AAMIR KHAN HAQQANI EDUCATION CENTER

WHATAPP NO 03349557527

aamirkhanhaqqani7@gmail.com

you can send us money by jazz cash

this is my jazz cash No 0334-9557527

USE MY GROUP AIOU ASSIGNMENT 2019 PDF

Course Name Educational Leadership and Management

Code No 8605 Assignment No 1

Level (Bed) Semester Spring 2019

Q No 1 Define Education Administration Explain the basic principles of

educational administration?
Anwser

Brief outlines of the six principles of educational administration are

discussed in this article. The principles are: (1) Structural Democracy, (2)
Operational Democracy (3) Justice (4) Equality of Opportunity (5)
Prudence (6) Adaptability, Flexibility and Stability.

1. Structural Democracy:
Being the first principle of educational administration in the modern era it puts stress
on democracy in structural perspective. It implies “the exercise of control” in
democracy. The meaning of exercise of control in this light should be such that, it helps
the students as future citizens in fulfilling their needs and requirements tending to their
self-realization, safeguard the democratic government and welfare of people at local,
state and national levels.

This exercise of control refers to the meaning of democracy by treating each human
being as, “a living, growing and potentially flowering organism.” Hence in this principle
of educational administration the educational administration has to practise the
principles of democracy both in structural and functional form.

In this regard and educational administrator will be a fittest one who can manage
autocracy as and when necessary to achieve the goals of an educational programme. For
actualizing it he has to perform his duty as democratically as possible.

2. Operational Democracy:
This principle of educational administration gives priority on the practical aspect of
democracy as a way of life and form of governance. To this, the essence of democracy is
to give importance on the dignity of every individual and assisting him to understand his
self in this context this principle considers democracy as a matter of spirit, way of life
and a mode of behaviour. Keeping this in view it is the task and responsibility of an
educational administrator to focus on day to day happenings in relation to democratic
society in educational perspective that are relevant in wider extent.

Because this sort of democracy seeks to make democracy more practical rather than
formal. For example a school or an educational institution is regarded as the society in
miniature or a small society. It means the entire picture of the society has been reflected
in the school. The same situation lies in case of a democratic society like ours where
people expect the school or an educational institution will do a lot for actualizing
democracy as a matter of spirit, way of life and a mode of behaviour practically.

In this light, it should be the function of the educational administrator to achieve it for
which he may take the view of the students, consult with the staffs, specialists, expects
and community members before taking any decision. This result in the emergence of a
good and effective social order by the school or educational institution as an agency of
education. Overall speaking this type of democracy as a principle of educational
administration gives importance on practicability and relevance of day to day
happenings of democracy in relation to educational perspective so far its administrative
aspect is concerned.

3. Justice:
Generally speaking justice refers to provide every individual his due in the society by
honoring his individuality. This meaning of justice is the essence of democracy. As
justice is one of the basic hallmarks of democratic administration, it is regarded as an
essential principle of educational administrating which is democratic in form and
practice. For practicing justice in educational administration there is the need and
essentiality of giving due reward and share to every individual to his efforts and
achievements.

Besides, every individual is to be given task or assignment in accordance with his needs,
requirements, abilities, aptitudes etc. Hence the educational administrators for
practicing justice as one of the principles of educational administration must be
judicious while dealing with employees, students and public. But in Practice it is not
happening as the educational administrators very often arbitrarily exercise discretionary
powers and too narrowly apply uniform rules in one point.

And uniformity of rules in educational administration does not provide equality which is
necessary to safeguard the individuals in another point. This nature of the educational
administrator goes against the very essence of justice as it is to be free from such bias
nature of them. Hence the educational administrators have to reduce this tendency to
minimum for making justice beneficial, healthy and impartial in nature and approach as
a principle of modern educational administration.

4. Equality of Opportunity:
One of the important social objective of education is to equalize opportunity or facility
for enabling the backward or under privileged classes and individuals to use education
as a means for improvement of their condition.

In order to keep equality of opportunity in concrete shape in the field of education,

educational administration plays a vital role. For this greater emphasis should be given
on equality of educational opportunity for the shake of accelerating the process for
building up of on egalitarian human society in which the age old social exploitation will
be reduced to minimum.

The principle of uniformity is not to be practiced and maintained in the field of

educational administration as equality does not refer to uniformity. The cause is that
opportunity means to provide adequate facility or scope to every individual for his
development. In this context, the reasons for existence of inequalities of educational
opportunities cited by the Education Commission (1964-66) can be highlighted which
must be stressed in the field of educational administration

These are:
(а) In equal distribution of educational institutions through out the country.

(b) Poverty of a large Section of the population and relative affluence of a small
minority.

(c) Disparity between the education of boys and girls at all stages and in all sectors of
education.

(d) Disparity of educational development between the advanced classes and the
backward classes.

Every society that values social justice and anxious to improve a lot of common man and
cultivate all available talents, must ensure progressive equality of educational
opportunity to all sections of the population. In this context it should be the task of
educational administration to make special efforts for equalizing educational
opportunities by reducing the above cited problems of it. As a result, equality of
opportunity in educational process will be practiced by educational administration as
one of its principles.

5. Prudence:
Overall speaking prudence refers to thinking or planning or showing thought for future.
Being contextual in approach it can be said that the futuristic outlook, vision and
forward looking must be incorporated it the field of administration. Like general
administration educational administration has to practice the exercise of foresight skill
and vision with respect to matters concerning practical living and utility of the system of
administration in future by the educational administrator.

This principle “Prudence” is closely related to intelligent economy which implies quality
control. In order to ensure quality control in the field of education, educational
administration has to make expenditure on education by accepting it as an investment
on human resource. Because without necessary expenditure on education there will be
no question of quality in it and then what about the matter of quality control?

It is evident from several studies that now in educational administration there lies a lot
of wasteful expenditure for which the system of check and balance is essential. The
system of check and balance is prudential in nature which seeks to protect an
educational institution or organisation, an enterprise from mis-behaviours and mis-
appropriation by an official or authority as misuse of power and funds that creates
mischief.

It is known to one and all that misuse of power and money leads to the loss of public in
general. Hence like general administration in educational administration there is the
necessity of the system of “check and balance” to prevent such misuse. This will be done
if educational administration accepts it as its principle in real situation.

Those who are good sociable, democratic competent and welfare oriented educational
administrators liberty is granted for them. Liberty is granted to them with not making
the system of “check and balance” rigid. Because it is essential to give freedom to the
competent and delicate persons as educational administrators who are in the interest of
good administration.

They give a differential treatment to different students, staffs, officials and community
members as per their need remaining within the jurisdiction of educational
administration. Besides an educational administrator in order to prudential in nature
and work must have simplicity, understanding capacity democratic spirit and effective
communication ability with him as attributes.

6. Adaptability, Flexibility and Stability:

An institution must be able to adjust with changing situations by fulfilling the
developing needs and by improving its day-to-day dealings with persons or agencies
involved. This characteristic of an institution is called adaptability. In the process of
achieving its educational objectives, it has to deal differently with different human
beings like teachers, parents and the public at large, who are affected in one way or
other by the process or its products. This tendency is called flexibility.

The educational institution however must be able to achieve adaptability without

creating any dislocation or disruption in its process and achievements. This property is
named as stability. An institution must have these three characteristics in order to be
able to achieve its objectives adequately and to give due regard to all persons concerned
in some way or other.

These three characteristics are dynamic, adaptability and flexibility are especially so.
Stability, however, is called as prudential check on the change which retains good in the
old and gives up bad in the new. Hence, careful evaluation of the old as well as the new
is an essential feature of stability.

Adaptability is concerned with acts of change and flexibility to a great extent to

counteract with uniformity and stability is mainly the counterweight to adaptability.
Thus on the whole, adaptability is the capacity of an enterprise to change, to develop
and to improve. Flexibility is the capacity of an institution to react in variance with
persons and situations affected and to warn against the dangers of uniformity.

Stability on the other hand is the capacity of an organisation to safeguard the merits of
the old while it is in the process of change. Hence, all these three qualities of
adaptability, flexibility and stability are complementary to each other.

Q No 2 As being a complete code of conduct islam has given some golden

principles of administration explain them?

Anwser

The word “morality” comes from the Latin word moralitas meaning “manner, character,
and proper behavior”. Morality generally refers to a code of conduct, that an individual,
group or society hold as authoritative, in distinguishing right from wrong. Such an ideal
code of conduct is often espoused in preference to other alternatives.

Islam as a comprehensive way of life encompasses a complete moral system that is an

important aspect of its world-view. We live in an age where good and evil are often
looked at as relative concepts. Islam however, holds that moral positions are not
relative, and instead, defines a universal standard by which actions may be deemed
moral or immoral.

Islam‟s moral system is striking in that it not only defines morality, but also guides the
human race in how to achieve it, at both an individual as well as a collective level.
Basic Principles in Islamic Morality

The Islamic moral system stems from its primary creed of belief in One God as the
Creator and Sustainer of the Universe. Islam considers the human race to be a part of
God‟s creation, and as His subjects.

From an Islamic perspective, the purpose of human life is to worship God, by leading
this worldly life in harmony with the Divine Will, and thereby achieve peace in this world,
and everlasting success in the life of the hereafter. Muslims look to the Glorious Qur‟an
and the Traditions of the Prophet as their moral guides.

The Glorious Qur‟an says:

“It is not righteousness that ye turn your faces Towards east or West; but it is
righteousness- to believe in Allah and the Last Day, and the Angels, and the Book, and
the Messengers; to spend of your substance, out of love for Him, for your kin, for
orphans, for the needy, for the wayfarer, for those who ask, and for the ransom of
slaves; to be steadfast in prayer, and practice regular charity; to fulfil the contracts
which ye have made; and to be firm and patient, in pain (or suffering) and adversity, and
throughout all periods of panic. Such are the people of truth, the Allah-fearing.” [Al-
Qur‟an 2:177]

This verse underscores the Islamic belief that righteousness and piety is based, before
all else on a true and sincere faith. The key to virtue and good conduct is a strong
relation with God, who sees all, at all times and everywhere. He knows the secrets of
the hearts and the intentions behind all actions. Therefore, Islam enjoins moral behavior
in all circumstances; God is aware of each one when no one else is. It may be possible
to deceive the world, but it‟s not possible to deceive the Creator.

The love and continuous awareness of God and the Day of Judgment enables man to
be moral in conduct and sincere in intentions, with devotion and dedication.

The Glorious Qur‟an also says:

Say: the things that my Lord hath indeed forbidden are: shameful deeds, whether open
or secret; sins and trespasses against truth or reason; assigning of partners to Allah, for
which He hath given no authority; and saying things about Allah of which ye have no
knowledge. [Al-Qur‟an 7:33]

It is interesting that the Qur‟an refers to “sins and trespasses against truth or reason”. It
is an indication of God‟s blessing to every human being, of an innate moral sense. Such
a moral sense, when uncorrupted by family or society, is what leads people to
commendable acts of virtue. Islam aims to enhance and amplify the moral sense in
every human being and adorn the individual‟s character with the noblest of virtues.
The Islamic moral principles therefore, appeal naturally to the human intellect, while
elevating the pursuit of morality to the level of worship. This is because Islam holds
every action that is done with the goal of attaining of God‟s pleasure to be worship.

Morality and the individual

The guiding principle for the behavior of a Muslim is what the Qur‟an refers to as Al
`Amal Assalih or virtuous deeds. This term covers all deeds, not just the outward acts of
worship.

Some of the most primary character traits expected of a Muslim are piety, humility and a
profound sense of accountability to God. A Muslim is expected to be humble before God
and with other people. Islam also enjoins upon every Muslim to exercise control of their
passions and desires.

Islam warns against vanity and excessive attachment to the ephemeral pleasures of this
world. While it is easy to allow the material world to fill our hearts, Islam calls upon
human beings to keep God in their hearts and to use the material world in moderation
and in accordance with God‟s guidance. The Glorious Qur‟an says:

“The Day whereon neither wealth nor sons will avail, but only he (will prosper) that
brings to Allah a sound heart” [Al-Quran: 26:88-89]

Charity is one of the most commendable acts in Islam. In fact, Zakah, the annual charity
that is obligatory on every Muslim who has accrued wealth above a certain level, is one
of the pillars of Islam.

Gratitude in prosperity, patience in adversity, and the courage to uphold the truth, even
when inconvenient to oneself, are just some of the qualities that every Muslim is
encouraged to cultivate.

Morality and Society

For an individual as well as a society, morality is one of the fundamental sources of

strength, just as immorality is one of the main causes of decline. While respecting the
rights of the individual within a broad Islamic framework, Islam is also concerned with
the moral health of the society.
Thus, everything that leads to the welfare of the individual and the society is morally
good in Islam, and whatever is harmful is morally bad.

Given its importance to a healthy and just society, Islam supports morality and matters
that lead to the enhancement of morality, and stands in the way of corruption and
matters that lead to the spreading of corruption. The injunctions and prohibitions in
Islam are to be seen in this light

Conclusion

Morality in Islam addresses every aspect of a Muslim‟s life, from greetings to

international relations. It is universal in its scope and in its applicability.

A Muslim is expected to not only be virtuous, but to also enjoin virtue. He/She must not
only refrain from evil and vice, but must also actively engage in asking people to
eschew them. In other words, they must not only be morally healthy, but must also
contribute to the moral health of society as a whole.

The Prophet Mohammed (peace be upon him) summarized the conduct of a Muslim
when he said: “My Sustainer has given me nine commands: to remain conscious of
God, whether in private or in public; to speak justly, whether angry or pleased; to show
moderation both when poor and when rich, to reunite friendship with those who have
broken off with me; to give to him who refuses me; that my silence should be occupied
with thought; that my looking should be an admonition; and that I should command what
is right

Q No 3 what are the different steps involved in educational administration

discuss them in detail?
Anwser

Educational Administration is regarded as the process of integrating the appropriate

human and material resources that are made available and made effective for achieving
the purposes of a programme of an educational institution.
The term “Administration” doesn‟t refer to any single process or act. It is like a broad

umbrella encompassing a number of processes such as: planning, organizing, directing,

coordinating, controlling and evaluating the performance. The same situation occurs in

the field of educational administration. The concept of educational administration is

applicable in case of an educational organisation which has certain purposes or goals to

fulfill

In order to achieve these purposes or goals, the head of the educational organisation

plans carefully various programmes and activities. Here the educational organisation

may be a school, college or university. The head of the school/college/university

organizes these programmes and activities with co-operation from other teachers,

parents and students. He/She motivates them and co- ordinates the efforts of teachers

as well as directs and exercises control over them. He/She evaluates their performance
and progress in achieving the purposes of the programme.

He provides feedback to them and brings modification, if required in the plans and

programmes of the school or college or university. So the totality of these processes

which are directed towards realizing or achieving the purposes or goals of the
school/college/university is called educational administration.

1. Educational administration doesn‟t refer to any single process rather different

processes or aspects constitute administration. These are planning, organizing,

directing, Coordinating and evaluation

2. Educational administration is a non-profit making task.

3. Educational administration is primarily a social enterprise as it is more concerned

with human resources than with material resources.
4. Educational administration is more an art than a science. The reason is that human
relationship prevailed here can‟t be maintained by any set of formulae.

5. Educational administration is similar to general administration in many ways, but it

is also dissimilar to general administration in many more ways.

6. Educational administration is a complex affair.

Objectives of Educational Administration:

As we know the very fact that educational administration needs integration and co-

ordination of all the physical and human resources and educational elements. Besides

this it requires a great efficiency with it based on human sympathy, understanding,

knowledge and skill. The physical resources mainly contribute building equipment‟s and

instructional materials.

The human resources include pupils, teachers, supervisors, administrators and parents.

The additional elements comprise the various aspects of educational theory and practice

including philosophy of education, objectives of education, curriculum, method of

teaching, discipline, role of the teacher, rules and regulations etc.

These elements are “parts, made into whole” and are components brought into

harmonious relationship. So the purpose of doing such vital task is to fulfill different

purposes which are known as the objectives of educational administration.

These are:

1. To provide proper education to students:

This objective seeks to mention the fact that good education doesn‟t mean education at a

very high cost as is practiced in modern public schools. Rather it means the right type of

education from the right type of teachers within reasonable cost. This objective also
implies quantitative expansion and qualitative improvement of education.
2. To Ensure Adequate Utilization Of All Resources:

For adequate realization of the various purposes of educational programme there is the

need of ensuring adequate utilization of all available resources-human, material and

financial.

3. To Ensure Professional Ethics And Professional Development Among

Teachers:

As teachers are the senior and mature human elements to accelerate the programme in

time their role is highly felt in this regard. They are to be encouraged and given the

facility to devise and try out innovative ideas on instruction and to participate in service

education programmes. In this context, it can be visualized that educational

administration should aim at developing a desire for hard work, dedication and
commitment for their job among teachers.

4. To organize educational programmes for acquainting students with the art of

democratic living and giving them excellent training in democratic citizenship.

5. To mobilize the community:

Like general administration, educational administration seeks to maintain and improve

the relations with the community. For this it should seek community support and co-

operation for quantitative expansion, qualitative improvements, smooth and fair

examination in the educational system.

6. To organize co-curricular activities effectively for developing talents of students and

work efficiency of educational teachers.

7. To get the work done:

The most important objective of administration is to get the work done effectively,
efficiently and with satisfaction to the individuals and benefits to the society.
8. To prepare students for taking their places in various vocations and avenues of life.

9. To train the students in developing scientific attitude and objective outlook among
them towards all aspects and activities of life.

10. To ensure qualitative improvement of education:

Good education can be provided to students by bringing qualitative improvement in

instruction. Regular supervision of teaching and guidance of teachers help to ensure

quality teaching in schools.

Scope of Educational Administration:

11. The educational administration encompasses all the levels of education in its
jurisdiction.

Q No 4 Why supervision is required in an educational institution how is it different from

administration?

Anwser

What Is Educational Supervision?

Careers in educational supervision include being a principal and could involve keeping
a school running on a day-to-day basis. Find out what's required to start a career in
educational supervision and programs that could prepare you for these positions.
Schools offering College Administration & Leadership degrees can also be found in these
popular choices.

Educational Supervision Defined

Educational supervision is a term used to identify the work duties of administrative

workers in education. Educational supervisors make sure the educational institution
operates efficiently and within the legal requirements and rules. The purpose of this
field is to make sure teachers and other faculty members are doing what they're
supposed to be doing and that students are receiving the best education possible.
Important Facts About Educational Supervision Careers

Elementary/Secondary School Postsecondary Education

Principals Administrators

Leadership, problem-solving, and Organizational, problem-solving,

Key Skills decision-making skills and interpersonal skills

Instructional coordinator, childcare Human resources manager,

Similar center director, school/career training manager, administrative
Occupations counselor services manager

Full-time, sometimes on weekends

Work and in the evening, summers
Schedule included Full-time, usually year round

Some states require licensure, Professional licensure is not

unless you're employed at a private necessary, though several years
Licensure school of experience are preferred

Career Opportunities

There are many career opportunities available to you in educational supervision.

These positions are all administrative positions like principal, assistant principal, dean,
president, director, chairperson and department head. The duties of each of these
careers are similar, but each has its own unique focus.

For example, principals and assistant principals work in elementary and secondary
schools. In these institutions, you would be in charge of providing leadership for
students and faculty members by setting performance goals and creating mission
statements. In this role, you'll regularly visit classrooms to observe teachers and
students in order to formulate proper performance evaluations of the educational
process in your school.
Working as a department head in a college or university is similar to being a principal.
You'll focus on a specific branch and department of your school instead of the entire
university. You're in charge of scheduling the classes for the department, managing
professors, creating committees, coming up with budgets and addressing the
concerns of students when necessary.
Educational Opportunities

Before getting into educational supervision, you'll normally have a career as an

educator or teacher first. This requires the necessary licensure, bachelor's degree and
teacher training. However, when you're ready to move into an administrative position,
it is ideal you pursue a master's degree or a doctoral degree. The majors for this
career focus on educational leadership or education administration. These programs
have classes like instruction supervision, public school law, organization and
administration, administrative theory and classroom management.

To continue researching, browse degree options below for course curriculum,

prerequisites and financial aid information. Or, learn more about the subject by
reading the related articles below:

Educational supervision is regular supervision taking place in the context of a

recognized training programme in order to determine learning needs and review
progress. Patel‟s article [1] effectively evaluates postgraduate educational supervision
in one UK trust. This was a mixed methods study in which educational supervisors and
trainees working within a large UK trust were surveyed online about their experiences
of educational supervision. In addition, observations of supervision sessions with
a small group of supervisor and trainee pairs followed up by semi-structured
interviews were conducted. The findings suggested methods to improve educational
supervision and a framework was developed [1]. The framework illustrates the need to
improve student support during educational supervision [1].

This commentary explores the importance of mentoring during educational

supervision. A mentorship is a fortuitous relationship that fosters the development of
the adult learner [2]. Educational supervision offers the unique opportunity to be an
effective mentor to the student. The mentoring can be informal or more formal within
the scheduled supervision meetings. Mentoring should be recognized as an important
teaching activity [3]. During the initial educational supervision meetings, it is
important to establish an effective relationship with the leaner and provide feedback
on their current progress before offering specific guidance. Effective feedback is non-
judgmental, timely and accompanied by reflection to help the learner improve [4]. The
educational supervisor can then provide specific guidance to enhance academic,
professional and personal development.
Firstly, with regard to academic development, the educational supervisor can discuss
learning styles, progress with training and time management. It is valuable to discuss
the learner‟s personal development plan to check that this is specific, relevant and
realistic. The personal development plan should include any relevant courses to attend
and preparation for postgraduate exams. Educational supervision also offers the
opportunity for reflection on career plans as students may be considering specific
speciality choices. Career choices in medicine can be challenging for the trainee and
supervisors can offer expertise regarding the different specialities, preparing the
curriculum vitae, application processes and requirements.

Secondly, with regard to professional development, it is important that the supervisor

ensures the learner demonstrates high standards of medical professionalism. There
are numerous definitions of medical professionalism provided by major medical
organizations. In the UK, the Royal College of Physicians of London‟s Working Party
on Medical Professionalism has defined medical professionalism succinctly as „a set of
values, behaviours and relationships that underpin the trust the public has in doctors‟
with doctors being committed to integrity, compassion, altruism, continuous
improvement, excellence and teamwork‟ [5]. The educational supervisor has the
unique opportunity to read the workplace-based assessments of the trainee and can
review the multisource feedback report and patient satisfaction reports, both of which
offer information regarding the professional attributes of the trainee.

Thirdly, with regard to a trainee‟s personal development, the educational supervisor

can offer pastoral support. This is particularly important for students who may be
experiencing some difficulties during their training and in these circumstances the
supervisor should demonstrate compassion, empathy and a non-judgemental,
confidential approach. In addition, a new emerging theme in medical education is the
importance of developing resilience [6]. Resilience has been described as an emotional
competence and can be considered as behaviour to be acquired during training [7].
Educational supervisors can offer suggestions to develop resilience, avoid burnout and
maintain a healthy work-life balance during training.

In summary, the educational supervision offers an important opportunity for effective

mentoring. Educational supervisors should ensure high standards of mentoring and
student support throughout the curriculum. The trainees should make best use of this
support to ask questions, to discuss any concerns, to seek professional and career
advice.
Simply put, management can be understood as the skill of getting the work done from
others. It is not exactly same as administration, which alludes to a process of
effectively administering the entire organization. The most important point that differs
management from the administration is that the former is concerned with directing or
guiding the operations of the organization, whereas the latter stresses on laying down
the policies and establishing the objectives of the organization.
Broadly speaking, management takes into account the directing and controlling
functions of the organization, whereas administration is related to planning and
organizing function.

With the passage of time, the distinction between these two terms is getting blurred, as
management includes planning, policy formulation, and implementation as well, thus
covering the functions of administration. In this article, you will find all the substantial
differences between management and administration.

Definition of Administration

The administration is a systematic process of administering the management of a

business organization, an educational institution like school or college, government
office or any nonprofit organization. The main function of administration is the
formation of plans, policies, and procedures, setting up of goals and objectives,
enforcing rules and regulations, etc.

Administration lays down the fundamental framework of an organization, within which

the management of the organization functions.

The nature of administration is bureaucratic. It is a broader term as it involves

forecasting, planning, organizing and decision-making functions at the highest level of
the enterprise. Administration represents the top layer of the management hierarchy of
the organization. These top level authorities are the either owners or business partners
who invest their capital in starting the business. They get their returns in the form of
profits or as a dividend.
Q No 5 Define educational planing Write a note on different approaches to educational
planning?

Anwser

What Is Educational Planning?

Find out how a school district develops curriculum. Get information about how policies
are implemented within an educational system. Often, these processes start through
research by educational planning professionals. Schools offering Education Curriculum
& Instruction degrees can also be found in these popular choices.
Educational Planning Defined

Educational planning strives to research, develop, implement and advance policies,

programs and reforms within educational institutions. Educational planners might work
at the local, national or international level to advance or improve education. While
educational planning might center on pre-school and K-12 education, you could also
work in postsecondary education as well. As an educational planner, you could work
within educational institutions, government agencies, and private or not-for-profit
organizations.

Educational planners typically hold graduate degrees. You might also consider
becoming a licensed teacher or earning additional degrees in education.
Administrators within schools or districts are commonly involved in educational
planning.
Important Facts About Educational Planning

Professional Certification Certified Education Planner

Required Education Bachelor's degree

Median Salary (2014) $61,550 (for instructional coordinators)

Key Skills Interpersonal communication; analytical; decision-making

Career Overview

As an educational planner, you might look at a number of issues, trends or policies

that are affecting education. These factors may include cost, equality of access, new
technologies, curriculum or learning and teaching methods. Some educational
planners might work to help develop schools in a third-world country. You might also
find yourself working with state or national agencies to shape educational standards.
In addition to conducting research on educational policies, you might train and help
implement a program.
Career Outlook

Career statistics aren't available specifically for educational planners; however, the
U.S. Bureau of Labor Statistics (BLS) reported projected growth for related
professions. The BLS indicated a growth rate of 13% for instructional coordinators
during 2012-2022, while elementary, middle and high school principals could see 6%
growth (www.bls.gov). The BLS indicated that this average employment growth is due
in part to a need to fill positions due to retirement.
Graduate Degree Programs

Educational policy and planning, educational administration and policy, or similar

programs are the more common graduate degree programs available to prepare you
for a career as an educational planner. Often, programs are multi-disciplinary in
nature, blending coursework in education, sociology, political science and economics.
Typically, curricula are based heavily in designing and conducting research. In
addition to local, state and national education policy and planning, graduate programs
might also include topics in international education.

1 Social Demand Approach:

This approach was used in the Robbins Committee Report on Higher Education in
Britain. In India too, this approach is a popular one while opening new schools and
colleges in particular

(a)To estimate the proportion of students completing school education and are likely to
enter into higher education.
(b)To estimate how many of these successful school leaving students would actually
apply for admission to colleges.
(c)To determine how many of the applicants should be given admission to higher
education.
(d)To determine the length and duration of the study.
Thus, the major issue involved in this approach is to forecast future demands for seats
keeping in mind social and educational trends as well as demographic changes. The
underlying assumption in this approach is that expansion of education is beneficial to
the economy and thus, additional expenditure on education would not create a burden
too heavy to bear.

This approach is more prevalent in those societies which favour traditional cultural
values, where decisions are taken on the basis of public opinions (in a fragile polity and
sometimes in a democracy) and in societies where the social environment is generally
pessimistic in nature.

2. Social Justice Approach:

This approach emphasizes justice to the disadvantaged sections of society and is
based on Article 45 of the Indian Constitution. This approach is aimed at making special
provisions for the socially, economically and educationally disadvantaged communities
for a longer duration. This includes opening Ashram schools for tribal areas, special
concessions and scholarships, incentives and relaxation.

3. Rate of Returns Approach:

According to this approach, investment in education should take place in such a way
that the returns from the investment are equal to the returns from other kinds of
investment of capital, e.g., investment in industry. This principle is known as „equi-
marginal returns‟ in economic theory and could be extended to educational sector.

This approach treats education as an investment in human capital and uses rate of
returns as a criterion in allocation of financial resources. The approach implies that if the
rate of return is low, expenditure on education should be curtailed.

However, in reality, it is difficult to apply this approach to education due to problems

associated with measuring rate of returns in education.

An educated person‟s earnings or rate of returns depend upon his/her innate

intelligence, parental socio-economic status, motivation and aspirations. Hence, it is not
easy to attribute the rate of returns only to education acquired. Hence, this approach is
least frequently applied to education.

4. Manpower Planning Approach:

In this method, the general demand for and the capacity of supply of human resources
in different streams of and at different levels of the educational sector are estimated.

The approach asserts that the system of education produces the right quality of human
resources with desirable knowledge, attitudes and skills in the right numbers and thus,
education is directly linked with economic development.

The application of the manpower planning approach depends on these factors:

(a) An appraisal and analysis of the existing employment conditions and the system of
education,

(b) Planning the system of education vis-a-vis the manpower needs of the economy,
and
(c) Using the financial resources (which are limited) in an optimum way so as to fulfill
the demands of the employment sector without incurring wastage on account of
unemployment.

(d) Making an appraisal of the number of students enrolled, the number of existing
teachers and their qualifications, enrolment in teacher education institutions (availability
of future teachers), as well as the existing number of school buildings, equipments,
infrastructure and other facilities.

(e) The requirements of the employers regarding occupational and/ or professional

qualifications for employees, their levels of training and abilities should also be
assessed.

The manpower planning approach takes note of the fact that the teaching profession
requires approximately 60% of the highly qualified human resources of a country which
competes with the demand for manpower in other economic sectors.

A detailed projection of the demand for human resources is difficult due to the
uncertainty of productivity trends. Some developed countries such as Norway, France
and Sweden estimate their future manpower needs so as to meet the demands of the
economy whereas others such as Great Britain estimate the numbers to be educated on
the basis of students‟ demands.

AAMIR KHAN HAQQANI EDUCATION CENTER

you can send us money by jazz cash

this is my jazz cash No 0334-9557527