UNITS INSTITUTIONAL PLANNING

Structure
8.1 Introduction
8.2 Objectives
8.3 Meaning of an Institutional Plan
-,
8.3.1 Characteristics of Institutional Plan
8.4 Need for Institutional Planning
8.5 Development of Institutional Plan
8.5.1 Implementation for institutional plan
8.6 Role of Administrators in Institutional Planning
, 8.7 Role of Principal in Institutional Planning
8.8 Role of Teachers in Institutional Planning
8.9 Measures to Strengthen Institutional Planning
8.10 Let Us Sum Up
8.11 Unit End Exercises
8.12 Answers to Check Your Progress .'
8.13 Suggested Readings

8.1 INTRODUCTION
A large number of schools in India have a system of planning their yearly programmes.
Teachers involvement is there in the form of participation in seminar organized in
school. On the basis of feedback received from these seminars, schools under the
leadership of Principals make final draft of School Plan for Coming year. They also
consider previous year plan for assessing the performance of various processes
conducted by school and also discuss the new innovative programmes for the coming
year. Sometimes, management also invites experts from the area to give suggestions
for further improvement. This is a common practice in school but there is need to
make it more scientific in nature, They have to consider the resources available with
them and with additional responsibilities how they can utilize the available resources
and on the other -hand they have to find out requirements for new resources for
getting work done during the year. The process of educational planning on one hand
should embrace the whole country; an other hand it should treat each institution as an
individual utility, which in its turn, should be able to regard every child as an individual
with his own needs and aspirations. In the previous unit, you understood about having
a clear vision statement for schools. The clear statement also helps in better institutional
planning. In this unit, you will discuss the meaning of instituonal planning and the role
of various stakeholders in planning and implementing the institutional plan.

8.2 OBJECTIVES
After going through this unit, you will be able to:
• define an institutional plan;
•
• state the characteristics of JO institutional plan;
• explain the importance of institutional planning;
20
• describe the role of administrators, principals and teachers in institutional plan- Institutional Planning
ning; and
• discuss the measure to strength the institutional planning.

8.3 MEANING OF AN INSTITUTIONAL PLAN

At the micro level, each individual institution is expected to develop periodically a
blueprint for its own development which not only includes plan for further growth but
also plans for raising the quality of its services. The planning at the level of the basic
organisational unit of a system is Institutional Planning.
It acts as an instrument for the articulation of the institution's vision for its continuous
development and improvement. Its prepared by an institution on the basis of felt needs
considering the resources available or likely to be available with a view to improve the
functions and processes. An institutional plan must address questions like, how do we
make better use of existing resources (i.e. physical, human, financial), how can we
motivate human resources, and how can we give maximum satisfaction to.our customer-
group? The plan may be for a longer duration or a shorter duration and is' based on
principle of optimum utilization 'of the resources available in school:
Institutional Plans are usually prepared to find out solutions and also fulfill the felt
needs it has. Therefore, the first and the most important step in the planning process is
(a) undertaking a survey of the needs of the school; (b) undertaking a survey of the
resources available in the school as well as community; (c) preparing plans of
improvement programmes (like projects concerning buildings, campus, equipments,
instructional materials, students welfare, instructional calendar, Library, sciencelhobby
clubs, internal assessment and action research) (d) implementing the programme; and
(e) evaluation of the programmes.
Institutional Planning is the programme of development and improvement in school.
This plan is not complete if the views of any group are not considered while making
plan. School improvement is the goal of institutional planning. Every group should be
considered, for identifying the problem, whether it is individual or common, only then it
will lead to improvement and enhance the motivation and commitment of the staff.
The most important component of this planning process is identification of problems
and needs. This identification of problems can be done easily by taking feedback from
the people working in the institution and those primarily want the results to be achieved
by the system. Having identified all the problems - enables to prepare of a
comprehensive list after which the fixation of priorities can be taken up. This is necessary
because no institution can afford to take efforts for solving all problems and fulfill all
needs at one stroke. Planning is essential for giving a concrete shape to the vision and
mission of an institution.
A good plan by itself will not achieve the objectives, unless it is implemented effectively.
This requires coordination of the efforts of different people involved and proper
mobilization and utilization of all available resources. Planning and monitoring and
control are closely related. There is limited use in planning, if the implementation of
the plans derived is not monitored. Conversely, monitoring and control systems operate
. in a vacuum in the absence of information from a planning process indicating the
performance to be 'monitored. There is need for constant and regular evaluation to
check whether the efforts are leading to the achievement of the objectives and what
mid-course corrections are required. Institutional planning is a cycle of reviewing the
situation, planning, implementing and evaluating and then going through the same process
again the following year building on the work already done. .
Institutional plahning is carried out in schools/ any educational institutionwiththe
following objectives:
2]
1001Management and • To bring improvement in the structure of educational institution
ministration:
cro Perspectives • To give proper direction to functioning of educational institutions
• To develop a comprehensive programme of improvement of educational system
in all its parameters by optimum utilization of existing resources within its reach
• To provide opportunities to the members of the local community, staff and stu-
dents to treat educational institutions as a joint and coo operative venture and to
bring improvement in education institutions
• To give adequate freedom to teachers think to innovative and creative ideas for
the improvement of institution and other programmes in the institution.
• To develop eo curricular programme in institution like social service, adult educa-
tion, NCC, NSS, Scouts and Guide etc
• To impart realism and concreteness to educational planning
• To shift the emphasis from expenditure orientation to the effort orientation and
proper utilization of the resources ie economy orientation etc.,
• To create democratic environment to enable every teacher, administrator, parent
and students'to take part in the formulation and implementation of the plan.

-' 8.3.1 Characteristics of Institutional Plans

Now, when we have understood about the meaning of the Institutional Planning, it will
be easy for us to understand the characteristics of institutional planning, which are as
follows:
• The plan is prepared on the needs of the school as identified by the principal,
school staff, students.
• It is based on the principle of optimum utilization of the resources available within
the school and community,
• It is a co-operative venture of the community, management, school staff and the
students.
• It is goal oriented.
• It is specific for an institution. There can not be a single plan for all the institu-
tions.
• It leads to into establishment of democratic procedures within the school.
• An important outcome of institutional planning is the establishment of a better
rapport with the community.
• It aims' at school improvement as well as school development.
• It forms the basis of the District Plan for educational development and improve-
ment.
• It is continuously developing. An institutional plan cannot be rigid with no provi-
sion for changes.
• It results into improvement in the motivation level on the part of teachers, stu-
dents, commuriity and the management. . ..

. (i) Advantages of Institutional Planning

• It involves the teachers in the process of planning thereby making planning more
democratic in nature.
/
•. Thepreparation of the plan adopts the down to top approach, where first hand- '
knowledge about the strengths i weakness and the problems arising in the class-
room processes and situations is available from teachers.
• It is more realistic because it is based on the data available from then stakehold-
ers namely students, teachers and parents.
• Itavoids wastage as it is founded on knowledge about real needsof the students Institutional Plann
and the community.
.-
• It is more scientific , rational , effective and efficient rather than trial and error
methods or traditional approach development.
• Each institution has a unique personality or climate and the plan prepared in the
light of this climate will be more realistic and effective.
• It reduced emphasis on expenditure orientation and enhances goal orientation.
• It provides ample opportunities for creativity, innovations, initiative freedom and
experimentation to those who are involved in preparing and implementing the
plans. . ,~.

Check your Progress

Note: a)
b)
Write your answer in the space-given below.
Compare your answers with those given at the end of the unit.
.
1. What is meant by Institutional Planning?
••••••••••••••••••••••••••••••••••••••••••••••• I ••• I •••••••••••••••••••••••••••• ",' •••••••••••••••••• ~ ••••••••••

••••••••••••••••••••••••••••••••••••••••••••••••••• " •••••••••••••••••••••••••••

. .
~ I •••••••••••••••••••••••••••••

2. List the Important characteristics of InstitutionalPlanning.

8.4 NEED OF INSTITUTIONAL PLANNING

Each school is headed by one Head or Principal and is solely responsible for Institutional
Planning and Management. Institutional Planning allows for a comprehensive and
long term perspective of the school, which is based on clear assessment and
understanding of current activities. This perspective is helpful for leadership both at
the institutional and at the unit level, who make decisions to allocate resources in"ways
to best meet the future requirements. The common objectives of institutional planning
are to provide timely analysis and information to support the decision making, planning
and policy formation process of the schooL
The main components of Institutional Planning are.
(i) Academic and Administrative Support Review
Involve ongoing evaluation of functions to support the mission of the schooL The
primary purpose of school reviews is to ensure the efficient and effective use of
resources in delivery of support services for both short and long term need. This
activity will also lead, facilitate and support planning efforts for improvement in
targeted areas of opportunities which periodically arise.
(ii) Programme Review. This process should be conducted by the teachers who
are involved in a particular programme followed by review by the expert
team.. -
(iii) Accreditation is the means of self regulation and peer review. The accrediting
process is intended to sustain the quality and integrity of school education making
it worthy of public confidence and minimizing the scope of external control, make"
assessment of students learning outcomes and to assess the linkages between

/ \
, School Management and
Administration:
Micro Perspectives
the budgeting and planning process. In higher education system of developed
countries there are centres of Institutional Research and Planning, which con-
duct surveys relevant to student development and priorities in consortium with
allied colleges around the country. The surveys include students as well as par-
ents. These surveys are conducted regularly. This type of research activities are
also required at school level here in India because the quality of primary schools
are deteriorating day by day- schemes are there but implementation of there
schemes and programmes are not effective. This condition of detoriating quality
shows that proper utilization of resources is lacking which can be improved through
institutional planning because one of the major purposes of planning is to assess
the activities of school, improve the conditions and maintain regular checks and
control in the processes.

8.5 DEVELOPMENT OF AN INSTITUTIONAL PLAN

Institutional Planning is suggested by various Committees and Commissiqps as a
scientific approach to the improvement and development of education within the
country. The major step in preparing institutional plan for a school for improvement
and development are as follows:
• Undertaking a survey of the needs of the school.
• Undertaking a survey of the resources available with school
• Preparing draft of plan
. i
\
• Finalizing plan after discussion with concerned persons (teachers, students, non-
teaching staff).
• Implementation of Improvement Plan
• Evaluating Improvement Programme
The basic requirements for planning are the awareness of the needs, the awareness
of the resources existing as well as likely to be available. Consider that the school is
located in a small town and-it is the only school in the town. The first step for the
school will be to determine the needs/problems/areas of improvement and development.
It is possible. that the Principal of the school himselflherself may be so enthusiastic
thats he may prepare a.write-up on the needs of the school for improvement. This will
not be the right procedure. The fundamental principle in preparing the institutional plan
is the close involvement of the school staff in identifying the needs/areas of improvement
and development. If students involvement could be secured, it will be an added,
advantage. However, if, the village community has not been involved over the period
in the functioning of the school and the teachers feel diffident about the ways of
involving the students, the work on the development of the plan for the school should
not stop. This does not mean that the students and the community should be kept
away in the process of planning, This only means that if proper conditions have not
been created. wherein participation of the students and the community could be secured
.'
planning by teachers should not stop. .
The school staff should meet over a period of days and discuss various programmes-
curricular as well as eo-curricular, academic as well as organisastional or administrative-
of the school. When teachers begin to discuss the areas of improvement, it may be felt
that they will come out with a large number of areas requiring improvement and also
a list of additional resources. It may also be experienced that the teachers are not in a
position to specify the specific needs of improvement. But, this is only the first step, It
should. be the responsibility of the Principal to list all the needs/problems/areas of
improvement identified by the staff in the meeting. Some of the areas of improvement
can be the school building which might be over ~rowded or congested. The other area,
could be 'the lack of teaching aids; a 'poorly equipped library, lack of playground.
24. curriculum and the textbooks. However, it must be noted that a number of areas of
improvement may be beyond the scope of the school faculty, like the change of -s ." Institutional Planning
curriculum or expansion of school building. However, there is no harm in listing these •
as the areas requiring improvement. .
The next step for the Principal is to exhort. the staff to give further thinking to those
areas of improvement which require efforts on the part of the teachers and not additional
resources. The best procedure here, could be to have subject groups where the areas
of improvement are identified very specifically. If all the teachers grouped into different
subjects, deliberate and prepare the areas of improvement needing urgent attention,
what the school must have achieved would be the need survey.
Once the need survey has been made, it is necessary to have survey of the sources
both physical as well as human available in the school as well as in the community.
Again, the teaching aids and equipments available in the school are notknown to all
the teachers. The surveyor should know the resources available in the school implies
that every subject teacher prepares a list of all types of teaching aids available in the
school and in the school library, studies the same carefully and finds out how the same
would be useful to them in improving the instruction.
In addition to the survey of' human and' material resources in school, it' would be
rewarding if the teachers, undertake a quick survey of the human and material resources
available in the community. The material resources available in the community might
be in the form of the town library, a museum, water works, small factories, hospital,
the cycle repair shop, the water pump station, the offices of the malariaeradication
campaign, etc. All these could be exploited for the enrichment of 'in·s~ction. Again
the survey of human resources available in the community can 'be 'in the
form or the
retired teachers, professors, doctors, engineers and others who might have traveled
abroad or traveled in the country who can share their experiences with the children
etc. These human resourses have not been tapped but they could be tapped for the
enrichment of instruction in the classroom. '. .'
.~ J,

These-surveys, namely, the survey of the human and material resources available in
the school as well as in the community would provide the pool from which the teachers
can draw while planning improvement programmes for the needs/problems/areas of
improvement arrived at by them earlier.
With the survey of the needs/problems/areas or improvement and also the survey of
resources, the next step is to take up those areas of improvement which ~e feasible
and for which there is readiness on the part of staff. Care should be taken that all
teachers who are entrusted implementation of improvement prog~,amme~ should be
involved in planning the programmes. Again, there is no need to wait till all the teachers
agree to take up improvement programmes. Whenever attempts are made to bring
about change, there is initial resistance by large majority of teachers. The leadership
of the Principal expresses itself in overcoming the resistance and brin:ging a large .
majority of teachers to the programmes of improvement, when different teachers
have decided different areas of improvement. They would require help in devising
appropriate programmes and planning the same. It is here that the improvement
programmes will take a form of series of individual or group projects. The same
procedure that is followed in preparing a developmental project or an experimental
project should be followed here. All the projects put together will form the improvement
programme for the school, depending the nature and the number of areas of
improvement, the entire improvement programme could be phased Qut in such a way
that in the initial stage short-term projects are taken up by teachers wh~ are new to
such procedures and long term projects are taken up by teacher groups or competent
teachers individually. Here they have to list the resources which are available, the
resources which can be made available from the. normal' yearly grant of the school,
and resources which could be secured through community efforts. There is no harm
in including those projects in the total plan of iII?-provementfor which the school staff
" 25

/
School Management and feels more resources will be required which can be obtained only through Government
Administration: or from the management. But these projects will not receive the priority.
Micro Perspectives
While planning the projects a list of the in-service education needs of the teachers
should be prepared as far as possible giving the specific item of contents for which in-
service education requires to be organized.
Every project plan will include the objectives, the present position, the improvement
sought, improvement programme, the evaluation, the resources required and the time
target. All the projects put together will form the institutional improvement plan. The
evaluation of individual project followed by the overall evaluation of the total programme
should be planned out in detail. An institutional plan is never rigid. Depending upon the

.. changing circumstances, new teachers availability or otherwise of the additional

resources' , increase in enrolment, transfer of teachers, new curriculum being prescribed
by State.Department and the plan will require modification. It is, therefore, necessary
that the institutional plan may be revised every year and if possible every six months.
The first aspect is the planning for improvement and the second aspectis the planning
for development. A large number of schools in India will find it difficult to prepare a
plan of development. Development here implies expansion. The expansion implies
increased enrolment. It is difficult for a school to project the increase in population and
the socioeconomic growth in the community. But an intelligent school faculty can
definitely study the trend of enrolment in the school over a period of years and can
roughly project the likely enrolment increase over a period of next five years. If such
projections could be made, the school will be in a position to know in which classes
additional sections shall have to be opened. What additional space will be required and
what additional teachers for different subjects also will be required. Even, if the
enrolment increase is not significant. It is always desirable to prepare a development
plan from the view point of improving the building facilities, providing adequate space
if not available and planning other changes of a longer duration. These can always be
submitted to the management and D.E.O. to help them in, preparing the District Plan
as well as the State plans. An enlightened management may also be put on the alert to
•• mobilise adequate financial resources if it knows how the school is going to expand
and what additional facilities will have to be provided in years' to come.

8.5.1 Implementation Strategy for Institutional Planning

Even a well thought out Institutional Plan is just a stack of paper if it isn't coupled with
a plan for implementation. This is the part of the institutional plan, where decision
making bodies have to plan, clarify objectives of assigned tasks with deadlines and the
chart of the progress for reaching goals and milestones. Here, we will discuss some
guidelines for the effective implementation of institutional plan.
Firstly, we have to define our objectives. Which must be known to the planners as well
as to the implementer of the plan. And for achieving this situation, objectives should be
crystal clear and specifically spelled out, since we have to use them as a building block
for the rest of the implementation plan. For example, let us assume that you hav~
started school only two years back and in two years you have only class rooms for the
students, and you don't have facilities of laboratory in the school. Now you are
planning well equipped laboratories. So, with availability of funds you should plan for
one laboratory in one year. This objective may be tough but reachable.
(i) Tasks: In this phase, you enumerate tasks and assignments. While doing it, the
expected results associated with these tasks must also be emphasized. Continuing
with above example, the task section should include:

• Securing Space
• Get approved building plan (if you would like to build new rooms)
26 • Recruit one expert (give opportunity to one who is already there)

/
(ii) Time Allocation: Each task should be paired with an appropriate time frame for Institutional Plannh
completion. You should be aggressive but reasonable with your timeallocation in order
to ensure not just completion but competent work. For assistance in time scale, use a
program such as project evaluation review technique (PERT), which is a helpful tool,
to show how long it will take to complete different tasks and in what order the task
should be finished.
(ill) Progress: As a member of your management team, you need to be in charge of
monitoring each task progress and the completion percentage of each objective. When
delay occurs try to get to the root of the problem, who is responsible for this delay? Is
he/she required to handle too many responsibilities? If the third party bank, or supplier
fail to hold up to its end of the deal adjust your plan chart accordingly and appropriately
to account for delay and make a note of delay with reason for it.
Institutional planning is mainly 'the responsibility of the head of institution, but co-
ordination and support is required from all the levels for achieving the target in time.
There should good linkages between state level plan and institutional plan. The logic of
institutional planning very much depends on synthesis between institutional plan and
education sector plan of that state. In other words we can say thatit is the lowest
level plan and this should be successful if it has meaningful synthesis with the district
and state level plan.

Check your Progress

Note: a) Write your answer in the space given below.
b) Compare your answers with those given at the end of the unit.
3. What are the major steps involved in institutional planning?

4. How can the need of institutional can be assessed?

5. List the steps involved in implementation ofInstitutional Planning .

................................................... , ; .

8.6 ROLE OF ADMINISTRATORS IN PLANNING

A large number of schools in India, are facing problems in preparing plan for
development of schools and that's why we are not using resources in manner required
for quality production. Development plans here, implies expansion and worthy needs
of schools are missing vision or we can say that they lack motivation to improve
situation and plan for development. On the other hand, it is also difficult for a school to
project the increase in population and the socio economic growth in community, over
a period of next five years. If such a projection could be made successfully, school
administration can make plan according to the future requirement of the community.
This plan can always be submitted to the management to help them in preparing the
District Plan as well as the State Plan. An enlightened management may also be put
School Management and on alert to mobilize adequate financial resources if it knows how the school is going to
Administration: expand and what additional facilities will have to be provided in years to come. District
Micro Perspectives
Education Officer will receive institutional plan from different schools within his
jurisdiction ..This will give him details of the requirement of his area and also the
improvement programme and projects undertaken by schools in the district. It is a
type of assessment report on the basis of which he can assess the functioning of
schools. He can personally visit the school and assess the progress in this regard and
also can suggest measures for effective functioning.

8.7 ROLEOFSCHOOLPRINCIPALIN
INSTITUTIONAL PLANNING
The concept of Institutional Planning is totally based an efficient resource utilization.
Principal of the school plays vital role in institutional planning, as a good principal, it is
his/her responsibility to analyse the situation with the help of teachers, to assess the
requirement and build consensus among the staff members to change the situation.
This is the responsibility of the principal to maintain a culture of co-operation among
staff members and avoide high ambitions and high hopes of staff which will lead to
dissatisfaction among staff members. So, we can say that the principal is a resource
allocator than maker and also helps in generating co-operation and co-ordination in the
efforts of his/her team, role of a principal is vital and effectiveness of plans depend
solely on himlher.

8.8 ROLE OF TEACHERS IN INSTITUTIONAL

PLANNING
In a large majority of schools, the involvement of teachers in the day to day running of
the schools is minimum. If there is involvement of teachers, it is of only few who are
very close to principal. The principal shall have to change his/her outlook and attitude
towards the school personnel, students and the community before preparing final
Institutional Plan. Actually, teachers are the implementer of these plans, so their
involvement is required in any type of decision, for conducting various activities and
processes of schools.
Some times, schools utilise the resources available with the community and on the
other hand community also utilizes the resources available with schools. The community
involvement is suggested by various committees and commission in decision making
of school matters. On the basis of the principles of total quality management, involvement
of the customer group is required for the effective implementation of a plan and to
meet the social demands of the society. The first job of the Principal will be to look at
the whole school system, assess the strengths and weaknesses of staff members and
carefully create the feeling of readiness for change. His/her supervisory functions will
help him.her in bringing about the sense of readiness amongst the teachers. In every
school the principals are bound to face resistance. There' are some teachers who
refuse to be involved in planning and implementing the improvement programmes.
This is due to near their jealousy and against the teachers close to Principals .. But, it
is the responsibility of the head to minimize this type of feeling and create a culture of
work and equal treatment to ali for better results.

8.9 MEASURES TO STRENGTHEN

INSTITUTIONAL PLANNING
As you have understood that Institutional Planning is important for becoming efficient
organisation, Therefore, it is important to strengthen the Institutional Planning. Here
28

/
 are some measures to strengthen it. Firstly, the links between area planning and Institutional Planning
institutional planning must be articulated. Wherever identifiable, the one-to-one
relationship may by formalized.
Secondly, the mutually supportive aspects of area planning and instructional planning
may be highlighted and reinforced. Academic complexes, private institutions and
coordinating bodies may be fully encouraged in this regard.
Thirdly, diagnostic and comparative studies of institutional planning which identify good
institutions and detail their practices, and separate the "special" and "general" factors
accounting for their good performance should be made and publicized. There are
several such case studies in UK vide UK department of Education and Science (1979)
. and USA vide Sizer (1984); India does not lack such examples and anecdotal
evidence is available 'but there are \no documented case studies. Such studies
should be commissioned and widely disseminated. NCERT through ERIC has the
potential to do so.
Fourthly, there should be networking arrangements between such good institutions.
Fifthly, the school complex idea should be consciously fostered to upgrade bad schools
as was done in the rapport-based model studied by Singhal.
Sixthly, indicators should be developed to measure improvement in school performance
through conscious practice of institutional planning. This should be the logical next
step to the broad classificatory scheme suggested by the Education Commission.
Seventhly, in addition to institution specific financial incentives by way of special
"development grants" as suggested by J.P. Naik , a scheme of incentives by way of
social recognition of outstanding practitioners/leaders of institutional planning (both
institutions and individuals) over a sustained period of not less than five years by grant
of awards may be initiated.
Lastly, the institutional planning is an exercise, in the first instance, to optimize non
monetary resources, non-resort thereto can be considered as an avoidable waste.
Therefore, the desirability of penalizing those institutions which fail to practice
institutional planning by withholding normal grants could also be legitimately considered.

Check your Progress

Note: a) Write your answer in the space given below.
b) Compare your answers with those given at the end of the unit.
6. Why is it important to involve teachers in institutional planning?

7. State the measures to implement the institutional plan effectively .

............................................... ,: .

8.10 LET US SUM UP

It is a pre requisite of institutional planning that every concerned person should be
included in making plan, only thenwe can expect effective implementation otherwise
resistance will be there in bringingchange in processes. Flexibility is another aspect of
an institutional plan. Democratic administration and participative style of decision making 29

/
School Management and is required. More and more involvement of all groups is required for maximum
Administration: satisfaction of the staff, which should be the first and important objective of any
Micro Perspectives
institution. Supervisory role of principal can provide opportunity to principal to assess
the need for improvement. And it will also help in effective implementation of any
policy and programmes. .
In developmental plans, Principal has a major responsibility because it is he who has to
arrange, funds for the in implementation of the plan. A project should be viewed as a
part of educational system as a whole. It is placed in the context of a national system
of education with certain goals, patterns and trends. Two basic principles may be
derived from this fact: balance and innovation. There is enough scope for improvement
with available resources. The developmental plans should be made in a manner that
demands of the school get recognized and supported by the administrators at higher of
that level. If we desire for quality, grass root planning is must for effective utilization
of resources.

8.11 UNIT END EXERCISE

1. Critically evaluate the role of Principal in institutional planning with special refer-
ence to government schools in India?
2. Discuss the role in utilizing the talents and experiences of teachers?

8.12 ANSWERS TO CHECK YOUR PROGRESS

1. Institutional Planning is an instrument for the articulation of the institution's vision
for its continuing development and improvement.
2. Important characteristics are as follows:
• The plan is prepared on the needs of the school as identified by the principal,
school staff, students.
• based on the principle of optimum utilization of the resources available.
• It is goal oriented.
• specific for an institution
• important outcome of institutional planning
• aims at school improvement as well as school development.
3. Steps involved in institutional planning are as follows:
• Undertaking a survey of the needs of the school.
• Undertaking a survey of the resources available with school
• Preparing draft of plan
• Finalizing plan after discussion with concerned persons (teachers, students,
non-teaching staft).
• Implementation of Improvement Plan
• Evaluating Improvement Programme
4. through survey in the community and by asking questions to various stake
holders(principals, teachers , students)
5. Clear objectives, tasks allocation, time frame and review
6. Teachers can implement the plans as they are involved in conducting various
activities and processes of schools.
7. Some of the measures to implement the institutional planning are as follows:
• links between area planning and institutional planning can be articulated
30
 • mutually supportive aspects area planning and instructional planning may be Institutional Planning
highlighted and reinforced
• diagnostic and comparative studies of institutional planning
• .' networking arrangements between national institutions.

8.13 SUGGESTED READINGS

Agr arwal J.C. (1967): Educational Administration, School Organization and
SUPt-'vision, Acharya Book, New Delhi.

Bhatnagar and Aggarwal (1986): Educational Administration: Emerging Trends,

Kanishka Publishers, New Delhi.

Drucker, P.F (1954): The Practices of Management Harper & Row, New Yark.
Morphet et el (1961) Educational Administration Prentice Hall, Englewood Cliffs
New Jersey.

Mukherji S.N. (1970) Administration of Educational Planning and Finance Acharya

. . . f
Book Depot.· . .

NaikJ.P (1969) Institutional Planning: A Discussion Paper New Delhi National

Institute of Educational Planning and Administration.

o
o
o
-
,-
N
...
CC)
N

31
I
 • mutually supportive aspects area planning and instructional planning may be Institutional Planning
highlighted and reinforced
• diagnostic and comparative studies of institutional planning
• .' networking arrangements between national institutions.

8.13 SUGGESTED READINGS

Agr arwal J.C. (1967): Educational Administration, School Organization and
Supe vision, Acharya Book, New Delhi.
Bhatnagar and Aggarwal (1986): Educational Administration: Emerging Trends,
Kanishka Publishers, New Delhi.
Drucker, P.P (1954): The Practices of Management Harper & Row, New Yark.
Morphet et el (1961) Educational Administration Prentice Hall, Englewood Cliffs
New Jersey.

Mukherji S.N. (1970) Administration of Educational Planning and Finance Acharya

." . f .
Book Depot.· -

NaikJ.P (1969) Institutional Planning: A Discussion Paper New Delhi National

Institute of Educational Planning and Administration.

-
o
o

-
o
N
,....
CO
N

31