Education Planning and Administration

Introduction

Education is considered to be a norm, a policy, and an institution; it is something that is

imperative for the survival of the human being. A human being who is not educated will certainly
face problems and difficulties in accomplishing the goals and targets which are essential for
existence. Education means possessing the knowledge, information, in other words, becoming aware
of the ideas, values and the notions. Education is even considered to be a lifelong process, there is no
age of education, and an individual can even get enrolled in an institution at the age of sixty or above.
There have been various stages of education, at the initial stage, an individual undergoes preschool
education, then comes the primary education, upper primary education, secondary education, higher
secondary, college and university education. University education is always considered to be
optional; it is up to the individual to decide whether he wants to pursue a degree after schooling.

Besides the stages of education, there have been different kinds of education such as early
childhood care and education, adult education, distance education, continuing education, formal
education, informal education, primary education, special needs education, lifelong learning,
secondary education, tertiary education and so forth. All kinds of education need to be appropriately
planned, organized and administered; procedures have to be followed in order to formulate
curriculum and instructional methodologies, teaching methods, policies, rules and regulations of the
educational institutions, technological requirements etc. In other words, the area of education does
require scheduling, arrangement, direction and management; therefore, it is essential to understand
education planning and administration.

Education Planning

Planning is the prescribed procedure of making decisions for the future of individuals and
organizations. Planning consists of dealing withgoals and objectives, selecting accurateapproaches
and series to achieve the endeavors, determining and allocating the resources required and ensuring
that plans are communicated to all concerned. Plans are statement of articles to be performed and the
progression and timings in which they should be done in order to achieve the desired end.There are
two basic kinds of planning: strategic and operational. Strategic planning, also known as long term,
wide-ranging, assimilated, general and administrative planning, has three dimensions: the
classification and assessment of future opportunities, intimidations and consequences; the process of
scrutinizing an organization’s surroundings and developing well-matchedobjectives along with the
appropriate strategies with policies capable of achieving those objectives; and the amalgamation of
the various components of planning into an overall structure of plans so that each unit of the
organization knows in advance what must be done when and by whom. Operational planning, also
known as divisional planning; is concerned with the accomplishment of the larger goals and strategies
that have been determined by strategic planning; it is also concerned with
enhancingexistingprocedures and with the distribution of sources through the operating budget
(Aggarwal & Thakur, 2003).

With respect to an educational institution, there are various kinds of planning that need to be
implemented in accordance with the occurrence of situations and circumstances. Macro planning, it
deals with the broad plans, such as aggregates, averages as National income, Per Capita Income etc.
micro planning, comprises of retaining students in schools, whether capable students achieve
scholarships on time, and how schools can be provided in individual surroundings. Another type of
planning is strategic planning, it is maintaining a connection between an institution’s objectives and
resources and it’s environmental opportunities; next is contingency planning, this determines the
actions to be implemented by the individuals at times of occurrences of uncharacteristic opportunities
or circumstances. Corporate planning is a technique that aims to integrate all the planning functions
of the institution and relate them to the best objectives; manpower planning is an essential planning
function, capable manpower needs to be recruited within the institutions that possess all the required
knowledge, awareness and abilities; process planning is the planning that determines how the process
or the function or the procedure needs to be put into operation in order to accomplish the desired
goals and objectives and finally comes the indicative planning or the participative planning, it is the
planning by agreement and sign of desirable goals and targets rather than by obligation or declaration
(Aggarwal & Thakur, 2003).

Overview of Education Planning and Administration

In education planning and administration, there are the following points that need to be taken
under consideration: (Martin, 2009).

1. The relationship between public administration, state planning and management of education
needs to be recognized and acknowledged; there should be identification of the strengths and
weaknesses.
2. Determining command and the application of the planning function in the education sector.
3. The terms and conditions that have been developed between administration and the
management in the education sector.
4. In the education sector, it is vital to be professional in all the dealings and implications;
professionalism is mandatory while dealing with students, teachers, parents and even
colleagues and employers.
5. Strategic planning in educational settings, every educational institution has goals and
objectives to achieve, for the purpose of the achievement of objectives, it is essential to
analyze the environmental opportunities accessible and the availability of resources and
reserves within the institution.
6. Conceptions of the value chain and business process in relation to the planning and
management of resources in the education sector; it is crucial to plan and appropriately
manage the resources so that there is not any kind of misuse.
7. Re-engineering and the management of educational organizations. Educational institutions
need to be organized, planned and managed in an accurate manner so that there can be even
appropriate ways to deal with predicaments and difficult situations.
8. Stakeholder analysis and educational planning. The analysis of the stakeholders and accurate
planning of the instructional methods, rules, polices, curriculum and teaching-learning
methodologies etc comes under education planning and administration.
9. Output, outcomes, and impact measurement in the education sector, its administration and
implications for planning.
10. Public accountability, availability of stipends, scholarships for capable students, provision of
other benefits such as mid-day meals in some schools, even organization of activities, picnics,
events, and competitions are all essential features that need to be taken under consideration in
educational planning, administration and management.
Fundamentals of Educational Planning
Educational planning is a comprehensive area that needs to take under consideration number
of factors that those factors have been stated as follows: (Prinborgne, 2002).
Education and Development–In the case of education and development, as it has been stated
above a number of factors need to be taken under consideration such as course content,
syllabus, lesson plans, curriculum and instructional strategies, teaching methodologies,
functions and activities within the school and so forth. The development is mainly concerned
with the overall development of the students, their goals, objectives and personality; therefore,
this factor is considered to be fundamental to educational planning.
Equity Considerations – This is also considered to be an imperative concept; in some of the
schools in Rajasthan in rural areas, teachers do discriminate and feel that students are
incapable of learning and accomplishing major goals; there should not be any kind of
 discriminatory treatment amongst the students or on the part of the school authorities on the
basis of factors such as class, caste, gender, religion, ethnicity or socioeconomic background.
It is illegal to discriminate between students and educators should feel that every student
should be capable of learning and achieving if they are trained appropriately and they work
meticulously.
Quality of Education –The quality of imparting instruction and learning to the students also is
a matter of great concern; the quality of education should be in accordance with the standards,
appropriate teaching and learning methods should be adopted; for example, when imparting
teaching to the students, the instructors have to make sure that they have understood well;
making them read on their own, explaining to them in writing rather than orally, dictating
notes of the students are all helpful instructional techniques that would enhance the quality of
education. Besides classroom instruction, organization of extracurricular activities,
competitions, picnics, events and so forth are also helpful ways to improve the quality of
education.
Structure, Administration and Management of Education – Under the structure, administration and
management of education, number of factors need to be taken under consideration such as physical
environmental conditions of the institution as well as the classroom; proper ventilation, seating
arrangement, desks, technological devices and so forth. Teachers should be best trained and should
possess relevant knowledge of all the required lesson plans and course content, their main priority
should be the development of their students. Courses, subjects and lesson plans should be in
accordance with the standards and educational norms; students should be treated appropriately and
harsh attitude should be prohibited against the students. Education is best managed in an appropriate
manner by recruiting hard working professional educators who are dedicated towards their work
duties and who aim to impart learning and instruction in the best possible manner. The hierarchy of
individuals within an educational institution from the principal to the teaching assistants should be
administered by establishing proper rules, regulations, policies and principles.
Curriculum –The curriculum is a comprehensive term which comprises of number of factors
such as courses, programs of study, syllabus, prospectus and set of courses. The curriculum
course content is required to be formulated by the curriculum and instructional professionals;
they need to take under consideration a number of factors while formulating the curriculum
such as the class standards, the students requirements and priorities, the exercises and
materials in the lesson plan that are appropriate for the students of a particular class. For
example, the subject mathematics, the mathematical concepts taught to the students in class
five should be in accordance with the capabilities of the students of class five; the mathematics
textbook of class six cannot be used in class five, because they would certainly find the
concepts difficult to understand. Therefore, the formulation of curriculum should be in
accordance with the standards.
Cost and Financing of Education –In most cases, in rural areas students drop out of school or
are unable to go to school because of the cost and financial problems; approaches and
strategies have been formulated in order to help the capable students in financing their
education such as availability of stipends, scholarships, grants, educational loans or in some
cases waiver of fees. These programs are available for capable students and especially girls.
Every student if he dedicates himself towards his studies is capable to scoring good grades;
only things that they are required to possess are knowledge, diligence and aptitude. Cost and
financing of education does turn out to be a major problem for poverty stricken and
economically weaker sections of the society but there are schools that do not charge fees or
charge minimal fees hence making education affordable.
Planning Techniques and Approaches –There are certain techniques and approaches in the
planning of education; the educational institution has to frame certain laws, rules and policies
for enhancing education, there should be regulation and control in all the methodologies and
strategies that are conducted within the institution; prohibition of harsh and abusive treatment,
conflicts and disputes resolution techniques, organization of functions so that students render
their effective participation and even learn to develop leadership skills within
themselves;organizing, directing, leadership and recruitment of trained and proficient
educators and instructors are the essential functions that are required to be adequately
implemented in order to lead to smooth progress of education.
Information Systems, Monitoring and Evaluation – For the purpose of education planning and
administration, it is essential to utilize the information systems and technology; the usage of
technology has enhanced the quality of education and made learning effectual and less time
consuming. In the system of education, it is essential to monitor, supervise and scrutinize
learning in concern with the students. Performance appraisal and evaluation systems,
identifying the strengths and weaknesses of the students, conducting class tests and
assessments are essential requirements. When implementing the performance appraisal and
evaluation systems, the instructors come to know the weaknesses of the students, then they can
investigate means of improving them. Every educational institution is fulfilled with the
conduct of assessments and evaluation systems after imparting the teaching of concepts.

The Role of the Economic System in Financing of Education and Absorbing the
Educated Manpower
 An economic system is the structure of production, distribution of economic outputs, and
consumption of goods and services in an economy. It is a set of establishments and their social
relations. Alternatively, it is the set of standards by which problems of economics are concentrated
upon, such as the economic problem of scarcity through allocation of predetermined productive
resources. An economic system is made up of people and institutions comprising their relationships to
productive resources, such as through the convention of property. Examples of contemporary
economic systems include capitalist system, communist system, socialist system and mixed economy
(Economics of Education, n.d.).
The principal role played by the state in the financing, regulation and provision of primary and
secondary education reveals the widespread belief that education is necessary for personal and
societal well-being. The economic organization of education depends on political as well as market
methods to determine issues that arise because of contrasting views on such matters as income
inequality, social mobility and multiplicity. Today, some capitalists have been the owners of or direct
controlling authorities of the institutions of higher education;most of the companies do provide
financial support to higher education,besides, capitalist also influences higher education in an indirect
manner. The most important influence of capitalism on higher education is the survival of the
capitalist system itself; the reason being that it is a major system of power in society, people and
social structures become accustomed to capitalism. On the other hand, in a communist society,
financing of education is done by the state. In the mixed economy, financing of education is shared
both by individuals and the state. Similarly, in a capitalist society, educated manpower is absorbed by
the economy depending on demand for and supplies of the skills and abilities of the individuals i.e.
the market forces. On the other hand, in a communist society, the state decides what type of
manpower is required and accordingly, education is provided to individuals and thereafter, they are
absorbed by the economy. In a mixed economy, the individual depends on market forces for
acquiring services (Economics of Education, n.d.).
Roles of Leadership by Academic Managers within an Educational Institution

The academic managers have to assume roles of a leader of an institution and implement their
roles and responsibilities from the leadership perspective. There is a strong connection between
student learning and leadership performance, in some cases, the educators and the staff members
within the schools are considered to be the leaders in whose hands the educational requirements, the
developmental aspects, the norms, rules, regulations, policies and procedures are vested. Between all
these aspects and the learning that takes place within the schools by the students, there is a strong
correlation. It is all a matter of commitment and dedication to the strong and comprehensive
leadership support system which is aimed at strengthening the connection between learning and
leadership by defining what the leaders should know, what they should be aware of and what should
they be able to do by providing them with the tools and feedback needed to improve and ultimately
excel (Mezzacappa, Holland, Willen, Colvin & Feemster, 2008).

The main objective of the leaders, the school and the educators is that the students should learn
and perform well within the school when they come; for this purpose, they are taught all the aspects
which are necessary such as discipline, obedience, control, motivation, dedication and how to put in
all the hard work so that they could give their best. In order to accomplish the desired aims and
objectives, there has to be initiative and the feeling of inventiveness on both the sides of the leaders as
well as the students. In the recent past, as notions of school leadership have increasingly emphasized
learning and school improvement, ideas about leadership assessment have emphasized leaders’
performance and results rather than qualities and characteristics; aimed at ascertaining how well
leaders and their performance meet criteria defined by professional bodies and by the policy; served
influential as well as cumulative purposes, often aiming at leaders’ learning and further development;
and assumed that leaders’ work was dependent on perspective and could be best understood in
relation to particular kinds of organizational and community contexts (Mezzacappa, Holland, Willen,
Colvin & Feemster, 2008).
Ways of Preventing School Dropouts
The educational institutions need to devise measurements and ways to prevent the students
from dropping out of schools. These ways have been stated as follows: (Balfanz, 2007).
1. The schools should provide the students with good education, including academics,
extracurricular activities, good civic engagement and personalized attention should be paid by
the teachers towards all students so that they are able to learn more and correct their flaws and
deficiencies.
2. It is essential to formulate appropriate norms, standards, policies, rules and regulations within
the schools and students should be taught how to abide by them. In other words, it is essential
to inculcate the sense of discipline amongst them.
3. Within the schools, the educators should not be insensitive and unforgiving towards the
students. Even negative feedback should be provided to them in a constructive manner,
students should possess academic/cognitive skills, social-emotional supports and behavioral
expectations that they need to succeed at each level of schooling.
4. The behavioral conduct of the teachers and the school environment should be approachable so
that the students do not indoctrinate amongst themselves the attitude of disinterest and
vulnerability. Learning should be a joyful experience for the students.
 5. In order to succeed in pursuance of an educational program, it is essential to be able to read
well. For this purpose, high quality pre-k programs should be available for them; secondly, a
series of reading benchmarks should be established. When students encounter difficulties in
reading benchmarks it results in decrease in student-teacher ratio, hence to prevent dropouts it
is necessary for the teacher to provide one-to-one instruction to the students so that they
develop interest and enthusiasm.
6. High poverty environmental conditions develop the feelings of insecurity and cause stress and
tension in the lives of young students. Schools have to be recognized by the students as places
where they are safe and enjoy learning different kinds of lessons.
7. Within the educational institutions, there should be a balance between academics and extra-
curricular activities. Schools should be full of activities like singing, dancing, games, sports,
artworks, drawing, painting, craft activities so that the children obtain pleasure from learning
and attending schools.
8. The class size should be limited and should not be too large, because in larger classes, more
students will require extra attention and the teachers might get overwhelmed; therefore, the
teachers should wisely adopt methods to have class size reductions to prevent dropouts. In
high poverty areas, class size reductions can lead to a 10% reduction in the dropout rate.
9. Schools should formulate financial assistance programs for at least outstanding students so that
they do not dropout on the basis of their financial crisis. Scholarships, financial assistance,
loans and grants are ways that could help in retaining the students who drop out because of
financial problems. Providing transportation facilities to the students who reside at a distance
can also be a remedy to preventing dropouts.
10. Students with special needs or the ones who face difficulties in a particular area such as
mathematics or science should be provided with extra classes and attention so that they
overcome the barriers that they are undergoing in their educational program.
Professional Values and Personal Commitments of all Teachers

To enhance teaching leadership, it is important to be professional and proficient in all aspects.

A personal commitment has been rendered towards the intellectual, ethical, personal growth and well
being of all the learners. In the area of teaching leadership, the following are the points that are at the
core of professional values and personal commitments of being a teacher: (SLM, 2012).

Social Justice – Approval of the educational and social values of sustainability, equality and
justice and recognizing the rights and responsibilities of future as well as current generations;
commitment to the principles of democracy and social justice through reasonable, transparent,
inclusive and sustainable practices in relation to: age, disability, gender and gender identity, race,
religion, belief and sexual orientation. Valuing as well as respecting, social, cultural and ecological
diversity and promoting the principles and practices of local and global citizenship for all learners
comes under social justice. Demonstration of a dedication to engage learners in real world issues to
enhance learning experiences and outcomes and to encourage learning our way to a better future.
Finally, it can be stated that respecting the rights of all learners and their entitlement to be included in
their learning experiences.
Integrity - Demonstrating, honesty, courage and wisdom. Integrity means thoroughly
examining personal and professional attitudes and beliefs and challenging our own hypothesis and
skilled practice. Systematically examining the links between personal and professional attitudes and
beliefs, values and proficient practices to inform and shape personal and professional development,
effective improvement and, when appropriate bringing about transformative change in practice.
Trust and Respect - Acting and behaving mannerisms should enlarge a culture of trust and
respect through, for example, being trusting and respectful of others within the school community,
and with all those involved in influencing the lives of learners in and beyond the school. Provision of
a safe and secure environment for all learners should be built on an ethos of care. There should be
demonstration of a commitment to motivating and inspiring learners while also acknowledging their
uniqueness, individuality and specific learning needs. The mutual environment of trust and respect is
a must to maintain in order to develop an appropriate learning environment. Amiable and friendly
relations with the teachers make students of all ages as well as backgrounds less vulnerable and they
can share their problems with the teachers without restraint.
Professional Commitment - This involves getting engaged with all aspects of professional
practice and all members of our educational communities with interest, adaptableness and productive
criticality. The learners are taught in this case that one should get committed to lifelong enquiry,
learning and professional development as a core aspect of professionalism and collaborative practice.
Learning is a lifelong process and individuals have to commit themselves to learning throughout their
lives to bring out their professional development and also to develop into a good human being.
In order to enhance teaching leadership, it is essential for the educators and teachers to master
certain areas which have been stated as follows: (SLM, 2012).
Strategic Vision - This element is concerned with the leader's professional values and
commitment to learners, equality of opportunity, ethical practice, democratic values sustainability and
career-long learning. Leaders illustrate in their private and practiced life, and in the way they lead the
learning society, the visualization and traditions they seek to develop throughout the school. Leaders
guide the creation and the sharing of the strategic vision ethos and aim for the school, which inspire
and motivate learners, staff and all members of the school community and its partners and sets high
expectations for every learner. Central to the development and demonstration of this strategic vision,
all leaders entrust to and model career-long learning as a 'leading learner'; and thus persuade others to
engage in career-long learning to augment their professionalism.
Professional Knowledge and Understanding – This element identifies the complex
knowledge and understanding of educational thinking and developments in society, schooling,
schools, education and teaching and learning which are required by successful leaders. Leaders that
are involved in the teaching field have to keep up to date information regarding the knowledge and
the research that is occurring currently and ensure that development has been applied well in the
improvement of outcomes of learners. Knowledge and understanding of research and developments
need to be thoroughly applied to education policy, schools and schooling in order to maintain school
development. The developments which are taking place within the community such as developments
in society, digital improvements, changing family patterns, work patterns, media, technology,
information and communications systems, leisure and politics also have to be known by the educators
in order to influence teaching leadership. Leadership aspects and managerial aspects have to be
known by the leaders in the field of education so that they could manage their educational system in
an organized manner.
Personal Dispositions and Interpersonal Skills and Abilities – These are the skills that the
leaders possess in order to create maximum positive impact and to lead and manage effectively. First
is demonstrating self-awareness and inspiring and motivating others. Leaders incessantly develop
self-awareness; they regularly inquire regarding their practice through processes of reflection and
critical enquiry. They administer self and others effectively, with a dedication to idealistic practice.
They assemble and sustain personal credibility by representing their commitment to career long
professional learning, integrity and ethical practice, thus increasing a culture of trust and respect.
They exhibit assurance and audacity in the way they deal with disparagement and inconsistencies.
Leaders persuade the development of leadership qualities in others and cultivate trust and respect
among colleagues by promoting leadership opportunities across the school.
Leaders need to analyze and define situations clearly, wisdom is essential while making any
kind of judgment. They take a positive solution focused approach to work towards resolution.
Leaders are aware of the appropriate decision making time and opportunity. Leaders need to get
engaged in dialogue and promote constructive ways of achieving improvement, displaying an
awareness of the ethical use of power and authority.
Leaders demonstrate and communicate their deep commitment to the education and well-being
of learners in their daily practices. They are effective communicators within the school and the wider
community and build effective relationships across networks. They listen; express their ideas and
feelings clearly, engage in professional discussion and productive response and institute successful
organizational communication. They make use of a multiplicity of proper media in doing so.
Leaders have a superior understanding of the dynamics of political power and influence in the
relationship between schools and society, and the consequential insinuation for the work of their
organization. They comprehend the political and social circumstances and the ways in which these
impacts upon the schools and those within schools, taking account of this in their leadership and
management practices the leaders will be able to formulate better understanding of the political
practices among the learners.
Discussion

Planning and administration are the tasks that are required in all the areas. In the education
sector, thesefunctions

are considered necessary as education is regarded as imperative for the existence of the individual.
There have been numerous areas in the education field that requires planning and administration. The
establishment of educational institutions in the urban as well as the rural areas, the setting up of the
classrooms, machinery and equipment, infrastructural facilities, technical devices, water supplies,
play grounds, fields and so forth constitute the physical environmental conditions of the schools;
another crucial area is considered to be the school authorities, the staff members, they have to possess
the required education, be proficient and should possess all the relevant knowledge and information
in their dealings with the students, parents, superiors, subordinates and colleagues; it is essential to
formulate appropriate curriculum and instructional methodologies in accordance with the standards so
that the students understand the concepts in a better way and they should feel that learning is proving
to be beneficial to them.

For the effective functioning of the institutions, proper rules and policies should also be
formulated for instance, prohibition of harsh treatment on the part of the teachers towards the
students, availability of stipends, scholarships and financial assistance for girls and capable students,
equity and no discrimination between students on the basis of caste, religion, gender, ethnicity, race,
or socioeconomic background. Certain rules are also essential in case of teaching-learning methods
such as completion of homework assignments on time allotted to the students by the teachers,
avoiding plagiarism and academic dishonesty, speaking and communicating with each other in a
polite manner, showing respect and gratitude towards the instructors and not being indecoroustowards
anybody. In the planning and administration of the education sector, the main functions of
controlling, organizing, directing, leadership and management have to be implemented with respect to
the educational institution. Finally, it can be stated that the main objective of the educational
institution is making provision of education to the students, leading to their progress and development
as they are the future citizens of the country, therefore, main emphasis has to be laid upon the quality
of education and other proceedings and events such as extracurricular activities and so forth so that
learning becomes pleasurable for the students and they enjoy coming to school.

Bibliography
Aggarwal, Y.P., & Thakur, R.S. (2003). Concepts and Terms in Educational Planning A
Guidebook. Retrieved
September 16,2016 from
http://www.dise.in/Downloads/Reports&Studies/Concepts%20and%20terms%20in
%20educational%20planning.pdf

Balfanz, R. (2007). What your community can do to end dropout crisis: Learnings from
Research and Practice.
Washington, DC. Retrieved September 17, 2016 from
http://civilrightsproject.ucla.edu/research/k-12-education/school-dropouts/the-dropout-
crisis-in-the-northwest-confronting-the-graduation-rate-crisis-in-all-communities-with-
special-focus-on-american-indian-and-alaska-native-students/legters-what-your-
community-can-do.pdf
Economics of Education. (n.d.). Retrieved September 16, 2016 from
http://www.mu.ac.in/myweb_test/ma%
20edu/M[1].A._EDU_ECONOMICS_OF_EDU.-Final_1_2011-12.pdf
Prinborgne, C.D. (2002). The Legal Aspects of Educational Planning and Administration.
Retrieved September 16,
2016 from
http://unesdoc.unesco.org/images/0012/001224/122415e.pdf
Martin, B. (2009). Education Planning and Administration. Retrieved September 17, 2016
from
http://www.ed.ac.uk/polopoly_fs/1.54035!/fileManager/MSc-B-
EducationalPlanning.pdf
Mezzacappa, D, Holland, H., Willen, L., Colvin, R.L., & Feemster, R. (2008). Improving
Leadership for Learning:
Stories from the Field.
 Retrieved September17, 2016 from http://www.wallacefoundation.org/view-latest-
news/InTheNews/Documents/Improving-Leadership-For-Learning-Stories-From-the-
Field.pdf
Standards for Leadership and Management. (2012). Retrieved September 16, 2016,
from http://www.gtcs.org.uk/web/FILES/about-gtcs/standards-for-leadership-and-
management-draft-august-2012.pdf.