management:
 Management may be defined as a task which involves designing, predicting the
performance and constraining the use of many integrated human groups.
 It is related physical resources and environment for the purpose of producing the
output selected for achieving the assigned objectives.
 It is the process of reaching organizational goal by working the resources.
 Louis Allen: “Management is what manager does”.
 James, L.Lundy: “Management is principally the task of planning, coordinating,
motivating and controlling the efforts of others towards specific objectives. It is
the task of planning, executing and controlling”.
 George, R. Terry: “Management is a distinct process consisting of planning,
organizing, activating and controlling, performed to determine and accomplish the
objectives by the use of human beings and other resources”.
 Henry Fayol: “The function of management is to forecast, plan, organize,
command, coordinate and control”.
 Howard M. Carlisle: “Management is defined as the process by which the
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elements of a group are integrated, coordinated and / or utilized so as to effectively
and efficiently achieve organizational objectives”.
 E.F.L. Brech: “Management is a social process entailing responsibility for the
effective and economical planning and regulation of the operation of an enterprise,
in fulfillment of a given purpose or task”.
 Ivancevich, Donnelly and Gibson: “Management is the process undertaken by
one or more persons to coordinate the activities of other persons to achieve results
not attainable by any other person acting alone”.
 Harold Koontz: “Management is the art of getting things done through and with
people in formally organized groups. It is the art of creating an environment in
which people can perform and individuals could cooperate towards attaining of
group goals. It is an art of removing blocks to such performance, a way of
optimizing efficiency in reaching goals”.
 Mooney and Railey: “Management is the art of directing and inspiring people”.
 Lawrence A. Appleby “Management is the development of people and not the
direction of people. Management is personnel administration. Management is the
art of getting things done through the efforts of other people”.
 S. George: “Management is the art of accomplishing the objectives of the
organization by directing and coordinating the efforts of employees”.
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Leadership Style and Decision Making Dimension of Management:

 This dimension focuses on the importance of leadership and the art and science of
decision making.
 Donal, J. Clough: “Management is the art and science of decision making and
leadership”.
 Ralph, C. Davis:“Management is the function of executive leadership anywhere”.
 Elmore Peterson and E.G. Plowman: “Management is a technique by means of
which the purposes and objectives of particular human groups are determined,
clarified and implemented”.
 Association of Mechanical Engineers, U.S.A: “Management is the art and
science preparing, organizing and directing human efforts applied to control the
forces and utilize the materials of nature for the benefit of man”.
 Ross Moore: “Management means decision making”.
 Stanley Rance: “Management is simply the process of decision making and
control over the action of human beings for the express purpose of attaining
predetermined goals”.
 F.W. Taylor: “Management implies substitution of exact scientific investigation
and knowledge for the old individual judgment or opinion, in all matters in the
establishment”.
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 John, F. Mee: “Management may be defined as the art of securing maximum
productivity with a minimum of effort so as to secure maximum prosperity and
happiness for both the employer and employees and give the public the best
possible service”.
 F.W. Taylor: “Management is the art of knowing what you want to do in the best
and cheapest way”.
 Keith and Gubellini: “Management is the force that integrates men and physical
plant into an effective operating unit”.
 Barry, M. Richman: “Management entails the coordination of human and
material resources towards the achievement of organizational objectives as well as
the organization of the productive functions essential for achieving stated or
accepted economic goals”.
 Lawrence A. Appley : “Management consists in guiding human and physical
resources into a dynamic, hard hitting organizational unit that attains its objectives
to the satisfaction of those served and with a high degree of morale”.
 Robert, L.Trewatha and M. Gene Newport: “Management is a coordination of
the human and material resources essential in the effective and efficient attainment
of objectives”.
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Meaning of Management:
 Management is the organizational process that includes strategic planning, setting
objectives, managing resources, deploying the human and financial assets needed
to achieve objectives, and measuring results.
 Management also includes recording and storing facts and information for later
use or for others within the organization.
 Management functions are not limited to managers and supervisors.
 Every member of the organization has some management and reporting functions
as part of their job.
Nature of management:
S.No Science Art
1. Advances by knowledge Advances by practice
2. Predicts Feels
3. Defines Describes
4. Measures Opines
5. Impresses Expresses
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 Management is an art and science.
 Management as an art emphasizes the skills and ability to apply them in the
building up of an organization and administer it efficiently.
 Management as a science provides the theoretical background, basic concept and
essential skills.
 Modern management techniques make use of the benefits derived from arts as well
as science.
Educational Management:
 Educational management is the process of planning, organizing, directing and
controlling the activities of an institution by utilizing human and material
resources.
 It is defined as the theory and practice of organizing and administering the existing
educational establishments and systems.
 It maximizes students‟ achievement with reference to the set educational
objectives.
 It includes the roles and responsibilities of the educational manager and develop
managerial skills.
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 It includes the study of educational planning at macro levels, its goals, principles,
approaches and procedures.
 It helps in planning of academics and co-curricular activities.
Functions of Educational Management:
S.No Functions Related Aspects
 Framing policies and programmes
 Structure of the organization
1. Decision making
 Financial commitment
 Motivation strategies adopt to staff
 Forecasting
2. Planning
 Budgeting
 Providing infrastructural facilities
3. Organizing
 Staffing
 Students
 Parents
4. Communicating  Staff
 Department officials
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5. Motivating or Directing
 Management officials
 Students
 Staff
 Personnel
6. Co-ordinating
 Resources
 Performance appraisal of the programmes
7. Evaluating  Performance evaluation of the staff
 Evaluation of the student achievement
Objectives and Functions of Management in Education:

 Educational management aims at the realization of objectives in education.
 It helps in the task of running the institution smoothly and efficiently.
 It frames policies and formulates planning for education.
 It lays down the structures of organization.
 It prescribes the power, authority, functions, and responsibility of the positions in
the organization.
 It provides right personnel to the organization to make it function efficiently and
effectively.
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 It provides good professional leadership and dynamic supervision.

 It stimulates and energies the effort of the educators and helps in their continuous
professional growth.
 It aims to effective communication skills to maintain better working conditions
and human relationships.
 It coordinates the various activities of the educational institution.
 It lays down qualitative and quantitative standards of performance for the
personnel.
 It evaluates the total outcome in relation to the established policies and objectives.
 It creates conditions for experimentation and research.
 It implements new method of assessment, teaching, supervision, evaluation etc
 It helps the institutions to adapt to changing conditions and circumstances and
ensure their growth.
 It helps the community to satisfy its economic and social need and thus raise its
standard of living.
Comparison between Management and Administration:

S.No Management Administration
 It is a modern concept and lays  It is a traditional concept which is
1. more stress on democratic autocratic in nature.
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2.
decentralization and participation.
 It is mostly democratic and  It lays more stress on rigidity of
innovative in nature.
 It gives more importance to
rules and regulations, aims and
objectives, plans and programmes of
human relations and operation. an educational institution.
 It is mostly professional and  It is subjective and mostly guided by
supported by a quantum of the rules of thumb.
3.
scientific principles and precepts,
theories and expertise.
 It is result oriented and  It is also result oriented and
4. accountability is emphasized. accountability is expected from the
staff.
 It is democratic and participative  There is no participative culture and
in nature. is perceived to be bureaucratic.
5.
 It encourages involvement of all
functionaries.
 Management is mainly  Administration implies the
deterministic in nature and lays implementation of the broad policies
6.
down broad policies and of the management.
programmes.
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Basis Management Administration

 Management is an art of  It is concerned with formulation of
getting things done through broad objectives, plans & policies.
Meaning others by directing their
efforts towards achievement
of pre-determined goals.
 Management is an  Administration is a decision-
Nature
executing function. making function.
 Management decides who  Administration decides what is to
Process should act it & how should be done & when it is to be done.
act it.
 Management is a doing  Administration is a thinking
function because managers function because plans & policies
Function
get work done under their are determined under it.
supervision.
Skills  Technical and Human skills  Conceptual and Human skills
 Middle & lower level  Top level function

Level
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Basis
function
On the Basis of Usage:

Management Administration
 It is applicable to business  It is applicable to non-business
Applicability concerns i.e. profit-making concerns i.e. clubs, schools,
organization. hospitals etc.
 The management decisions  The administration is
are influenced by the influenced by public opinion,
Influence values, opinions, beliefs govt. policies, religious
and decisions of the organizations, customs etc.
managers.
 Management constitutes  Administration represents
the employees of the owners of the enterprise who
Status organization who are paid earn return on their capital
remuneration (in the form invested & profits in the form
of salaries & wages). of dividend.
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POSDCORB:
 POSDCORB is an acronym widely used in the field of Management and Public
Administration.
 It reflects the classic view of administrative management.
 It is drawn from the work of French industrialist Henri Fayol.
 But it first appeared in a 1937 staff paper by Luther Gulick and Lyndall
Urwick written for the Brownlow Committee.
 In 1937, social scientists Luther Gulick and L. Urwick describe seven
"major activities and duties of any chief executive in Papers on the Science of
Administration".
 The acronym POSDCORB is used to describe the 7 functions of managers:
Planning, Organizing, Staffing, Directing, Co-Ordinating, Reporting
and Budgeting.
 It is designed to call attention to the various functional elements of the work of a
chief executive.
 In his 1987 piece "Deja Vu: French Antecedents of American Public
Administration," Daniel Martin notes that virtually all of the principles in
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American Public Administration, including the POSDCORB principles, were
present in the French literature
Elements of POSDCORB by Gulick:
 Planning, that is working out in broad outline the things that need to be done and
the methods for doing them to accomplish the purpose set for the enterprise;
 Organizing, that is the establishment of the formal structure of authority through
which work subdivisions are arranged, defined, and coordinated for the defined
objective of the organization;
 Staffing, that is the whole personnel function of bringing in and training the staff
and maintaining favorable conditions of work;
 Directing, that is the continuous task of making decisions and embodying them in
specific and general orders and instructions and serving as the leader of the
enterprise;
 Co-ordinating, that is the all important duty of interrelating the various parts of
the work;
 Reporting, that is keeping those to whom the executive is responsible informed as
to what is going on, which thus includes keeping himself and his subordinates
informed through records, research, and inspection;
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 Budgeting, with all that goes with budgeting in the form of planning, accounting
and control.
Influence from French Administration Theory:
 Gulick states that his statement of the work of a chief executive is adapted from
the functional analysis elaborated by Henri Fayol in his "Industrial and General
Administration".
 Fayol's work includes fourteen principles and five elements of management that
lay the foundations of Gulick's POSDCORB tasks of an executive.
Fayol's Fourteen Principles of Management:
1) Division of Work
2) Authority and Responsibility
3) Discipline
4) Unity of Command
5) Unity of Direction
6) Subordination of Individual Interest to General Interest
7) Remuneration of Personnel
8) Centralization
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9) Scalar Chain (line of authority with peer level communication)
10) Order
11) Equity
12) Stability of Tenure of Personnel
13) Initiative
14) Esprit de Corps
Fayol's Five Elements of Management:
1) Planning - examining the future and drawing up plans of actions
2) Organizing - building up the structure (labor and material) of the undertaking
3) Command - maintaining activity among the personnel.
4) Co-ordination - unifying and harmonizing activities and efforts
5) Control - seeing that everything occurs in conformity with policies and practices
Place in Management and Public Administration:
 POSDCORB generally fits into the Classical Management movement.
 It is classified as an element of scientific management, which was popular in the
late 19th and early 20th century.
 Gulick's POSDCORB principles were instrumental in highlighting the theory of
span of control, or limits on the number of people one manager could supervise, as
well as unity of command to the fields of management and public administration.
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Advantages of POSDCORB:
 It helps to analyze management functions and activities in a structural way.
 It helps to structure and analyze management activities.
Limitations of POSDCORB:
 Mark Moore believes that POSDCORB is too inward looking.
 In his view, the most important job of a manager is, understanding and shaping
the environment of the organization, primarily, but not solely, by means of the
services it delivers to its customers and clients.
 According to Dr. Lewis Meriam, the most important thing that has been omitted in
the fascinating word POSDCORB is Knowledge of a subject matter.
 It does not pay any attention to what managers should achieve.
Functions of Management:
 Management is an activity which uses the functions of Planning, Organizing,
Staffing, Directing, Controlling / Coordinating and budgeting human and material
resources and budgeting for the purpose of achieving stated goals.
 A slightly different list of functions is given by Gregg, which are seven in
number.
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1) planning
2) organizing
3) communicating
4) Influencing
5) Coordinating
6) decision making
7) Evaluation
 Evaluating is a significant and integral component of the total process of
administration.
Theories of Management- X, Y, Z
Douglas McGregor- Theory X and Y:
 Douglas McGregor was an American social psychologist.
 He proposed his famous X-Y theory in his 1960 book 'The Human Side of
Enterprise'.
 He developed a philosophical view of humankind with his Theory X and Theory
Y in 1960.
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 He has examined theories on behavior of individuals at work, and he has

formulated two models which he calls Theory X and Theory Y.
 He has identified two major theories often employed by administrators.
 His work is based upon Maslow's Hierarchy of Needs, where he grouped the
hierarchy into lower-order needs (Theory X) and higher-order needs (Theory Y).
 According to Theory Y, human behavior is based on satisfying a hierarchy of
needs: physiological, safety, social, ego, and self-fulfillment.
 He suggested that management could use either set of needs to motivate
employees, but better results would be gained by the use of Theory Y, rather than
Theory X.
 These two views theorized how people view human behavior at work and
organizational life.
 Theory x and theory y are still referred to commonly in the field of management
and motivation.
 McGregor's X-Y Theory remains a valid basic principle from which to develop
positive management style and techniques.
 Theory X assumes that the average human beings have an inherent dislike of work
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and they will avoid it if they can.
 It also assumes that people work only for money and security.
 McGregor sees these two theories as two quite separate attitudes.
 Theory Y is difficult to put into practice on the shop floor in large mass production
operations, but it can be used initially in the managing of managers and
professionals.
 Theory Y is the opposite of theory X and states that some people, if they are
committed to the objectives, they will see work as natural and they will be self-
directing.
 The manager's role with these people is to help them.
Theory X:
Basic Assumptions of Theory X:
 The assumption is that employees dislike work and responsibility, and they must
be coerced to perform.
 Human beings are lazy and they will avoid work, if possible.
 People must be directed and motivated by fear of punishment to work as the
organization requires.
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 The average human beings prefer to be closely supervised and they wishes to
avoid responsibility.
 They have relatively little ambition and seek security above all else.
Theory X (Authoritarian Style):
 Theory X assumes that employees are naturally unmotivated and they dislike
working, and this encourages an authoritarian style of management.
 According to this view, management must actively intervene to get things done.
 This style of management assumes that workers dislike working.
 They avoid responsibility and they need to be directed.
 They have to be controlled, forced, and threatened to deliver what's needed.
 They need to be supervised at every step, with control.
 They need to be enticed to produce results; otherwise they have no ambition or
motivation to work.
 X-Type organizations tend to be top heavy, with managers and supervisors
required at every step to control workers.
 There is little delegation of authority and control remains centralized.
 McGregor recognized that X-Type workers are in fact usually the minority, and
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yet in large scale production environment.
 X Theory management may be required and it can be unavoidable.
 McGregor believed that of the two, Theory X represented the more widely held
assumptions about people in organizations.
 These assumptions guided not only in styles of supervision but such things as
organization structures, procedures, and programs in organizations as well.
Labeled as Negative Theory:
 Students inherently dislike work (studies), and whenever possible, they will
attempt to avoid it.
 Since students dislike the work, they must be corrected, controlled or threatened
with punishment to achieve goals.
 Students will avoid responsibilities and seek formal direction whenever possible.
 Most workers place security above all other factors associated with work and they
will display little ambition.
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Theory Y:
Basic assumptions of Theory Y:
1) The assumption is that employees like work; they are creative.
2) They seek responsibility and they can exercise self-direction.
3) The drive for physical and mental effort involved in work is as natural and
rewarding as play, sleep and laughter.
4) External control and threat of punishment are old fashioned.
5) The nature of man is such that he exercises self direction and self control.
6) Commitment to objectives is a function of rewards and expectation of rewards.
7) The average human beings learn; they accept the right situation and seek
responsibility.
8) The intellectual potential of the average human being is only partly utilized.
Theory Y (Participative Style):

 Theory Y shows a participation style of management that is de-centralized.
 It assumes that employees are happy to work; they are self-motivated and creative.
 They enjoy working with greater responsibility.
 It assumes that workers take responsibility and they are motivated to fulfill the
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goals.
 They seek and accept responsibility and do not need much direction.
 They consider work as a natural part of life and solve work problems
imaginatively.
 This management style tends to be more widely appropriate.
 In Y-Type organizations, people at lower levels of the organization are involved in
decision making and have more responsibility.
 Theory Y tended to be associated with more developmental and participative
supervisory styles.
 McGregor further considered these assumptions about people to be “self
fulfilling” in the sense that they led to practice which would tend to produce the
very behaviors among those managed which would confirm either set of
assumptions.
Labeled as Positive Theory:
 Students can review work or studies as being as natural.
 People will exercise self direction and self control if they re-committed to the
objectives.
 The average person can learn to accept, and they can seek responsibility.
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Assumptions Underlying Theory X and Theory Y – A Comparison:

S.No Theory X Theory Y
 Work is inherently distasteful to  Work is as natural as play if the

1. most people. conditions are favourable.
 Most people have little capacity  Capacity for creativity is widely

2. for creativity. distributed.
 Most people have little desire for  Self control is indispensable in

3. responsibility and prefer to be achieving organizational goals.
directed.
 Motivation occurs only at the  Motivation occurs at the social
4. physiological and safely levels. esteem and self actualization levels.
 Mostly people must be closely  People can be self directed and

controlled and often corrected to creative at work, if they are
5.
achieve organizational properly motivated.
objectives.
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Comparison between Theory X and Theory Y:
 Motivation:
 Theory X assumes that people dislike work; they want to avoid it and they
do not want to take responsibility.
 Theory Y assumes that people are self-motivated, and they thrive on
responsibility.
 Management Style and Control:
 In a Theory X organization, management is authoritarian and centralized
control is retained.
 In Theory Y, the management style involves employees in decision making,
but it retains power to implement decisions.
 Work Organization:
 Theory X employees tend to have specialized and often repetitive work.
 In Theory Y, the work tends to be organized around wider areas of skill or
knowledge; Employees are also encouraged to develop expertise and make
suggestions and improvements.

 Rewards:
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 Theory X organizations work on a „carrot and stick‟ basis and performance

is part of the overall mechanisms of control.
 In Theory Y organizations, appreciation is also regular and important, but is
usually a separate mechanism from organizational controls. Theory Y
organizations also give employees frequent opportunities for promotion.
Review of McGregor’s Approach:
 Theory X and Theory Y indicate two different and extremely opposite perceptions
of management.
 Modern management theorists naturally support Theory Y, which believes in the
intrinsic goodness of individuals.
 They argue that people by nature want to work and it is the duty of the manager to
assign work taking into consideration the aptitude and ability of individuals.
 Every worker should be made to feel that they are doing very important work and
they do matter.
 Performance of an institution is the result of collective work of all the individuals
who have participated in it.
 Theory X advocates the exercise of direct control and close supervision.
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 Theory Y supports and facilitates the workers.
 A superficial viewer could come to the conclusion that Theory X is bad and ought
to be rejected.
 In fact, Theory Y indicates only the potential of most people and need not
necessarily apply to all people.
 Theory X and Theory Y reflect only attitudes.
 Managerial behavior may shift from Theory X to Theory Y after helping the
workers „to grow up‟ in the developmental sense.
Theory Y for Educational System:
 Managers of the educational system are well advised to have faith in Theory Y for
the following reasons.
1) Educational management should not treat education as an industry, which
aims at production of tangible goods.
2) Teacher should not be treated as „knowledge workers‟.
3) Their role today is to facilitate learning and serve to the society.
4) They should be treated as intrinsically motivated to work, need no strict
supervision and they are capable of self direction and self control.
Application:
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 Although Theory X management style is widely accepted as poor to others, it has

its place in large scale production operation and unskilled production-line work.
 Many of the principles of Theory Y are widely adopted by types of organization
that value and encourage participation.
 Theory Y-style management is suited to knowledge work and professional
services.
 Professional service organizations naturally evolve Theory Y-type practices by the
nature of their work.
 Even highly structure knowledge work, such as call center operations, can benefit
from Theory Y principles to encourage knowledge sharing and continuous
improvement.
 For McGregor, Theory X and Y are not different ends of the same continuum.
 They are two different continua in themselves.
 McGregor had identified Theory X and Theory Y differently for the basic
characteristics stated previously in the above sections of what these theories
represent.
 Theory X‟s assumptions are that individuals dislike their careers.
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 Theory X states that people have to be supervised.
 As for Theory Y assumptions are that individuals like their careers and they are
willing to take part in responsibility.
 Theory Y people don't need supervision and they can be expected to turn good
productive value in their jobs.
Theory Z (Japanese Management Style):
 William G. Ouchi (born 1943) is an American professor and author in the field of
business management.
 He first came to prominence for his studies of the differences between Japanese
and American companies and management styles.
 His first book “Theory Z: How American Management Can Meet the Japanese
Challenge” in 1981 summarized his observations.
 It shows hoe American corporations can meet the Japanese challenges with highly
effective management style.
 His second book, “The Form Society: How American Teamwork Can Recapture
the Competitive Edge”, examined various techniques implementing that approach.
 Theory Z essentially advocates a combination of all that‟s best about theory Y and
modern Japanese management.
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 It places a large amount of freedom and trusts with workers, and assumes that
workers have a strong loyalty and interest in team-working and the organization.
 It also places more reliance on the attitude and responsibilities of the workers,
whereas McGregor‟s XY theory is mainly focused on management and motivation
from the manager's and organization‟s perspective.
 It focused on increasing employee loyalty to the company by providing a job for
life.
 Theory Z management tends to promote stable employment, high productivity and
high employee morale and satisfaction.
 Theory Z was based on Dr. W. Edwards Deming‟s “14 points” of management
theory.
 According to Theory Z, people tend to want to build happy and intimate working
relationships with the company.
Generalization:
 McGregor’s Theory X (Authoritarian Management Style):
 It produces strict and controlling supervision.
 McGregor’s Theory Y (Participative Management Style):
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 It is associated and participative supervision.
 William Ouchi’s Theory Z (Japanese Management Style):
 The managers must be more supportive and trusting of their employees, in
order to receive the benefit of increased participation in the decisions of the
company.
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Comparison & Contrast of Management Theories:

Douglas McGregor
Concept William Ouchi (Theory Z)
(Theory X and Y)
 Tends to categorise people as one  Believes that people are
type or another: either being innately self motivated to do
unwilling or unmotivated to work, their work, and they are loyal
or being self motivated towards towards the company.
work.  They want to make the
Motivation
 Threats and disciplinary actions company succeed.
are used more effectively,
although monetary rewards can
also be a prime motivator to make
Theory X workers produce more.
 Theory X leaders would be more  Theory Z managers would
authoritarian, while Theory Y have to have a great deal of
leaders would be more trust that their workers could
participative. make sound decisions.
Leadership
 But in both cases it seems that the  The leader acts as "coach",
managers would still retain a and leads the workers make
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great deal of control.
 As mentioned above, McGregor's

managers, in both cases, would
most of the decisions.
 The manager's ability to

exercise power and authority
seem to keep most of the power comes from the worker's
Power & and authority. trusting management and it
Authority  In Theory Y, the manager would allows them to do their jobs.
take suggestions from workers,  The workers have a great deal
but he would keep the power to of input and weight in the
implement the decision. decision making process.
 Manager exercises a great deal of  Conflict in Theory Z would
"Power" based conflict resolution involve a great deal of
style, especially with the Theory discussion, collaboration, and
X workers. negotiation.
Conflict
 Theory Y workers might be given  The workers would play role
the opportunity to exert in solving the conflicts.
"Negotiating" strategies to solve
their own differences.
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Kinds of Management
Kinds of Management:
1) Management by Objectives(MBO)
2) Organizational behavior management (OBM)
3) Participative Management
4) Crisis Management
Management by Objectives (MBO):
 Management is considered to be a science of organized knowledge.
 Management science in any field explains the concept, theory, principles and
techniques, underlying the practice systematical.
 M.B.O means management by objectives.
 It is a joint formulation by a managers and his supervisor of a set of goals and
plans for achieving the goals for a forthcoming period.
 It is also described as a performance appraisal plan in each subordinate set goal.
 More, recently MBO is seen as a system of managing such activities as planning,
organizing, staffing, leading and controlling.
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 The concept of management by objectives was first popularized by Peter Drucker
in 1954.
 This concept was in contrast to the principle of management by drives which
advocated „drives‟ or „incentives‟ or even „pressures‟ to find a temporary solution
to meet immediate demands.
 M.B.O is both a philosophy and approach to management.
 It has its roots in McGregor‟s Y Theory which emphasizes an optimistic attitude
towards the behavior of subordinates.
 Top management teams along with employees together define the company goals
and direction that the company is going.
 3 Key components
1) Specific, achievable, measurable, realistic, time-specific
2) Goals are not unilateral within management
3) Managers give objective feedback
 “Management by objectives works if you know the objectives. Ninety percent of
the time you don’t.” -Peter F. Drucker
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 It works well within the U.S. culture, but often fails in others due to different
styles in management.
 It works well because all levels are involved in achieving the ultimate goal
Specific Objectives:
 According to Drucker, management has specific objectives.
 Marketing
 Innovation
 Production
 Physical and financial resources
 Profit
 Performance of the workers
 Public responsibility
Definition of M.B.O:
 Peter Drucker defines “M.B.O resets on human action, human behavior and
human motivation. It ensures performance by converting objective needs into
personnel goals”.
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 Identifying common goals
 Defining each individual workers responsibility
 Using these as guides for operating the unit and evaluating its performance along
with each workers contribution.
Steps in M.B.O:
 There are five steps in MBO.
1) Determining organizational goals and criteria to determine achievements.
2) Determining agreed upon objectives, criteria and strategies for achieving
objectives for each subunit and each unit manager.
3) Making periodic reviews to evaluate progress made and making desired
changes.
4) Evaluating results after an agreed upon time period and reward the
accomplishments.
5) Recycling and restructuring the process on the basis of experience gained.
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M.B.O Process:
 The M.B.O Process involves the following factors
 Commitment to the programme
 Top level goal setting
 Individual goal setting
 Participation of field workers
 Autonomy in implementation
 Review of performance
Merits of M.B.O:
1. Emphasis on agreed upon objectives.
2. Better management of institutional resources.
3. Selection of key result areas.
4. Participation of teachers in decision making.
5. Formulation of long term plans.
6. Providing for a framework, and guidelines for planned change.
7. Enabling managements to initiate, plan, direct and control the direction and speed
of change.
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8. Career advancement depends upon performance by the teachers.
Limitations of M.B.O:
1. Setting of goals and objectives is difficult.
2. Educational system is managed by several agencies and to select agreed upon
goals and objectives may pose problems.
3. It requires committed teachers who are willing to be rewarded on the basis of
performance.
4. The success of M.B.O depends upon the cordial and good interpersonal relations
between the managers of the system and teachers.
5. A good executive should be willing to have men around him who have the
strength to give dissenting opinions.
Organizational behavior management (OBM):

 OBM is an important aspect of management which applies psychological
principles of organizational behavior.
 It also applies the experimental analysis of behavior to organizations to improve
individual and group performance and worker safety.
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 The areas of application may include: systems analysis, management, training,

and performance improvement.
 OBM is similar to human resource management, with more emphasis on applied
behavior analysis and systems-level focus.
 OBM interventions have been varied and include working with therapists on
increasing billable hours.
 OBM takes principles from many fields, including behavioral systems
analysis and performance management, although there is some debate as to
whether taking principles from fields outside of behavior analysis meshes within
the definition of OBM.
 Related fields include behavior-based safety and behavioral engineering.
History:
 Dr. Alyce Dickinson published an article in 2000 detailing the history of the field.
 The article states that the field emerged from within the field of behavior analysis.
 The first organized application of behavioral principles in business and industry
was programmed instruction, however this application was before OBM emerged
as a field.
 The first university to offer a graduate program in OBM and systems analysis
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was Western Michigan University.
 The first teacher to teach the course was Dr. Dick Malott.
 Another early program in OBM was initiated at the University of Notre Dame 1n
1975 with the arrival of Martin Wikoff, the first graduate student in the program.
 Prior to attending Notre Dame, Wikoff, Bob Kohlenberg and Terrance Mitchell
conducted one of the first controlled studies of applied behavior analysis in
business; in this case, to improve Grocery Clerk performance.
 That study was presented at the 1976 MABA Convention in Chicago and the
application to business was so novel, the research was assigned to the topic
category of "Experimental Living Arrangements" confirming its status as one of
the pioneering OBM documented applications.
 The Wikoff-Crowell-Anderson Notre Dame OBM research team was born.
 The works of Watson and Skinner have heavily influenced the field of OBM.
 Skinner‟s applications of behavioral principles to instructional design served as a
starting point for the use of the science of behavior in the workplace.
 Even before OBM was viewed as a field, Fredrick Taylor advocated for the use of
the scientific method to improve employee and organizational performance.
 The Journal of Organizational Behavior Management (JOBM) began publication in
1977 and is the main outlet for the field today.
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 By 1977 over 40 articles on OBM had been published in other journals and at least
one OBM consulting firm had been established.
 Aubrey Daniels was the first editor of JOBM.
 The journal is published by Haworth Press and is in its 32nd volume.
 It has recently been ranked as having the third highest impact factor among
applied psychology journals according to the Journal Citation Reports published
by Thompson/ISI Publishers.
 There are a number of graduate programs in OBM that have been established at
various universities.
 Graduates of these programs work in the private sector as external consultant, as
internal consultants for organizations, or as program managers in the health and
human service industry.
Theoretical and Conceptual Background:
 Organizational Behavior Management (OBM) is a sub-discipline of ABA, which
is the application of the science of behavior.
 ABA emphasizes the use of operant and respondent procedures to produce
behavior change.
 Behavior Analysis as a science has very explicit goals.
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 Prediction and control of behavior, with an emphasis on control, are the objectives
of behavior analysis.
 OBM has commonalities with the field of Industrial– Organizational Psychology,
all relating to the behavior of people in the workplace.
 There are many differences between the two fields as well.
 Industrial– Organizational Psychology is based on theory and has a focus on topics
such as personnel selection and placement.
 OBM is guided by a single theory of human behavior and has historically
emphasized identification and modification of the environmental variables that
affect directly observable or verifiable employee performance.
Participative Management:
 Participatory management is the practice of empowering members of a group,
such as employees of a company or citizens of a community, to participate in
organizational decision making.
 It is used as an alternative to traditional vertical management structures, which
has shown to be less effective as participants are growing less interested in their
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leader's expectations due to a lack of recognition of the participant's effort or

opinion.
 This practice grew out of the human relations movement in the 1920.
 Participants are encouraged to voice their opinions about their current
environment.
 In the workplace, this concept is sometimes considered industrial democracy.
 In the 1990s, participatory management was revived in a different form through
advocacy of organizational learning practices, particularly by clients and students
of Peter Senge.
 Participatory management is the type of management in which employees at all
levels are encouraged to contribute ideas towards identifying and
setting organizational-goals.
 It is called consultative management.
 It is a system in which employees of a business organization take an active role in
the decision-making process as it relates to the way the business operates.
 There are various approaches to the level of participatory management a business
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may engage in.
 Some examples are self-managed work teams, professional enrichment
opportunities, increasing levels of responsibility for employees.
 One style of participatory management is creation of a workplace environment in
which information is shared readily with employees.
 A participatory managed work environment provides ongoing training, skills
development, professional enrichment and mentoring to employees at all levels. .
 Another form of participatory management includes a forum in which employees
are recognized regularly for their achievements and contributions.
 Participatory management often features a teaching component in which
employees are guided on the fundamentals of the decision-making process.
 It is a process involving those who are influenced by the management‟s decision,
in making decisions.
 Participative management is not permissive.
 It holds people responsible.
 It does not have weakness.
 It takes character to apply.
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 Only significant decision should go through the participative management process.

 Managers don‟t give up authority; rather they delegate equal amounts of
responsibility and accountability.
 It does not mean giving up all decision making by the managers.
 Managers delegate only that amount of decision making that they think as
appropriate under the given circumstances.
 Authority thus delegated requires that person to recommend action rather than
taking action.
 Participative management does not mean postponing action.
 It avoids hasty decisions and frequent shifts from stated positions.
 Such delegation of power can be seen in institutions where vice principals/heads
of departments/asst Headmasters/teacher leader for various levels are delegated
with discretionary powers.
Crisis Management:
 Crisis management is the application of strategies designed to help an organization
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deal with a sudden and significant negative event.
 It is the process by which an organization deals with a major event that threatens
to harm the organization, its stakeholders, or the general public.
 A crisis can occur as a result of an unpredictable event.
 In either case, crises almost invariably require that decisions be made quickly to
limit damage to the organization.
 For that reason, one of the first actions in crisis management planning is to
identify an individual to serve as crisis manager.
 Other crisis management best practices include:
 Planning in detail for responses to as many potential crises as possible.
 Establishing monitoring systems and practices to detect early warning
signals of any foreseeable crisis.
 Establishing and training a crisis management team or selecting an external
crisis management firm with a proven track record in your business area.
 Involving as many stakeholders as possible in all planning and action
stages.
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 The field of crisis management is generally considered to have originated with

Johnson and his handling of a situation in 1982, when cyanide-laced Tylenol
killed seven people in the Chicago area.
 The study of crisis management originated with the large-scale industrial and
environmental disasters in the 1980s.
 It is considered to be the most important process in public relations.
 Three elements are common to a crisis:
1) A threat to the organization,
2) The element of surprise,
3) A short decision time.
 Venette argues that "crisis is a process of transformation where the old system can
no longer be maintained."
 Crisis management involves dealing with threats before, during, and after they
have occurred. It is a discipline within the broader context
of management consisting of skills and techniques required to identify, assess,
understand, and cope with a serious situation.
 Crisis management is a situation-based management system that includes clear
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roles and responsibilities and process related organizational requirements
company-wide.
 The response shall include action in the following areas: Crisis prevention, crisis
assessment, crisis handling and crisis termination.
 The aim of crisis management is to be well prepared for crisis, ensure a rapid and
adequate response to the crisis, maintaining clear lines of reporting and
communication in the event of crisis and agreeing rules for crisis termination.
 Crisis management is occasionally referred to as incident management, although
several industry specialists such as Peter Power argue that the term "crisis
management" is more accurate.
Types of crisis:
 Lerbinger categorized eight types of crises.
1. Natural disaster
2. Technological crises
3. Confrontation
4. Malevolence
5. Organizational Misdeeds
6. Workplace Violence
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7. Rumours
8. Terrorist attacks/man-made disasters
1) Natural crisis:
 Natural crises, typically natural disasters, are such environmental phenomena
as earthquakes, volcanic eruptions, floods, tsunamis, hurricanes etc.
2) Technological crisis:
 Technological crises are caused by human application of science and technology.
 Technological accidents inevitably occur when technology becomes complex and
coupled and something goes wrong in the system as a whole.
3) Confrontation crisis:
 Confrontation crisis occur when discontented individuals and/or groups fight
businesses, government, and various interest groups to win acceptance of their
demands and expectations.
4) Crisis of malevolence:
 An organization faces a crisis of malevolence when opponents or miscreant
individuals use criminal means or other extreme tactics for the purpose of
expressing hostility or anger with the aim of destabilizing or destroying it.
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5) Crisis of organizational misdeeds:
 Crisis occurs when management takes actions it knows will harm or place
stakeholders at risk for harm without adequate precautions.
6) Workplace violence:
 Crises occur when an employee or former employee commits violence against
other employees on organizational grounds.
7) Rumors:
 False information about an organization or its products creates crises hurting the
organization‟s reputation.
8) Terrorist attacks/man-made disasters:
 It occurs when terrorist attacks the country or individual person makes disaster
against the company.
 Gonzalez-Herrero and Pratt found the different phases of Crisis Management.
 There are 3 phases in any Crisis Management as shown below.
1. The diagnosis of the impending trouble or the danger signals.
2. Choosing appropriate Turnaround Strategy.
3. Implementation of the change process and its monitoring.
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Educational Planning
Definition of Planning:
 Planning is the formal process of making decisions for the future individuals and
organizations.
 It is the function that determines in advance what should be done.
 It is a deliberate, rational, time bound and optimistic approach to achieve practical
goals of an organization.
 It consists of selecting the objectives of the organization and policies,
programmes, procedures and other means to achieve these objectives (Haimann).
 J.P. Naik viewed “Educational planning implies the taking of decisions for future
action with a view to achieving predetermined objectives through the optimum use
of scare resources”.
 Philip H. Coombs defines, “Educational planning is nothing more than a
rational process of setting clear objectives, choosing the most efficient and
effective means of pursuing them, then following with practical action.
Nature of Planning:
 Planning is goal oriented
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 The goals of an organization are decided at first and then planning to achieve
them starts.
 Planning is not an end and it is only a means to achieve the goals, which may
be implicit or explicitly stated.
 Planning is a primary function
 Planning is the first step in the managerial function; other functions are
organizing, staffing, directing, coordinating reporting and budgeting follow it.
 Planning involves all levels
 Planning could be done at various levels.
 There are plans for the whole nation (national level), for a particular state (state
level), for a particular district (district level), for a particular block (block
level) and even at village level.
 Planning is a rational or logical process
 Planning is based on reliable data, sound reasoning foresight and assessment of
present trends and past experiences.
 Planning is a continuous process
 One plan succeeds another.
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 The old plans may have to be revised, new goals have to be set up and priority
areas rearranged, but continuity between successive plans is kept up.
 Planning is forward looking
 Planning is future oriented and involves forecasting, which involves the
following features:
1) Forecasting relates to future events. This is needed for the process of
planning, because it devises future course of action.
2) It defines the probability of happening of future events. As such it
cannot be precise.
3) It is made by analyzing the events in the past and the present which are
relevant for the functioning of the organization.
4) It is done after analyzing various factors and their statistical
significance.
 Planning involves choice
 When more than one course of action is available, one has to choose among the
alternatives.
 The best available choice has to be selected.
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 Planning is an integrated process
 Components are interrelated and interconnected and need vertical and
horizontal linking; one plan may form the basis for a subsequent plan.
 Planning aims at efficiency
 Plans could be implemented efficiently, and goals reached by adopting
measures conducive in promoting economy and effectiveness.
 All round efficiency has to be promoted by managers of organizations.
Features of Educational Planning:
1. Educational plans are future oriented and visualize a better system of education.
2. Education planning is goal oriented and seeks to achieve the goals and objectives
in a phased manner.
3. It is the first step which initiates other activities like organizing, communicating,
influencing, coordinating, decision making and evaluating.
4. It is a continuous process.
5. It is flexible and not rigid, that means the units in the system have adequate
freedom to use discretion in implementing them.
6. It is rational, logical and transparent.
7. It could be partly centralized and partly decentralized.
8. It could be done at grass root level as well as national level.
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9. It tries to optimize the use of available resources, without too much or too little
availability.
10. It is the collective endeavor of planners, administrators, educationists, teachers and
parents.
Approaches to Planning:
 The planner chooses the appropriate approach in tune with the policies of the
government, national goals, availability of resources and aspirations of the people.
 According to Adesina, there are three approaches to educational planning.
1. Main Power Planning Approach
2. Rate of Return Approach or The Cost- Benefit Approach
3. Social Demand Approach
Main Power Planning Approach:
 It is known as the Human Resource Development Approach.
 It implies that the social system needs educated and trained people with defined
knowledge, attitudes and skills.
 It should produce as many educated and trained people of different categories such
as doctors, engineers, teachers as required by the country for its various services.
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Rate of Return Approach or The Cost- Benefit Approach:
 It looks at each level of education as investment in human beings with the purpose
that the returns will improve the whole economy.
 It emphasizes that the investment in education should be based on the benefits or
return.
 It is a mode of analysis of current relationship between education and income.
Social Demand Approach:
 It requires the educational authorities to make schools available and provide
facilities for all students who get admission.
 It is a suitable tool to meet the needs of the general public.
 It provides the planners with approximate number of places where educational
facilities has to be provided.
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Comparative view of Approaches to Planning:

S.No Concept Manpower Planning Rate of Return
1. Basis of the Model Technological Economic
Cost of Production Disregarded Taken into account

2.
Skills
Production Leontief model Neoclassical

3.
Function
Labour Exogenous Endogenous

4.
Productivity
Result of Planning Target Year – Number of Direction for change in the

5.
Exercise skilled persons formation of skills
6. Timing Long-term Short-term
Skill (Supply →Output)
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Direction of Output
7. causation
(required skills)
Kinds of planning
Institutional Planning:
 Institutional Plan is a micro level plan.
 It is prepared at the institutional level by the head of the institution, teachers and
parents represented by the Parent Teacher Association.
 As the need of every institution varies, the plans also should be such to meet the
requirements of the institution, utilizing the maximum possible extent the
unutilized or underutilized resources.
Definition of Institutional Planning:
 Institutional Planning is 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 made available, with a view to improving the school
programme and school practices.
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 It is based on the principle of optimum utilisation of the resources available in the

school and the community (M.B.Buch).
Objectives of Institutional Planning:
 J.P. Naik, who developed the concept of institutional planning, has listed the
following objectives.
1. To Give freedom to the teacher.
2. To make good teachers as effective teachers.
3. To involve every teacher in the formulation and implementation of plans.
4. To emphasis what can be done here and now.
Components of Institutional Plan:
 In preparing the plan, each of the six components noted below should be discussed
and recorded.
1) Objectives
2) Present Status
3) Improvement needed
4) New / Additional Resources required
5) Time Schedule
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6) Programme of Action
Steps in Preparing an Institutional Plan:
 Usually four steps in the Institutional Plan are being followed.
1. Survey:
 Survey includes
 Felt needs
 Resources available to meet the needs
 Resources which could be raised from other sources.
2. Preparation:
 Preparation includes
 Objectives
 Targets
 Time frame
 Cooperation
3. Execution:
 Execution includes
 guidance
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 active help
 monitoring
 Mid course correction, if necessary
4. Evaluation:
 Evaluation includes
 Evaluation parameters are target achievement
 Budget limit
 Time schedule
 Assessment for delay / failure
Limitations of Institutional Planning
 Institutional Planning is possible only when powers and responsibilities are
decentralized and grass root planning gets established.
 Secondly, headmasters and teachers should be trained in the elements of planning
and should have loyalty and commitment to the institution.
 Thirdly, frequent transfer of staff will disrupt plan implementation.
 Fourthly, the value of nonmonetary inputs such as potentials and talents of
teachers and parents cannot be utilized in the present examination oriented
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education system.
 Lastly, institutional plans should be linked to block level, district level and state
level plans to ensure adequate funding.
Annual plan (Short Term Plan):

 A short term plan for a year is an annual plan.
 Annual plans are prepared for immediate action.
 For example planning for organization of in-service programmes for the
professional development of teachers in a school for two weeks is an annual plan.
 A short term plan of an institution takes into consideration of the tasks which
require immediate attention.
 The analysis of the institutional situation will reveal what tasks are to be
performed in relation to the institutes goals and objectives.
 In general short term plan provides a base for medium term and long term plan
Advantages of Short Term Plan:
 Short term plan figures out the strategic issues related to day to day existence of
the institution.
 It helps the institution to build up a scenario.
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 It provides the institute to prioritize its tasks.

 It builds up the base for the long term plan.
Perspective Plan (Long Term Plan):
 A long term plan is a perspective plan and is spread over several years.
 Perspective plans are developed for achieving future needs of the school.
 For example, construction and expanding large buildings for the school on the
basis of population trends is a perspective plan.
 Perspective plans are important because it helps the school to progress with the
demands of the changing society.
Advantages of Long Term Plan:
 Long range planning provides a common understanding about the mission and
goals of the institution and the strategies to implement them.
 It summarizes the profile for the institution in quantitative terms.
 It encourages better allocation and utilization of resources.
 It helps to direct energies away from the non essential to the essential activities.
 It makes evaluation possible in objective terms simultaneously with
implementation.
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 It assists in generating funds by strengthening the institutional case with granting
agencies, governmental and corporate.
 It helps ensure survival and growth of the institution.
Education under the Constitution:

 India is a Union of States.
 It has a federal structure with a Union Government and several State
Governments.
 Article 45 of the constitution enjoins on the State Governments to provide free and
compulsory education to all children up to the age of 14.
 This has been accepted and Right to Education as a fundamental right will soon
become a part of the Indian Constitution.
 The Seventh Schedule of the Indian Constitution has three lists indicating the
powers of the Union, States and Concurrent List.
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List I Union List:

Entry The Institutions known at the commencement of this constitution as the
63 Banaras Hindu University, the Aligarh Muslim University and the Delhi
University and any other institution declared by Parliament by law to be an
institution of national importance.
Entry Institutions for scientific or technical education financed by the government of

64 India wholly or in part and declared by parliament by law to be institutions of
national importance.
Entry Union agencies and institutions for

65
a) professional, vocational or technical training, including the training of
police officers; or
b) the promotion of special studies or research
c) Scientific or technical assistance in the investigation or detection of crime.
Entry Coordination and determination of standards in institutions for higher
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66 education or research and scientific and technical institutions.
List II State List:

Entry Education including Universities, subject to the provision of entries 63, 64, 65
11 and 66 of List I and entry 25 of List III.
Entry Libraries, Museums and other similar institutions controlled or financed by

12 the State; ancient and historical monuments and records other than those
declared by parliament to be of national importance.
List III Concurrent List:

Entry 25 Vocational and technical training of labour.
Special Provisions:
 Article 28
1) No religious instruction shall be provided in any educational institution
wholly maintained out of State funds.
2) Nothing in clause (1) shall apply to an educational institution which is
administrated by the State but has been established under any endowment
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or trust which requires that religious instruction shall be imparted in such

institution.
3) No person attending any educational institution which is administered by
the State or receiving aid out of state funds shall be required to take part in
any religious instruction that may be imparted in such institution or to
attend any religious worship that may be conducted in such institution or in
any premises attached thereto unless such person or, if such person is a
minor, his guardian has given consent thereto.
Under Fundamental Rights:
 Article 26
 Subject to public order, morality and health, every religious denomination
or any section thereof shall have the right.
 To establish and maintain institutions for religious and charitable purpose;
 To manage its own affairs in matters of religion.
 To own and acquire movable and immovable property; and
 To administer such property in accordance with law.
Minority Rights:
 Article 30
1) All minorities, whether based on religion or language, shall have the right to
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establish and administer educational institutions of their choice.
2) The state shall not discriminate against any educational institution on the
ground, in granting aid to educational institutions.
Role of Union Government in Education:

 Education is under the Ministry of Human Resource Development (MHRD) and is
headed by a senior Cabinet Minister.
Departments under MHRD:
i) Department of Education
ii) Department of Culture
iii) Department of Arts
iv) Department of Youth Affairs and Sports
v) Department of Women‟s Education
Autonomous Educational Organisations:
 The undermentioned organizations are autonomous bodies functioning at national
level.
 They are statutory bodies created by Acts of Parliament and are registered under
the Registration of Societies Act, 1860.
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University Grants Commission (UGC):

 UGC was formally established in 1956 as recommended by University Education
Commission headed by Dr. S. Radha Krishnan.
 It was informally inaugurated on Dec. 20, 1953 by Maulana Abul Kalam Azad,
The then Union Minister of Education.
Functions of UGC:
1. Promoting and coordinating University Education.
2. Determining and maintaining standards of teaching.
3. Determining and maintaining standards of examination.
4. Determining and maintaining standards of research in University.
Activities of UGC:
 UGC provides full grants to the Central Universities and also developmental
grants to various State Universities.
 It renders assistance for the development of the existing post graduate departments
and opening new departments in various universities and colleges.
 It recommends pay scales for university and colleges teachers.
 It sanctions grants for the construction of residential quarters of the staff, hostels
for the students and other amenities.
 It provides fellowships to University and College teachers to pursue M.Phil.,
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Ph.D., D.Litt., or undertake any research project.
 It funds Academic Staff Colleges to provide Orientation and Refresher Courses.
 It sponsors cultural exchange programmes for teachers and other personnel
working in the field of higher education.
 It offers teacher exchange programme for delivering lectures, conducting seminars
 It offers financial assistance to Professors and Lecturers to visit foreign countries
for research or study tours.
 It publishes reports, books and journals for improving the quality of higher
education.
 It sanctions grants to Universities to conduct seminars and workshops.
National Council of Educational Research and Training (NCERT):

 NCERT was founded in 1961 with the following objectives.
 Undertaking, aiding and coordinating educational research in the country.
 Organizing in-service education to teachers.
 Managing Regional Institutes of Education at Mysore, Bhopal, Bhuvaneshwar
and Ajmer.
 Publishing of books, periodicals and literature on various aspects of education.
 Preparing model curriculum, syllabi and text books.
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 Financing the training and research activities of State Councils of Educational

Research and Training (SCERT).
Functions of NCERT:
 NCERT‟s main focus is on school education in India.
 To further the quality of school education it undertakes
 Research relating to problems in school education, preschool education,
Action Research etc.
 Training of administrators, lecturers, headmasters and subject teachers.
 Preparation of low cost instructional materials.
 Serves as a clearing house for information / statistics on education
 Conducts periodical surveys like All India Educational Surveys.
 Publishes reports, pamphlets and bulletins.
 Gives advice to Central and State Education Departments.
 Coordinates with other agencies in education, research and training.
Regional Institute of Education:
 NCERT runs four „Regional Institutes of Education‟ [formerly known as Regional
Colleges of Education (RCE)], one at each Zone viz. Mysore (South Zone), Ajmer
(North Zone), Bhuvaneswar (East Zone) and Bhopal (West Zone).
 These institutes offer the 4 year integrated courses in teacher education like B.Sc.,
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Ed.; B.A., Ed.; B.Com., Ed; etc. for those who have completed higher secondary
education by putting 12 years of school study.
 Mysore and Bhuvaneshwar offer the 2 year post-graduate course in teacher
education like M.Sc., Ed.; M.A. Ed.; M.Com., Ed.
 All admissions are made by each of the four zones on the basis of merit
determined by marks in the qualifying examination and the entrance test /
interview from among the candidate hailing from the respective zone of the RCI.
 At present RCI.s concentrate on research and extension work in primary education
and schemes like „Sarva Siksha Abigyan‟.
National Institute of Educational Planning and Administration (NIEPA):
 To organize training programmes for educational functionaries for developing
capacities of educational planning and administration.
 To strengthen capacities for training and research in the field of educational
planning and administration.
 To provide consultancy services in the sphere of educational planning and
administration to Central and State Government, Universities, Boards and other
similar organizations in India and abroad.
 To disseminate information in relation to innovative experience and new
advancements in the area of educational planning and administration.
 To establish contacts and advance academic collaboration with sister institutions.
42 CONTACT : 9751111193, 9487253545

Activity Areas of NIEPA:

1. Training of Educational planners and administrators.
2. Research
3. Diffusion of innovation
4. Consultancy Services
5. Publication
6. Coordination with other institutions
National Council for Teacher Education (NCTE):

 National Policy on Education (1986) recommended the setting up of a statutory
body to regulate the opening of teacher training institutions and improve the
quality of teacher education.
 NCTE was created by the National Council for Teacher Education Act, 1993.
 NCTE functions through four Regional Offices at Jaipur, Bhubaneshwar, Bhopal
and Bangalore.
Objectives of NCTE:
 To coordinate and plan the development of teacher education in India.
 To maintain reasonable norms and standards in teacher education.
 To approve only institutions for teacher education which satisfy the prescribed
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norms.
 To provide training for teacher educators.
 To upgrade the quality of teacher education at certificate, diploma, graduate, post
graduate and research levels.
Central Board of Secondary Education (CBSE)

 CBSE was set up in 1962 with the objective of providing a uniform and enriched
curriculum for secondary schools mainly intended for children of Central Govt.
employees who are transferred to different parts of India.
 CBSE schools are trend setters in school education and many private schools
throughout India follow CBSE pattern.
 Kendriya Vidyalayas offer both English and Hindi as compulsory subjects in
addition to the regional language.
 CBSE had done commendable work in examination reforms, innovative teaching
practices and nurturing of talent.
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Central Institute of Educational Technology (CIET):

 CIET is an institution under NCERT, New Delhi.
 It is mainly concerned with the development of innovations and using various
media in school education including programmed Learning, Educational
Television, training teachers in handing technology in the classroom etc.
Central Advisory Board on Education (CABE)

 CABE is started functioning from 1923.
Functions of CABE:
 To advise on any educational question this may be referred to it by the
Government of India or by any local government.
 To call for information and advice regarding educational development of special
interest and value for India; to examine this information and evaluate it with
recommendations to the Government of India and the local governments.
State Level Educational Organizations:

State Council of Educational Research and Training (SCERT):
 It functions on the pattern of NCERT and gets academic and financial support for
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its project from the state government.
 It gives in-service education for primary and secondary school teachers and also
for lecturers working in Teacher Training Institutes regarding new approaches to
teaching, Action Research, Instructional Materials, Question Banks etc.
State Institute of Educational Technology (SIET):
 It produces Audio Cassettes and Video Cassettes for teaching school subjects.
 SIET has its own studio and recording equipments.
 It also produces skits and educational programmes for AIR and Doordarshan.
 They also attempt interactive sessions with teachers through educational satellite.
44 CONTACT : 9751111193, 9487253545

NISHA COACHING CENTRE

KARUMARAMPALAYAM, TIRUPUR – 624607
(EXCLUSIVE FOR EDUCATION)
SCERT / DIET - TRB EXAM – 2016

(Total Vacancies-272)
Senior Lecturer / Lecturer / Junior Lecturer
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 Excellent Coaching
 Unit wise Materials
(DIET TRB - Previous year questions included)
 Model Exams
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SCERT / DIET EDUCATION STUDY MATERIAL 2016

NISHA COACHING CENTRE

(EXCLUSIVE FOR EDUCATION)

SCERT / DIET - TRB EXAM – 2016

Senior Lecturer / Lecturer / Junior Lecturer

www.Padasalai.Net SALIENT FEATURES:

(Education Study Material for all subjects is

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

UNIT NO CONTENT PAGE NO

4. Educational Evaluation 119

5. Research Methodology and Statistics 134

6. Educational Technology 188

7. Curriculum Development 209

Guidance and Counselling

10. Teacher Education 307

11. Education for challenged 358

Previous Year Questions

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

SCERT / DIET TRB - SYLLABUS

Unit-2: Sociological Foundation

Unit-4: Educational Evaluation

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

Unit-5: Research Methodology & Statistics

Unit-7: Curriculum Development

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

Unit-8: Educational Planning & Administration

Unit – 9: Guidance & Counselling

Unit – 11: Education for challenged

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

Leadership Style and Decision Making Dimension of Management:

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

Objectives and Functions of Management in Education:

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

 It provides good professional leadership and dynamic supervision.

Comparison between Management and Administration:

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

Basis Management Administration

 Middle & lower level  Top level function

On the Basis of Usage:

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

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SCERT / DIET EDUCATION STUDY MATERIAL 2016

SCERT / DIET EDUCATION STUDY MATERIAL 2016

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