N.P.

R College of Education

Education Innovation And Management

VIJAYAN M.S.
Lecture in Mathematics

2010 - 2011

(A) Educational Innovations

UNIT I - Innovation Meaning -Principles Barriers to promotion of innovation-Suggestions for the promotion of innovation-Generation of innovations Origin, Specification, Trial-Adaptation and consolidation- Characteristics of creative peopleConditions for the emergence of innovation A) Individual conditions-Tolerance to ambiguity, autonomy,-Initiating change search-creativity B) Institutional conditions-Open climate -Freedom Democratic leadership style-Institutionalheads as change agents C) Societal conditions Perception of an acute need-Political and public support-Charismatic leadership.

INNOVATIONnoun 1. The act of introducing something new. 2. Something newly introduced. (4 definitions) 1. The act of innovating; the introduction of new things or methods. 2. A novel change in practice or method; something new introduced into established arrangements of any kind; an unwonted or experimental variation. 3. In Scots law, the exchange, with the creditor's consent, of one obligation for another, so as to make the second obligation come in the place of the

first, and be the only subsisting obligation against the debtor, both the original obligants remaining the same. Also called novation. 4. In botany, a newly formed shoot or extension of the stem: used especially with reference to the mosses, in which the new shoot becomes independent by the dying off behind of the parent axis. Meaning and Definition on 'Innovation' Innovation is a change in the thought process for doing something, or the useful application of new inventions or discoveries. It may refer to incremental emergent or radical and revolutionary changes in thinking, products, processes, or organizations The goal of innovation is positive change, to make someone or something better. Innovation leading to increased productivity is the fundamental source of increasing wealth in an economy.In a recent blog post proposing a definition of innovation, I noted that innovation means different things to different people. It ultimately is what you think it is. Whats a useful definition for you wont work for others, and vice versa. I asked for peoples definitions on several LinkedIn groups, and the community came forward with many interesting and valuable perspectives. For me, the value of this was two-fold: 1. Challenge my own perceptions of innovation and expand my horizons 2. Understand the different ways people talk about innovation

The five themes for the definitions are illustrative of the major patterns of thought in innovation. Peter Druckers Five Principles of Innovation As we wrote previously, the work of Peter Drucker is one of the foundational cornerstones upon which all of Executives in Action is based. Here are some more gems from Drucker's treasure trove... his "Five Principles of Innovation" (as he wrote in his book, "Innovation and Entrepreneurship"): 1. Purposeful, systematic innovation begins with the analysis of the opportunities. It begins with thinking throughthe sources of innovative opportunities.

2. Innovation is both conceptual and perceptual Successful innovatorslook at figures, and they look at people. They work out analytically what the innovation has to be to satisfy an opportunity. And then they go out and look at the customers, the users, to see what their expectations, their values, their needs are. 3. An innovation, to be effective, has to be simple and it has to be focused. It should do only one thing, otherwise, it confuses. All effective innovations are breathtakingly simple. Indeed, the greatest praise an innovation can receive is for people to say: "This is obvious. Why didnt I think of it?" 4. Effective innovations start small They try to do one specific thing. 5. A successful innovation aims at leadership [within a given market or industry] If an innovation does not aim at leadership from the beginning, it is unlikely to be innovative enough, and therefore unlikely to be capable of establishing itself.

Peter Druckers Seven Sources of Innovation Peter Drucker wrote that there are seven sources of innovation. Here they are, in reverse order of importance. 7. New technology and scientific findings 6. Changes in public perception 5. Demographic changes 4. Industry market and structures 3. Process needs

2. Incongruities 1. The unexpected Peter Drucker is a leading authority on entrepreneurship and innovation. Below Drucker outlines seven sources or places to look for innovative opportunities. Then he outlines five steps to follow to take advantage of an innovative opportunity. Druckers Seven Sources for Innovative Opportunities Drucker outlines seven sources for innovative opportunities that should be monitored by those interested in starting an entrepreneurial venture. The first four are sources of innovation that lie within the industry. The last three arise in the societal environment. 1. The Unexpected - An unexpected success, an unexpected failure or an unexpected outside event can be a symptom of a unique opportunity. 2. The Incongruity - A discrepancy between reality and what everyone assumes it to be, or between what is and what ought to be, can create an innovative opportunity. 3. Innovation based on process need - When a weak link is evident in a particular process, but people work around it instead of doing something about it, an opportunity is available to the person or company willing to supply the missing link.

4. Changes in industry or market structure - The opportunity for an innovative product, service or business approach occurs when the underlying foundation of the industry or market shifts. 5. Demographics - Changes in the populations size, age structure, composition, employment, level of education and income can create innovative opportunities. 6. Changes in perception, mood and meaning - Innovative opportunities can develop when a societys general assumptions, attitudes and beliefs change. 7. New Knowledge - Advances in scientific and nonscientific knowledge can create new products and new markets. So, if you are looking for a new business opportunity, monitoring these seven sources may provide you with an innovation opportunity. Druckers Five Principles of Innovation Below are five principles that can help you take advantage of a new innovation you may have discovered. 1. Begin with an analysis of the opportunity. 2. Analyze the opportunity to see if people will be interested in using the innovation. 3. To be effective, the innovation must be simple and clearly focused on a specific need.

4. Effective innovations start small. By appealing to a small, limited market, a product or service requires little money and few people to produce and sell it. As the market grows, the company has time to fine-tune its processes and stay ahead of the emerging competition. 5. Aim at market leadership. If an innovation does not aim at leadership in the beginning, it is unlikely to be innovative enough to successfully establish itself. Leadership here can mean dominating a small market niche. The stages through which a technological innovation passes are: knowledge (exposure to its existence, and understanding of its functions); persuasion (the forming of a favourable attitude to it); decision (commitment to its adoption); implementation (putting it to use); and confirmation (reinforcement based on positive outcomes from it). Important characteristics of an innovation include: Relative advantage (the degree to which it is perceived to be better than what it supersedes). Compatibility (consistency with existing values, past experiences and needs). Complexity (difficulty of understanding and use). Trial ability (the degree to which it can be experimented with on a limited basis). Observability (the visibility of its results).

Barriers to promotion of innovation: Individual Barrier Group Barrier Leadership Barrier Institutional Barrier

1. Those aided by the Government 2. Private Institutions Barriers for innovative method in schools 1. Benefits of innovations are less. 2. Non acceptability of the users. 3. Innovations involving problems. 4. Innovation without any changes. 5. Innovations without exhibiting any results. 6. Compelling the students in one direction. 7. Autocratic situation. 8. Unacceptable management. 9. Giving importance to only valuation. 10.Insisting on full victory. 11.Enimical attitude. 12.Ridiculing the students. 13.Giving importance only to success. 14.Non tolerance of childrens activities.

Barriers to Innovation American educational institutions, at all levels, do not annear to he willine. or able. to suuuort innovation in the ezcational procesL'~n particular, &h respect to the sciences,they seem to behave as if the subject matter and the process of education are static commodities given to science teachers durine their formative years or designed for teaching facilities that never have to be updated or altered.

The net effect is that many educational institutions are not willing to, nor even have the capacity to support improvements in their formal (classroom) teaching obligations. Such conditions obtain because Boards of Trustees underfund educational institutions, administrators divert teaching funds into other activities, or both. In any event, it is clear why students exhibit negative felines about their educational experience, why many dedicated teachers feel frustrated, and why our system of education is in deep trouble. Suggestions for the promotion of innovation Quality Education Governments and all other EFA partners must work together to ensure basic education of quality for all, regardless of gender, wealth, location, language or ethnic origin. Successful education programmers require: (1) healthy, well-nourished and motivated students;

(2) Well-trained teachers and active learning techniques; (3) Adequate facilities and learning materials; (4) a relevant curriculum that can be taught and learned in a local language and builds upon the knowledge and experience of the teachers and learners; (5) An environment that not only encourages learning but is welcoming, gender-sensitive, healthy and safe; (6) A clear definition and accurate assessment of learning outcomes, including knowledge, skills, attitudes and values. GENERATION OF INNOVATIONS :
ORIGIN, SPECIFICATION, TRIAL-ADAPTATION AND CONSOLIDATION.

There are five stages in innovation. 1. Origin of innovation 2. Specification of innovation 3. Trial of innovation 4. Adaptation of innovation 5. Consolidation of innovation

Origin of innovation:

All innovations do not introduce changes. They are termed as ideas, 1. Identify the need for change. 2. Determine one or more practices that may satisfy the needs. 3. Evaluation of determined practice on trail basis. 4. Activate the finding to adopt or reject. 5. Stimulate the process of innovation or change. Innovation appears in different stages and later it is imposed. Specification of innovation: If an innovations to teach the user, the specialty of the innovation, its character, uses etc must be clearly specified. Those users who understood the innovation will be to talk and think about it. Trial and Adaptation of innovation: The aim of education, changes according to the changing needs of the society. Todays education gives importance to education of life and lifelong education. Innovation in the status of teachers. Educational innovation. Innovations in teaching methods. Innovations in learning process. Innovations in learning subjects.

Innovations in the students activities. Innovations in learning approach. Innovations in valuation methods. Acceptance of innovations. Stage of knowing. Stage of involvement. Valuation and testing. Acceptance. Consolidation of innovation: There are five types of acceptors. They areCreators of innovations. 1. People who accept the innovation in the beginning stage it. 2. Those who accept the majority in the beginning stage. 3. Those who accept the majority at a later stage. 4. Backward people.
GENERATIONS OF INNOVATION

The British sociologist, Roy Rothwell, an academic primarily at the University of Sussex, was widely regarded as one of the pioneers in Industrial innovation with his significant contributions to the understanding of innovation management. Rothwells five generations (5G) of innovation provides an historic overview of industrial innovation management in the Western world between the 1950s and 1990. Each of the five innovation management generations arose from different and distinct business environments. Rothwell observed that more

effective innovation processes lead to a decrease in market time and a reduction in product development cost. His desk research focused on technological innovation at multinationals and high-tech start-ups. The model is to be used when defining a corporate innovation management strategy. Rothwell created his 5G framework by combining Niosis 4G innovation model with his own analyses of successful innovation management practises. The five generations of innovation management is a descriptive model of how (manufacturing) companies structure their innovation processes over time. Rothwell identified five generations of innovation management over a period of forty years that begins in the 1950s. He found that each new generation was, in fact, a response to a significant change in the market such as economic growth, industrial expansion, more intense competition, inflation, stagflation, economic recovery, unemployment and resource constraints. A change in generation requires a company to update their strategic focus, overhaul the current innovation process and develop new market niches. The five generations are: 1. TECHNOLOGY PUSH From 1950 to the mid-1960s, fast economic growth led to a black hole demand that allowed a strong technology push and industrial expansion in the Western world and in Japan. Companies focused predominantly on scientific breakthroughs -- the more R&D in, the more new products out. This was nicknamed the strategy of hope -- Hire good people, give them the best affordable facilities, then leave them alone. Research & Development was considered as corporate overhead and relegated to an ivory tower

position. Innovation occurred at the fast growing multinationals isolated from universities. 2. MARKET PULL The mid 1960s to early 1970 were characterized by a market shares battle that induced companies to shift their development focus to a need pull. The central focus became responding to the markets needs. Cost-benefit analyses were made for individual research projects including systematic allocation and management of resources. Stronger connections were initiated between R&D and operating units by including product engineers in scientist run research teams in order to decrease time to market. 3. COUPLING OF R&D AND MARKETING From the mid 1970s to the mid-1980s, rationalization efforts arose under the pressure of inflation and stagflation. The strategic focus was on corporate consolidation and resulted in product portfolios. Companies moved away from individual R&D projects. Marketing and R&D became more tightly coupled through structured innovation processes. Operational cost reduction was a central driver behind this coupling model. 4. INTEGRATED BUSINESS PROCESSES When the Western economy recovered from the early 1980s to the mid-90s, the central theme became a time-based struggle. The focus was on integrated processes and products to develop total concepts. Typical of this fourth generation was the parallel and integrated nature of development processes.

Externally, strong supplier linkages were established as well as close coupling with leading customers. 5. SYSTEM INTEGRATION & NETWORKING Finally, from the 1990s onwards, resource constraints became central. As a result, the focus was on systems integration and networking in order to guarantee flexibility and speed of development. Business processes were automated through enterprise resource planning and manufacturing information systems. Externally, the focus was on business ecosystems. Advanced strategic partnerships were setup as well as collaborative marketing and research arrangements such as open innovation. Added value for products was to be found in quality and other non-price factors. Characteristics of creative people: The 6 Characteristics of Highly Creative People: Thomas Moore said, "We are all poets and artists as we live our daily lives, whether or not we recognize our role and whether or not we believe it." Human beings have an innate need to create. Even you! There is a continuum of creativity, ranging from being slightly creative to highly creative. The good news is that you can learn to be more creative by observing creative people and modeling yourself after them. Artists, writers, and creative types seem to have similar characteristics. Some of the personality traits listed below may seem eccentric, odd, even "out there"---but that is where creativity lies--- in the outreaches of our consciousness, in the depths of our souls. If you had the opportunity to speak to Picasso, Walt Disney, or Jane Austen, you would probably find out that they are ordinary people, much like you and I. The

difference is that they have allowed more of their soul to come out and play and have freed themselves of convention and restriction. Creativity is essentially the art of discovery and an act of faith. When you create something--- a work of art, book, software program, dance routine, or role for a play, you discover parts of yourself that you never knew existed. Creative people have a strong need to express more of who you really are and often have to fight for that right. The character Isabelle in the movie, Fire and Ice, has a great outlook on what it means to be creative, she says, "To create, sometimes you must rebel." 1. Unconventional Creative people do not feel the need to conform to society's standards. They often swim against the current and flow with their own way of thinking and living. They have original ideas that literally turn the world upside down and right-side out. Take for example, the 16th century Italian astronomer, Galileo, who proved that the earth revolved around the sun (instead of the other way around), which was revolutionary in his time. 2. Individualistic Creative people want to find out what the truth is, and they have a strong need to decide for themselves what works and what does not. Often they are ahead of their time, and much of their work is appreciated/acknowledged after they are dead and gone. Many writers are famous for marching to the tune of their own drum, such as Ralph Waldo Emerson, who wrote the book, Self-Reliance, and Robert Frost who penned, "two roads diverged in a wood, and I took the one less-traveled."

3. Inventive Creative people live in the world of ideas, and don't always have the best interpersonal skills. Because they are so highly intelligent, and live in the realm of possibility, they are constantly coming up with bright ideas. They also take notice of what is missing in the world and/or what could be improved. Take for instance, Thomas Edison, who invented hundreds of things in his time, his most famous invention being the light bulb. He saw that there was darkness and then created light. 4. Driven Creative people cannot "not do something"they are almost compulsive until they can bring their internal vision into fruition. They have that "fire in their belly"---a passion to contribute to the beauty and betterment of the world. Because of their high drive, they can produce a lot in a relative short amount of time. Talk about drive---the material girl herself, Madonna, has not let public praise or criticism stop her from being a super star. She is a modern day Diva, multi-talented as a singer, dancer, and actress who has released hundreds of songs, albums, videos, movies, books--- all the while reinventing herself as someone new.

5.Visionary Creative people have a guiding vision in their head, heart, and soul that they are often called to bring to life. Who else but Michelangelo could look at a

large piece of marble and "chip away at everything that wasn't David?" According to him, "I saw an angel in the marble and carved until I set him free." One of his best-known works is the immense ceiling of the Sistine Chapel, which took him three years to complete, where he often had to work upside down for hours at a time. If you ever have seen any of his work, you can easily see that it is a vision to behold. 6. Intuitive Creative people are very in touch with their inner selves. They pay attention to the signs, synchronicities, symbols around them, and make use of that information in their work. They often act as a channel, where ideas and inspiration come from a higher plane. They allow the work to guide them to where it needs to go. The work clearly originates in their soul, not from their ego. Talk about ideas coming from out of the blue, remember how the scientist, Isaac Newton "discovered" gravity? He was sitting under a tree and an apple fell on his head! Had he not made a connection with his intuitive nature, he would have missed a major theory about the world we live in! As you read this, do you find yourself relating to some of these traits? If so, it is time to start creating. Getting started can often be the hardest part, because we often limit our creativity by listening too closely to our negative inner voice. But so did all of these examples of creators. Even the famous painter Vincent Van Gogh struggled with that, but he created a remedy for that, he said, "If you hear a voice within you saying, you are not a painter, then by all means, paint, and that voice will be silenced." Robert Henri says, "When the artist is alive in any person, whatever his kind of work may be, he becomes an inventive, searching, daring, self-expressing creature." Once you have

created, you now have to put yourself out there for all to see. This is where your faith comes in to support you. Remember that if you are creating from your soul, it will not matter whether other people accept your work or not. You are simply doing what you are called to do as a human being, create.

Highly creative people: 1. Have the COURAGE to try new things and risk failure. Every big breakthrough starts as a harebrained idea. This doesnt mean you should constantly go off the deep end, just that you should balance your routine portfolio of solutions with an investment in the new and untried. Over time, the risk is usually worth the reward. 2. Use INTUITION as well as logic to make decisions and produce ideas. When Matt Drudge designed his Web site, he listened to his gut instead of the Internet gurus. He kept it simple, small, fast, and some would say ugly and primitive. But it works for him, making The Drudge Report one of the most recognizable and popular sites in the world. 3. Like to PLAY, since humor and fun are the ultimate creative act. Which is to say you just have to lighten up. We all have goals, and quotas, and deadlines, but its not life and death. When you enjoy yourself, your brain relaxes and is able to produce more and better ideas. One of those ideas may be just what youre looking for. 4. Are EXPRESSIVE and willing to share what they feel and think, to be themselves. Blogging is the ideal arena for injecting your personality

into your work. People are emotional creatures and respond better to people who appear real, honest, and open. Not only is it more interesting, it can also be more persuasive. 5. Can FIND ORDER in confusion and discover hidden meaning in information. Research and critical thinking are key tools for the creative person. Information is to the brain what food is to the stomach. So-called writers block or creative burnout almost always results from a lack of fresh information and having nothing meaningful to say. 6. Are MOTIVATED BY A TASK rather than by external rewards. You must like the challenge of writing, explaining, teaching, and persuading. Sure, you can make money along the way, but if youre in it just for the money, youre not going to be a fountain of new ideas. 7. Have a need to FIND SOLUTIONS to challenging problems. Even the most creative writers wont have a solution for everything. If they claim to, theyve stopped thinking. Highly creative people are those whose eyes light up at a question they cant answer. Thats the opportunity to learn something new and produce remarkably creative content. 8. Will CHALLENGE ASSUMPTIONS and ask hard questions to discover what is real. Writing, blogging, or business rules arent really rules, only rules of thumb. If you want to wield true creative power, you will always take what others advise with a grain of salt. (That includes all of us gurus who love to don our pointy wizard hats and pontificate on the secrets of success.) If you dont know something from personal knowledge or experience, you dont know it at all. 9. Will PUSH THE ENVELOPE in order to expand the boundaries of what is possible. There was a time when no one thought you could make money on the Internet. Now its a huge, multi-national business

platform. Instead of dividing the world into the possible and impossible, its better to merely divide it into the tried and the untried. What have you not tried yet? 10.Are willing to TEST new ideas and compete with others based on results. Isnt that what they mean by the market of ideas? Isnt that what business competition is about? If youre afraid of being wrong or losing, your creativity will suffer. These are certainly uncommon traits for most people. But theyre not difficult. Watch how the creative people you know solve problems and deal with projects. You may choose one particularly creative person you admire and, when faced with a problem, ask yourself, What would so-and-so do in this situation? As you begin to act like a creative person, youll find yourself actually becoming more and more creative. And likely, more and more successful. Teaching methods to develop creativity: 1. Detachment and involvement. 2. Deferment. 3. Speculation. 4. Autonomy of the object.

Conditions for the emergence of innovation: A) INDIVIDUAL CONDITIONS-TOLERANCE TO AMBIGUITY, AUTONOMY,INITIATING CHANGE SEARCH-CREATIVITY

B) INSTITUTIONAL CONDITIONS-OPEN CLIMATE -FREEDOM DEMOCRATIC LEADERSHIP STYLE -INSTITUTIONAL HEADS A S CHANGE
AGENTS

C) SOCIETAL CONDITIONS PERCEPTION OF AN ACUTE NEED-POLITICAL

AND PUBLIC SUPPORT-

CHARISMATIC LEADERSHIP.

Ambiguity

The multidimensional approaches to the study of role ambiguity began with Bedeian and Armenakis (1981) and have continued with Sawyer (1992) and Singh, Verbeke, and Rhoads (1996). Based on their findings and the foundation provided by these works there are four (4) widely accepted dimensions to role ambiguity, which may be experienced by the role incumbents, and are based on the role incumbents perspective. The dimensions include: 1) Goal/Expectation/Responsibility Ambiguity - What is expected? What should I be doing?

2) Process Ambiguity - How to get things done. The ways of achieving organizational objectives. 3) Priority Ambiguity - When things should be done and in what order.

4) Behavior Ambiguity - How am I expected to act in various situations? What behaviors will lead to the needed or desired outcomes?

Early definitions of ambiguity regarded uncertainty in real life. In such definitions, ambiguity was described as caused by the nature of cues available in the context or stimulus given. McLain (1993), for example, defines ambiguity as not having sufficient information about a context. According to Budner (1962), ambiguous situations can be of three different types: new situations, complex situations, and contradictory situations. These are, respectively, where there are not sufficient or nonexistent cues, where there are too many cues, and where cues are not easy to distinguish. Norton (1975), further, summarizes causes of ambiguity as 1) Multiple meanings 2) Vagueness, incompleteness, or fragmentation, 3) Probability 4) Unstructured 5) Lack of information 6) Uncertainty 7) Inconsistencies and contradictions, and 8) Unclear. Autonomy and innovation Institutional autonomy and Innovations Uses of Institutional autonomy Drawbacks of Institutional autonomy Freedom in the selection of subject Functioning of Autonomous institutions Freedom in the syllabus framing Freedom in teaching method Freedom in evaluation

 Benefits of autonomy INSTITUTIONAL CONDITIONS : Open climate: Communication, through both formal and informal channels, is the lifeblood of any organization. In reading about communication environments, channels, processes, systems, and hierarchies, we sometimes lose sight of the essence of the communication act: it is profoundly human. At the center of every organization are people held together by slender threads of cooperation. These threads are maintained by people sharing information with each other. The result is a delicate network of human relationships linked through communication. In these networks, information is a commodity. It has value, can be exchanged, and is crucial to the success of launching a project, selling a product, or marketing a service. Unfortunately, people sometimes refuse to exchange this crucial information. They often erect barriers to shut out others in situations they consider hostile. Most communication mishaps in organizations can be traced to these barriers. They impede information exchange and thereby disrupt the orderly flow of activity. Because of barriers, people fail to inform others of a meeting, a project deadline or a client need; they neglect to compliment co-workers on a job well-done; they even lash out at others for little or no reason. Often these barriers, resulting in a closed communication climate, cause lost business, damaged reputations, endangered goodwill, and general unhappiness. Research shows that an open communication climate is

desirable because it enhances human relationships, which occasion increased morale and productivity. After reading this article, you should have a clear understanding of 1. the nature and benefits of open communication climate; 2. the definition of supportive environment, participative environment, and trusting environment; and 3. aspects of defensive barriers that affect communication, Assessing School Climate

Many researchers have developed measures of school climate. Examining these measures and the attributes specifically assessed provides further detail into the nature of school climate. These assessments consider multiple factors and individuals within the school system using direct measures, such as surveys and interviews, and indirect measures, such as disciplinary and attendance records (Freiberg, 1998). The School Climate Survey contains seven dimensions of school climate and specifically assesses students perceptions in the following areas: Achievement motivation sharing of resources Fairness Student interpersonal relationships Order and discipline Student-teacher relationships (Haynes, Emmons, & Comer, 1993).

 Parent involvement The Charles F. Kettering Ltd. (CFK) School Climate Profile is also widely used to measure school climate. This survey is comprised of four sections and is given to teachers, administrators, and students. The General Climate Factors is comprised of the following eight subscales: Respect Trust High morale Opportunity for input Continuous academic & social growth Cohesiveness School renewal Caring (Johnson et al., 1996; Johnson & Johnson, 1993, 1997).

Freedom and innovation The power of critical thinking an important requisite of democracy, can only be cultivated by individuals in an atmosphere of freedom. Freedom refers to free to ask questions, offer constructive suggestions , conduct fresh experiments and bring about healthy changes. Democratic Leadership style and Innovation Innovations may be accepted and adopted in schools only if there is true democratic leadership. In a democratic approach and the leader should take decision accordingly. This will make room to the formation and the promotion of innovations.

The attitude and the approach of the leaders are two important determining factors of adoption of innovations. Cordial relationship, Democratic trend, Compassionate leadership traits etc., help to make the individual effort become a success. SOCIETAL CONDITIONS AND INNOVATION Perception of Accute Need The success and failure of any innovation in educational field is determined by the organisational climate of the school. The innovative methods and approaches are welcome by those schools which care for the educational welfare of the students. The organisational climate of the school is based on the social environment where the school is situated. The trend of society is depended on the knowledge level of the society, culture, economy, level of modernization, development of information and communication technologies etc. Political, Public support and Innovation Politics has its strong influence over innovative trends, how so ever the individual or social conditions may be. The laws framed regarding education should consider the innovations emerged in that field. This will enhance the condition of education system and it will be modernised. This will result in the knowledge society.

Progressive leadership which guide properly, general acceptance, proper insightful experience about innovation, progressive thoughts etc., The

individual, the society, the headmaster and the government are not the independent determinates to promote innovations, but these are all should together work for any progression to be taken place. Charismatic Leadership and Innovation The term charisma, derived from Ancient Greek, was introduced in scholarly usage by German Sociologist Max Weber. The Charismatic Leader gathers followers through dint of personality and charm, rather than any form of external power or authority. Its have four types there are i. The searchlight of attention ii. Pulling all of the strings iii. Leading the team iv. Conger & Kanungo (1998)

(A) Educational Innovations

UNIT II - Innovations and Experiments in Schools De-schooling Community School Alternative School Non-Graded School Navodaya School Sainik School S S A (Sarva Shiksha Abyan)-Virtual School Mobile School Open School and Distance Learning-Floating University International School.

De-Schooling Many opposers of the current institutionalized education, propounded various new alternative approaches. One such important phenomenon id the De-Schooling society. The new approaches emerged are more imaginative and humanistic and they provide free choice for the learners. Ivan lllich It is the originator of this term and idea of deschooling Ian Lister, Paulo freire, Joshn Hot and Everest Reimer are the eminent scholars associated with the concept of de-schooling, along with the chief proponent Ivan lllich. The seeds for the concept of deschooling were sowed in to the crucial conference of twenty-five experts from fourteen countries, held at the noted centre for inter-cultural Documentation (CIDOC) in Mexico in august 1974. The main changes against the system of education are as follows:

1. In many countries, the compulsory education provided only had widen the gulf between the rich and the poor, with large segments of the resources being used on behalf of the privileged society. 2. There was no equality in education, where the unequal structure of the society continued to exist. Equalization of the educational opportunities became an un answered question. 3. No curriculum is relevant to the needs of the individual and requirements of the society. 4. Whereas the collaborative pursuit of knowledge and truth would require that the roles of the teacher and the students should often be reversible , in reality, however, it is not so, no healthy collaborative pursuit is there among the teachers and the students. 5. Self-initiative is not credited and the schools of today only signify a tyrannical structure and content. 6. Education, which should signify a truly life-long process of learning, is miserably not so. The highly formalized approaches do not nurture any informality. 7. Unfortunately, education is an equated fact with instruction and certification. We fail to appreciate the fact that schooling alone is not education. Learning is mistaken to be the result of only curricular instruction but learning is infact more than that. An another noted person of deschooling, John Holt echoed the sentiment, we must look beyond the question of reforming schools, and at the larger question of schools and schooling itself. Are they the best means of doing it? What might be the other or better ways?

Community School In order to imbibe community activities to the students, the relationship may be expressed in varying degrees i. ii. iii. iv. The communitys activities and occupations may constitute the chief subject matter for study in the school, Pupils may work in cooperation with adults in the community on problems of mutual concern The school may be organized into a community exemplify the best trends in the outside community The work of the school may be extended into the outside community such that it becomes the initiator and planner of projects for the development of the community.

Community schools in America were started in the context of what has come to be known as Free School Movement. In a way the free schools singly a form of alternative approach in school education.

Alternative School Alternative School (sometimes called a nontraditional school), is the name used in some parts of the world (in particular united states) to describe an institution which provides part of alternative education. A wide range of philosophies and teaching methods are offered by alternative schools; some have strong political, scholarly or philosophical orientations, while others are more ad-hoc assemblies of teachers and students dissatisfied with some aspect of mainstream or traditional education. Non-graded School Non-graded school refers to the provision of a pleasurable, challenging, and rewarding learning atmosphere where there are maximum opportunities

for productive interaction between the learners. Within a nongraded setting the curriculum is both integrated and flexible. The entire programme within the nongraded setting, especially if there is a team of teachers involved, is more under the control of the teacher(s) than id the case in grade-structured situations. Navodhaya school/Vidyalaya School As per the recommendations made by the national policy on Education, 1986, Novodhaya schools signify a promising innovation being attempted in our country. The experiment is designed for a section of the bright children. Bright children could consist of high achievers, particularly in areas hitherto lift uncovered, and the gifted. In each school, efforts will be made to cover girls to the extent of one third strength. Free education, free boarding and free lodging will be provided in these schools which will be affiliated to the central board of secondary schools. The schools will have full freedom to adopt innovative methods and approaches.

Sainik School Sainik schools are otherwise called as military schools. They are schools of a special kind. We may classify them in a way under public schools, run on the lines of those in European countries. Public schools were started in our country during the British rule, for the wards of the princely families or the aristocrats. The schools provided programmes beginning from the nursery put the secondary, leading to the senior Cambridge certificate. Ion tamilnadu, Sainik School is situated at amaravathi nagar of Coimbatore district. The objectives of these schools are enhancing the individual talent of the children, developing warfare skills, developing the sense of national security etc. with the formal study contents, there may be training or combat, horse riding, cliff-trecking, swimming etc.,

Those who pass in the final in these schools are qualified to study in defence college. 10+2 method is followed in these schools. The students are given training to appear for the entrance test to join in National Defence Academy. Those who have completed their studies in these schools and NDA serve in the defence forces of the country. So Sainik school is popularly known to be as military school.

SARVA SHIKSHA ABHIYAN (SSA) INTRODUCTION: The scheme of Sarva Shiksha Abhiyan (SSA) was evolved from the recommendations of the State Education Ministers conference held in October 1998, to pursue UEE as a mission. SSA Goals 1. All children of age 6-14 in schools/education guarantee centres/bridge course by 2003. 2. All children of age 6-14 to complete five year primary education by 2007. 3. All children of age 6-14 to complete eight years of schooling by 2010. 4. Focus on elementary education of satisfactory quality with emphasis on education for life. 5. Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010. 6. Universal relation by 2010. SSA ACTIVITIES 1. 2. 3. 4. 5. Enrolement of all school-age children in schools. Stoppage of drop-outs. Providing quality education. Appointing at least two teachers in each school Establishing school or education guarantee scheme centres

6. Setting up a separate office room for the headmaster 7. Through village education committee building new schools or repairing old damaged buildings. 8. Allotting Rs.10,000 to SSA primary schools for purchase of teaching learning materials. 9. Allotting Rs.50,000 to SSA upgraded middle schools for purchase of teaching learning materials. 10.Allotting Rs.5000 per year to each school for maintenance charges. 11.Giving Rs.500 to each teacher and Rs.2000 to each school for the preparation of teaching learning materials (TLM). 12.Giving 20 days in-servic trainint to each teacher. 13.Giving 2 days training to community leaders regarding school activities. 14. Providing integrated education to the physically handicapped children. 15.Setting up block resource centres at the block level. 16.Setting up cluster resource centres.

VIRTUAL SCHOOL The system of learning all the lessons only through computer websites by on line methods is called virtual schooling. PROCEDURES OF THESE SCHOOLS: These schools are functioning according to Distance learning process. There is no necessity for text books in those schools. Books are used as learning aids. Merit of cyber schools: 1. There is no need for students to travel to distant schools. 2. As the students learn through computers and website, this is student centered education. Demerits of cyber schools: 1. Students must learn voluntarily. As there are no teachers, they will have to learn on their own. 2. As the students remain in their houses and learn, they miss the opportunity to mingle with others and get social contacts. MOBILE SCHOOLS The popular educationist Mc Donald recommended this idea of mobiles schools. A class room within four walls and a school in a fenced compound are not modern. Instead these schools function in the societies directly. There are called schools without wall. Practical knowledge is the syllabus for these schools. The Uses Of Mobile Schools: 1. Taking education to every person is the important service rendered by these schools. 2. As this education along with jobs, these students earn while learning.

3. As parents are also involved in their education, students develop social responsibility. 4. A part from teachers and parents, students utilize the knowledge of social experts like Carpenters, Engineers and Doctors. OPEN SCHOOL SYSTEM: In 1974, a committee was formed by the director of NCERT. This committee explored the possibility of opening an open university. The Aims of Open School: 1. Working men and women are provided with an opportunity to get proper education. 2. Economically backward students. 3. Drop out students who have studied up to 7 th std or 8 th std and passed. 4. Those who failed in 10 th and 12 th std examination. 5. Those who wish to get vocational and education.

The Uses of Open School System: 1. 2. 3. 4. 5. Abolish illiteracy. Provide opportunity of learning to all. Fulfill the requirements for higher education. Help the vocational education. People working in various fields are getting education continuously.

Continuing Education: This is education up to the end of life. This is not only part of peoples life, but also prepares people for better life. As it provides western education, both literates and illiterates get high education and social respect. Importances of Continuing Education:

1. 2. 3. 4. 5.

Provides, basic education to all. Provides facilities to working population to get further education. Provides cultured advancement. Provides opportunities to all in the educational age groups. If we want to increase the facilities for education, continuing education is important.

DISTANCE LEARNING: If there is a time difference between the teachers and the taught, it is called Distance learning. This is an innovative method. Pictures, CDs, Radio, TV, Computer and self learning materials etc are the learning aids apart from the contact classes for direct learning.

Methods of Teaching in Distance Learning: 1. 2. 3. 4. Lessons through Radio and TV. Sending study materials through post. Lab facilities in educational institutions. Adult education.

FLOATING UNIVERSITY: Sailing to various countries and during sailings. Students visit places and get direct knowledge by visiting places. This type of learning is floating university. In 1978, the S.S. University visited Chennai port. For the first timer from America 461 students drawn from various places of higher education travelled in the ship called s.s.universe and learned while sailing. This ship carrying 70 teachers and their families too visited 13 ports situated in 10 countries of the world. To complete a semester in their course of study, they travelled for 100 days in the ship. INTERNATIONAL SCHOOLS:

These are the schools which provide instruction in languages of different countries so that the students from various countries can be admitted and given instructions. These schools were to start with affiliated to the Cambridge University in England. These schools have received the IGCSE syllabus from the Cambridge University. The Indian International Schools follow the English medium of Instruction just like any other international schools functioning in countries like Australia, Canada and New Zealand.

UNIT III - Innovations in Teaching and Learning Process

Basic concepts of : Play way Learning Sensory Training Joyful Learning A B LA L M M L L (Minimum Levels of Learning) CLASS(Computer Literacy and Studies in Schools) ( O B I )-Mastery Learning Individualized Instruction Personalized Syste m of Instruction (P S I Keller Plan )-Programmed Learning-Teaching Machine Modules Cybernetics- Models of Teaching

PLAY-WAY LEARING: Play is an activity in which natural urges of the child find spontaneous expression. It contributes to the physical, social and mental development of the child. Creative faculties of the child are developed here. The child grows into an adult with a balanced personality. Mr. birodel discovered first that plays will be useful in learning. He recommends a number of plays for learning. They are: 1. Refreshing games. 2. Constructive games. 3. Games which will be helpful in developing intelligence and imagination. 4. Games which are promoting unity and inculcate discipline. 5. Games which develop the skills of reading and writing.

Play- way: principles The following are the underlying principles of play-way method: 1. 2. 3. 4. Learning by Doing Related to Life Methods of Teaching Sympathetic Attitude

5. Free Expression 6. Individuals Importance 7. Advantages of Play-Way 8. Natural Motivation 9. Whole-hearted Response 10.Balanced Development of Personality 11.Self-discipline 12.Self-advancement 13.Training of the Sensory Organs 14.Methods of Teaching Based on the Play-Way Principle a. Kindergarten method b. Montessory Method c. Project Method d. Dalton Plan e. Heuristic Method f. Basic Education g. Self-government h. Extracurricular activities PLAY-WAY in the Teaching of Different Subjects: 1. 2. 3. 4. Games may be arranged to give practices in spelling. Arithmetic. History and Geography. Nature study.

SENSORY TRAINING According to Maria Montessori, the Italian doctor (1870 - 1952) Education is the active help given to the normal expansion of the life of the child. SENSORY TRAINING : FUNCTIONS 1. Visual Sense. 2. Auditory Sense. 3. Olfactory Sense.

4. Gustatory Sense. 5. Tactile Sense.

JOYFUL LEARNING Joyful learning is an exception, having created a veritable revolution in classroom transactions. Joyful learning was started as an experiment in classroom transaction, spearheaded by the teachers themselves. ACTIVITY-BASED LEARNING (ABL) The ABL approach is unique and effective to attract out-of-school children to school/ AIE center. ABL has transformed the classrooms into hubs of activites and meaningful learning. To overcome the above malady in teaching learning process a suitable strategy called ABL. Implementation of ABL approach: 1. 2. 3. 4. Preparation Capacity Building Phase. Experimental Phase. Extension Phase. Evaluation Phase.

The process of ABL approach: Competencies are split into different parts/units and converted into different activities. Each part/unit is called a milestone. To enable the children to organize in groups group cards are used. Evaluation is provided with workbook/worksheet for further reinforcement activities.

Benefit s of ABL approach: Children learn on their pace. Provision of more time for self-directed learning and teacher directed learning is reduced considerably. Group learning, mutual learning and self learning are promoted. Classroom transaction is based on Childs needs and interests. Freedom to child in learning as he chooses his activity. ACTIVITY LEARNING METHOD [ALM] Properties of Learning Objects (Jonassen and Churchill, 2003) This view of a learning object for activity-based learning is fundamentally different

from the approaches proposed by industry-driven initiatives that argue for structuring content into small reusable chunks of information. Our view of learning objects includes that: (i) A learning object is not an explicit granular piece of information information is not equal to instruction. (ii) A learning object is not a practice or assessment object ability to apply knowledge cannot be tracked, it must be reflected in learning artifact and examined qualitatively through reflection within a context. (iii) Learning object is not a teaching object instruction is not equal to learning and last but not least. (iv) Learning object is not reusable by itself - it is reused within activities rather than by itself.

MINIMUM LEVEL OF LEARNING The MLL approach emphasizes on the learing skills rather than rote memorizing or curriculum completion. Thus teaching is directed towards ensuring that all children attain the basic minimum skills or competencies at the level of mastery. The proposed definitions of MLL are 1. Expected learning outcomes defined as observable terminal behaviours. 2. Taxonomic analysis of learing objectives such as knowledge comprehension, application,analysis,synthesis,evaluation ect. 3.learning competencies expected to be mastered by every child by the end of a particular ciass or stage of education. BASIC FATURES OF MLL 1.Achievability 2.Communicability 3.EVALUABILTIY 4.learing continuum 5.comparison with NFE system 6.Cognitive and Non-Cognitive Areas of Learning

An action plan for implementing the national policy on education was evolved in which the concept of minimum levels of learning was important component. Not only hundred percent enrolment, but also qualitative improvement should be seriously attempted. For primary school classes, minimum levels of learning was spelt out by the DTERT/SCERT after consulting education and teachers. In Tamil Nadu 663 different skills were identified for all the subjects from std I to V. while identifying these skills average teacher and the available infrastructure in primary schools were kept in mind. If pupils could not master these skills either the teacher or the pupils or both are accountable for that.

MLL needs a different kind of evaluation scheme which was also designed by DTERT and model test papers and guide books were distributed to the pupils. COMPUTER LITERACY AND STUDIES IN SCHOOLS In 1984-85, a scheme called class was introduced in 248 high and higher secondary schools in our state. The main aim of this scheme was to create awareness among teachers and student about computer and its innumerable applications. Today computer education is provided right from VI standard in high schools and has been offered as one of the optional subjects in the highest secondary course. Computer assisted instruction is a more useful method of individualizing instruction in the higher education classes. For such type of modern methods of learning. Acquiring skills like gathering the required data by browsing the relevant websites in the internet, e-learning the subject matter content, prepare and submit online assignments, send and receive e mails etc. becomes an utmost necessity. In school run in the private sector, imparting computer education is considered as a progressive measure. Functions like installation and maintenance of computers, imparting training in computer applications etc. are in most of the educational institutions carried out through outsourcing. OBJECTIVE BASED INSTRUCTION AIM Educational aim points out the ultimate goals to be reached. Educational aims are broad and general; they are to be achieved after many years of education. Aims are directions in education. They shape and guide the specific activities that are planned to develop a particular behavior among the students. Every subjects of study has its won aims. Aims are long goals that are to be achieved after many years of efforts through both curricular and co-curricular activities. GOAL

Goal refers to the end point or terminal state to be reached. Goals may either be short termed or attainable after a long period of efforts. Aims are long-term goals. But the goals of objectives are the knowledge and ability that are to be acquired after one or two periods of instruction. Therefore we can say that goals are attainable and measurable; could be tested for their attainment. OBJECTIVES Objectives are specific, immediate and attainable goals. They are well defined by the specification of behavior and hence generally referred to as Behavioral objectives. As they are stated using action verbs, they could be precisely measured. Objectives are stated, in measurable terms as the expected learning outcomes, resulting from an instructional activity. Objectives may pertain to a course or a subject of study . objectives may also be defined for each lesson in a subject. Objectives could be spotted on refraction for X standard. Objectives could be spotted at the beginning of each lesson in well written text books. RELATIONSHIP AMONG AIM, GOAL AND OBJECTIVE The relationship that exist among the terms aim, goal and objective could be illustrated with examples given below. To provide sufficient drill and practice in mother-tongue enabling the pupil to read fluently, pronounce words properly and write flawlessly. After completing class II pupils should be able to recognize and write properly all the letters in Tamil language. After a period of instruction in the class on writing the address of a person, the pupil will be able to write the address of one of this close relatives correctly. MEANING OF OBJECTIVE BASED INSTRUCTION After finalizing the appropriate instructional objectives for a particular topic to be taught, suitable instructional activities for the attainment of stated objectives are to be carefully planned and properly carried out. This kind of teaching is known as objective based instruction.

After surveying the subject matter contents, the knowledge and abilities that are to be developed by pupils after learning a particular topic, are to be listed, based upon which different instructional activities like presenting information, explaining demonstrating arranging for students practical work, giving home assignments etc. are planned and executed. ADVANTAGES OF O.B.I. O.B.I. makes the teacher understand what and how to teach in this class. Once instructional objectives are determined well before start teaching, no time is wasted in providing unnecessary informations and exercises. As instructional objectives are stated in well defined terms learning outcomes exhibited by pupils could be precisely evaluated. MASTERY LEARNING According to Benjamin bloom though individual differences are there among students in their rate of learning and learning styles, if sufficient time to learn and suitable learning experiences are provided, any one could master any set of objectives. Depending upon the appropriateness of the learning environment provided in the class, most of the students learn a significant amount of what is being taught in their class. By appropriate learning environment, we mean the inclusion of the following: I. II. III. Following proper teaching strategy. Helping students in learning those segments of subjects content which they feel difficult. Providing sufficient time to learn and master the content taught.

CARROLS TEACHING MODEL AND PUPILS MASTERY LEARNING The teaching model proposed by John B. Carrol in 1963 states that the degree of learning is a function of the amount of time the learner actually spends on the learning task to the total amount of time needed to master it. This could be stated in another way as

Time actually spent in learning a task Degree of proficiency attained = ----------------------------------------------------Time required mastering the task In the above formula, the factor, time actually spent in learning a task is defined by three variables: Opportunity to learn Perseverance Aptitude The factor spotted in the denominator of the formula given above viz, time required to master the task us defined by two variable; 1. Ability to understand instruction 2. Quality of instruction Therefore we can conclude that the degree of proficiency achieved by any student in any given set of objectives depends upon five factors: Opportunity to learn His aptitude Perseverance Ability to understand instruction quality of instruction ROLE OF TEACHER IN PUPILS MASTERY LEARNING To help the student attain mastery over a subject, the teacher should: 1) Improve his quality of instruction 2) Provide feed back then and there 3) Pay special attention to those who struggle to learn difficult portions in the given topic. SALIENT FEATURES OF MASTERY LEARNING Mastery learning of pupil should be taken up as a challenge. Pupils self confidence and perseverance as well as teachers hard work and presence

of mind are essential for achieving success in this task. The following five are the salient features of mastery learning: Stating the behavioral objectives Small learning segments Self-pacing Individual attention Criterion referenced testing

INDIVIDUALIZED INSTRUCTION Psychology has pointed out that individuals differ in their intelligence, aptitudes, motivation, interests, abilities, growth and development; as such it is futile to offer same kind of education to all. It is utmost important to cater in individual differences, if education is to be effective and helpful for optimum development of every individual; otherwise there is every danger of human resources being wasted, resulting in the set back of the society. It is also not practically possible to appoint a tutor for every individual student. Therefore the need for auto-education background many self-learning devices started emerging in education. MEANING OF SELF-LEARNING Students learn themselves independently without the assistance of a teacher by operating on the instructional materials, is called self learning or auto instruction. Some of the important self learning devicds that are employed in education: 1) 2) 3) 4) Programmed instruction Keller Plan or Personalised system of instruction Computer assisted instruction Use of multimedia learning packages.

Self learning devices such as printed instructional modules, and learning kits containing programmed text, printed diagrams, audio-tapes,

video-casette disce, film strips, short film etc. are available only on certain topics. PREPARING AN INDIVIDUALIZED INSTRUCTIONAL PACKAGE Teachers attempting to provide for individualized instruvtional packages should employ the following steps: 1. Mentioning the attainment of the skills after successfully finishing each art of the lesson or content of learning. 2. Expressing the learning outcomes as behavioral objectives for each part of the content of learning 3. By arranging the behavioral objectives sequentially, the content to be learned could be set accordingly as a series of short leaning steps or frames. 4. Every frame should contain only a small bit of information so that the learner will be able to answer correctly the test item in the frame. 5. At the start of the self learning package, an overview of what is to be learned in the package is to be outlined so that the learner will be motivated to go through the learning package. PRINCIPLES OF SELF LDEARNING DERICES As a result of the interest evinced in providing individualized instruction many self learning devices emerged. All these devices involve the following principles. Take into account the individual differences among the learners. Freedom for students to learn Allow the learners to proceed at their own speed Ensure mastery learning for each learner Present new ideas based on learners previous knowledge Insure the active participation of each individual learner. Provide feedback for each response of the learner.

KELLER PLAN Fred Keller, an American psychologist, devised a new technique of self learning for college students in 1968. The personalized system of instruction is one of the types of self learning technique. Here the student can attain mastery over the content learnt through self learning and that too at his own speed. Keller plan is different from other self learning techniques in that it provides for peer proctors. SALIENT FEATURES OF KELLER PLAN Salient features of PSI, as appeared in her research artricle published in 1968, titled GOODBYE TO TEACHER are, a) Mastery oriented: In PSI the learning outcomes of a student is not peer group referenced but criterion referenced. Only when the learner achieves 80 to 90% of the set objectives he is allowed to move to the next lesson. b) Self pacing: here every student is allowed to proceed at his own speed. c) Supplementaryaids: students are motivated by the few lectures, given by the teacher at the beginning of the semester. These are supplemented by films, T.V and radio programmes, film strips, demonstrations etc. d) Printed study guides : to make the learning easier, printed study guides are given, which contain the learning objectives, method of learning, model questions, and reference books. e) Use of peer-proctors in tutorials: peer-proctors are employed to help the students personally during their learning, as well as informing them of their level of mastery by periodical evaluation. WORKING OF PSL Under Keller Plan in every subject, the lessons to be learnt are divided into a number of small units or topics, for each of which a printed study guide is provided which contains the objectives, learning method, reference books and exercise questions for that unit. Television programmes or film strips

developed for the unit are provided through a video cassette. Students can use these learning materials by sitting anywhere in the school/college. In Keller Plan, along with the teacher, outstanding students in the class, called proctors also play a significant role. The teacher has to select the content for lessons, prepare the printed study guides and procure / develop supplementary learning aids. He has to prepare the terminal test also. At the beginning of each semester, the teacher presents few lectures and demonstrations. This are not compulsory for the students to attend and the students are free to choose their mode of learning. Peer proctors will test the level of learning achievement of each individual student; if found unsatisfactory they will suggest guidelines for further learning to the concerned students. PROGRAMMED INSTRUCTION An individulised learning technique called programmed instruction was introduced in 1950. In this, with the use of stimulus response reinforcement cycles individual learners plan to self learn a whole lesson. For this they may use a specially prepared booklet, teaching machine or computer. In programmed instruction. The content of the whole lesson is divided into a number of small bits of information and one such bit is presented at a time, as a frame. Every frame contains a small bit of information of the content followed by a question based on the information contained in the frame. After learning a frame the leaner is required to answer the question in the frame. Before proceeding to the next frame, the leaner is informed whether his answer is right or wrong The above mentioned steps followed in the progress of the content of the otherwise known as principles of programmed instruction, which are listed below:

PRINCIPLES OF PROGRAMMED INSTRUCTION 1) 2) 3) 4) 5) Principle of small steps Principle of active response Principle of feedback though knowledge of results Principle of self-pacing Principle of student testing or recoding of learning

TYPE OF PROGRAMMES Sydney pressey was the first to introduce the technique of programmed instruction. In 1930 he developed a teaching machine too. Further interest in this field was kindled by skinner, who developed the linear programme later on crowder developed the branched programme. LINEAR PROGRAMME In this all students learn the same programme material in the same sequence. Of course with their own speed. Linear programme is formed with the belief that the student will answer the frames correctly almost all the times. BRANCHED PROGRAMME In this all students do not learn the same material; those who give the correct response reach the goal in the shortest way. Those who give incorrect response for a frame have undergo the remedial frames before they proceed to the next frame and hence such student reach the goal in a circuteous route. MERITS AND DEMERITS Preparing linear programme is easy and economical; but the deficiencies of those who give wrong response are not rectified. They are simply asked to relearn the same frame. Psychologists point out that mere repetition will not bring clarity or enlightenment.

TEACHING MACHINES Teaching machines are electrical or mechanical devices used for selflearning. Although they appear as light and sound devices, they have special learning components in them some which are give below: They elicit overt or covert response of the student They provide feed backs to the learner. They help the learner to proceed at his own speed They supervise the learning of each individual student Forerunner for the emergence of teaching mach is the development of automatic testing devices, by pressey in 1920. This attempt led to the development of teaching machine in 1950 and programmed instruction in 1960 INSTRUCTIONAL MODULES An instructional module is a self-contained independent unit of a planned series of learning activities designed to help the student accomplish certain well defined objectives. Putting it in other words it could be said that a module is a self contained instructional package on a single conceptual unit of subject matter. Generally the printed texts in the learning package of a module does not follow the text book pattern. Following is the organizational pattern of an instructional module Over view / introduction Instructional objectives Sequential presentation of the content. Important concepts in every segment of the content are highlighted again by presenting them in a box like set up. Review List of enrichment activities Citation of reference books

CYBERNETICS MEANING OF CYBERNETICS The dictionary meaning of cybernetics is governor or steerman. This can be taken to mean the science of control and communication systems. This term cybernetics is coined from the Greek word kybernetts meaning steerman. The word cybernetics was first used by norbers wiener in 1948 to denote a flexible, self adapting mechanism which is capable of storing information and changing its responses according to the changing environment. For example consider our school system. When the error between what the parents want their children to learn in school and what they actually receive become too great. The school policies are changed by the sheer force of the public opinions generated by the parents. Infact all regulatory bodies throughout entire society are the dynamic feedback and self regulatory system. IMPORTANT PRINCIPLES OF THE CYBERNETIC THEORY 1. All systems include atleast three basic elements. Input Process Output INPUT It provides some process by which material or information is entered into the system. PROCESS This acts on the material or information to modify it in any way. OUTPUT It consists of some techniques for discharging the results of the process from the system. The output from a system which returned to input to control future output is called feedback.

2. Any feedback control system carries out the following three functions. It moves the system kin the direction of well defined objectives. It compares the actual course in which it moves to that set by the objective and detects errors if any. Tacking cues from the errors, it steers the system towards the right course originally intended CYBERNETICS AND TEACHING Instruction also can be considered as a cybernetic system. Its input consists of subject matter content, learner. Characteristics and objectives stated as expected learning outcomes. Student responses function as feedback for input. The output for a cybernetic instructional system is the display to the learner which may be oral such as lecture, explanation or visual or written and so on. A display is any stimulus situation, structured and presented to the learner for the purpose of establishing some responses. In some advanced cybernetic instructional systems there is provision to record and present every response of the learner. APPLICATIONS OF CYBERNETICS INSTRUCTION Most useful concept in the cybernetic theory is that of dynamic feedback which has far reaching implications for teaching learning and training. The following are the major educational implications of cybernetics. i. It enables the teacher to understanding some of the fundamental mechanisms which control learning. ii. The principles of cybernetics are applied for class room instruction for group as well as individual learning. iii. It provides the basis for self-education. The feedback control is used to develop programmed instructional material. iv. Teacher education programme can be improved by employing innovative practices like micro teaching, stimulated social skill teaching and interaction analysis which are based on the theory of feedback.

MODELS OF TEACHING CONCEPT OF A TEACHING MODEL Effects are made to develop theories of teaching. But so far no well developed theory of teaching has been formulated. Educationists and psychologists have intensified their efforts in this regard. As a result, some models of teaching have been developed. As Dececco and Crawford rightly observe the best substitute for a theory of teaching is a model of teaching. Teaching models merely suggest how various teaching and learning conditions are interrelated. A theory is set of propostions putforth based on experimental evidences to explain a phenomenon. SOME EXAMPLES OF TEACHING MODELS Many teaching models are available. Each one has been theoretically developed to serve a particular purpose, describing how certain learning situations could be designed through specific instructional activities. For example, Herbarts memory model describes the instructional activities meant for developing learning situations to increase pupils memory. David Ausubels Advanced organizer model describes how pupil could be made to learn clearly the facts and concepts contained in a topic and realize how they ate interrelated, though classroom lectures and self reading. ASSUMPTIONS REGARDING TEACHING MODELS Teaching models are based upon the following assumptions: I. Teaching is a means for generating an environment of learning. It involves independent variables. II. The interaction between the teacher and the student through subject matter content and skills constitute instruction. Thus the instructional process provides an opportunity to develop physical and social efficiency of pupils III. Different type of teaching objectives are achieved by organizing teaching elements in different ways.

IMPORTANT ELEMENT OF A TEACHING MODELS A teaching model as stated by Joyce generally consists of the following four elements. Focus Syntax Social system Support system

Support system relates to the facilities provides like the audio-visual aids, programmed text, laboratory work text books reference books, field trips quizzes etc. to cater to the needs of the individual learner during the implementation of teaching strategy. CHARACTERISTICS OF A GOOD TEACHING MODEL All good teaching models have common identifiable characteristic which are given below: Scientific procedure Specification of learning out comes Specification of environment Criterion of performance Specification of operations

Role of teaching models Models of teaching serve the following purposes: 1. It helps the teacher to develop the capacity to teach more number of children and create conducive learning environment for them. 2. It helps curriculum makers to plan curriculum which provides a variety of educational experiences to children. 3. It enables teachers to specify and procure the instructional materials that are to be used for brining about desirables behavior changes in pupils. 4. It helps teachers to create more interesting and effective instructional materials and learning resources.

5. It may help to formulate a theory of teaching. Sources of teaching models There are four important sources from which all the models have been derived. They are given below: I. II. III. IV. The social interaction sources The information processing sources The personal sources Behavior modification source

Type of teaching models Review of literature of teaching models suggests a variety of sources. P. Dececco has discussed four basic psychological models of teaching i. Robert Glasers basic teaching model ii. Computer based teaching model of Stolurow and Davis iii. John A Carrolls model of school learning iv. Ned A Flanders interaction model of teaching ISREAL SCHELLER has described three philosophical teaching models in hierarchial order The impression model of john locke The insight model of plato The rule model of Kant Bruce Joyce and Marsh Weil, describe teaching models classified into five families of which the following are the important ones. 1. 2. 3. 4. 5. 6. Skinners behavior modification model Jerome S. Bruners concept attainment model J. Richard Suchmans lnquiry training model ] David P. Ausubels advanced organizer model Development model of Jean Piaget. Group investigation model of John Dewery

TECHNOLOGY ENABLED TEACHING IN THE CLASSROOM Concept of educational technology Educational technology, as J.B. Gases puts its, has to be seen as part of a persistent and complex endeavour of bringing pupils, teachers and technical means together in an effective way. It consists of two important streams: i. Software technology ii. arHdware technology Applications of software technology in education is knows as Technology of education. Whereas educational use of hardware technology is called as technology in education. TECHNOLOGY IN EDUCATION Finn and his associates define educational technology as under: The technology of employing machines for instructional purposes so as to enhance the learning of pupils is otherwise known as Educational Technology. This definition gives importance for applying psychological principles in the preparation of instructional materials and their presentation in the instructional process. Software approach is emphasized. This approach is called otherwise as Technology of education. BROADLY ACCEPTED TECHNOLOGY DEFINITION OF EDUCATIONAL

Modern definition of educational technology apart from encompassing both the approaches of Technology in Education and Technology of Education, incorporates Systems approach in Education also. Integrating these three components, Davies and Hartley putsforth the broad definition of educational technology as under. Educational technology, in its wide sense as understood today, includes the development, application and evaluation of system and techniques involving, men, machines, media and instructional materials as components,

so as to improve the process of human learning and attain the educational goals. An analysis of the above definition reveals the following: a) Men, machines, media and learning materials constitute the important components of the system called education. b) These 4 components of the system are associated with each other and should function in an integrated manner so as to attain the educational goals and objectives. c) Based on the feedback received as a result of evaluation of the system, suitable and necessary modifications could be attempted in education. As such the scope of educational technology encompasses defining educational objectives, collecting information about different media and their characteristics, developing the criteria for selection of media and resources management of resources, as well as their evaluation. NEED AND IMPORTANCE OF EDUCATIONAL TECHNOLOGY Educational technology is necessary to achieve the following: i. ii. iii. iv. v. To make teaching and learning, planned and structured It emphasizes objective based programmed instruction It help to express the instructional objectives in terms of behavior outcomes It helps to answer the issues in education like Why? To Whom? When? How? It urges the learning material are to be presented in small and easy to learn, steps

TECHNIQUE OF USING EDUCATION TECHNOLOGY The various steps in carrying out interrelated use of media, materials and various teaching and learning strategies to create effective learning experience are discussed below. 1. Formulating the instructional objectives 2. Assessing the entry behavior of pupils

3. Developing the criterion test 4. Finalizing the instructional methods and strategies 5. Evaluation and feed back ADVANTAGES OF EDUCATIONAL TECHNOLOGY The following are the major advantages of using educational technology. i. It helps to enrich and enliven the instructional process ii. It stimulates the interest of the learners for further learning. iii. It helps the learners to easily understand what they learn and retain it for long iv. It helps to win and sustain the attention of the learner. v. Students are able to learn more and remember them for long quantity and quality of learning are improved. vi. Wholesome instructional materials could be prepared and standardized vii. It helps to provide education to a large number of students at a time and that too taking into account the individual differences and the differential speed of learning among students. SOME OF THE MODERN INSTRUCTIONAL TECHNIQUES USING EDUCATIONAL TECHNOLOGY Language laboratory, closed circuit television video cassette, compact disc teleconferencing computer assisted instruction web based learning EDUSAT etc. are some of the important technology enabled instructional methods which find place in modern class rooms. We shall deal with the applications of different information and communication technologies in education in the next lesson.

(A) Educational Innovations

UNIT IV - I C T in Education
I C T in Education We b based Education (Virtual) e-learning - e tutoring ComputerAssisted Instruction ( C A I )-Computer Managed Learning (C M L )-Tele/ Video Conferencing Interactive Video -Multi media Multi purpose Kits S I T E (Satellite Instruction TelevisionProgramme) E T V (Educational Television) Edusat Reach the Unreach U N E S C Os Learning Without Frontiers (L W F )- Virtual Classrooms Technology -e book Digital Library Electronic Community

UNIT-IV INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION INTRODUCTION In this lesson, the meaning of information and communication technology the recent advances made and their applications in education viz. web-based learning, e-learning, e-tutoring, CAI, CMI, Tele-conferencing, Interactive video, multimedia learning satellite Instructional Television Programme, EDUSAT, Reach the unreach, UNESCOS learning without Frontiers(LWF), Virtual classroom, e-book, digital library, and electronic community have been taken up for detailed discussion. MEANING OF INFORMATION AND COMMUNICATION TECHNOLOGY Information and Communication Technology (ICT) deals with the application of different electronic media in the collection, storage, and rapid access of information to users.

USE OF INFRORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION The use of new technologies like computer, internet, e-mail, CD- ROMs, DVDs, Interactive video, teleconferencing etc. Enabling large number of students to get access to quality education and adopt self-learning to improve their potentials is known as teaching through ICT. TECHNOLOGICAL OPTIONS IN TEACHING A wide range of technologies are available today to teachers. Through which they could impart instruction to students. These could be broadly classified into the following four major categories. VOICE Instructional audio-tools are of two types. 1. One-way audio-tools such as radio and audio-tape 2. Two-way (interactive) audio-tools such as telephone, audioconferencing and short-wave radio. VIDEO Instructional video tools include 1. Still images such as slides, 2. Pre-recorded moving images(e.g. video tapes, film ) 3. Real time moving images combined with conferencing(one or two way video with two-audio) DATA Computer receive and provide information electronically. Computer makes use of data in the following four ways for providing instruction. 1. 2. 3. 4. Computer as a teaching machine Computer-assisted instruction (CAI) Computer-managed instruction(CMI) Computer-mediated education(CME)

audio-

PRINT This is the basic element of teaching and learning and all other instructional delivery system have evolved from it. Textbooks, workbooks, study guides, course syllabus, case studies etc. are different formats of print materials used in education. SELECTION OF THE BEST TECHNOLOGY FOR THE DELIVERY OF INSTRUCTION Through many technological options are available for teaching, the teacher, the teacher must focus on instructional outcomes rather than the kind of technology to be used for teaching. That technology which is less expensive, low time consuming and highly effective in delivering the contents to students (which is inferred by the learning outcomes of students) is considered as the best one.

PRINTED MATERIALS They are used to present the basic instructional content in the form of text, laboratory practical instructions, synopsis of lectures, the syllabus, schedule of work, etc. PRE-RECORDED VIDEO-TAPES They can be used to present classroom demonstrations, visuallyoriented contents of the lesson etc. students operate these and learn themselves, even in the absence of the teacher. INTERACTIVE AUDIO OR VIDEO CONFERENCING Teleconferencing facilitates people situated at distant places to have face-to-face interaction, eliminating expensive and time-consuming long distance journeys. When this method is employed in education, pupils of different institutions and those in different campuses could establish direct contact with expert professors and educationists and get guidance and

clarifications in their curricular programmes. In this method, participants situated at far off places too could participate in a seminar and exchange their views. COMPUTER CONFERENCING OR E-MAIL This can be used when the teacher wants to send messages, assignments, feedback and other specific communications to one or more class members. It can also be used to increase interaction among students. FAX As this is useful in transmitting printed documents of many pages from one place to another instantly, it is generally employed to distributed assignments to reach out last minute announcements to students, to receive students assignments and to provide timely feedback.

WEB BASED LEARNING MEANING OF WORLD WIDE WEB (WWW) The world-wide web, shortly referred to as www, is a graphical hypertext-based internet tool that provides access to home pages created by individuals, business houses and other organizations. With a computer having an internet connection, anyone can visit the home pages available in the websites. PRINCIPLES OF WEB-BASED LEARNING 1. The learning experiences designed for web-based teaching must focus specific learning objectives and outcomes. 2. The learner should be actively engaged and made to feel the reallife experiences through simulation.] 3. Keeping in mind the various learning styles of students, a variety of media are made use of to develop appropriate learning environment to achieve the desired learning out-comes.

4. Learning environment must include both knowledge based as well as problem-based learning. Knowledge based learning involves recall, comprehension and application whereas problem-based learning focuses on higher order cognitive abilities like analysis, synthesis and evaluation. 5. Learning experiences must reflect the needs and interests of the community. Provisions should be made for the visitors of the website to react and exchange ideas with it. 6. Incorporation new knowledge and viewpoints empower learners and encourage critical thinking. Knowledge becomes functional when the individual creates meaning from his experiences instead of simply accepting what others say as true. True knowledge results from critical analysis of what one happens to learn.

CHARACTERISTICS OF WEB-BASED LEARNING Quality web-based learning has the following characteristics: 1. Develops the ability to derive meaning and engage in active discourse. 2. Encourages the learners to collect the information they need and develop their own knowledge instead of providing tailor-made knowledge. 3. Provides for the teacher and the taught to share information mutually. 4. It is learner- centred and encourages active participation and knowledge-construction. 5. Fosters the higher order cognitive abilities like analysis, synthesis and evaluation. 6. Allows for group learning too; encourages collaboration and cooperation among the group members to collect and share the needed information. 7. Focuses on real-world events and problem-solving.

NATURE OF INFORMATION PROVIDED ON THE WEBSITE Each educational institution may include the following information on its website. 1. 2. 3. 4. 5. 6. Details of the courses Class communication Assignment and tests Contents covered in the class Demonstration, animation, audio and video Cited reference materials

SKILLS FOR WEB-BASED TEACHING Important skills required for web-based teaching are: 1. World processing 2. Designing personal web-pages 3. Handling e-mails E-LEARNING E-learning is learning that takes place in an electronically stimulated environment. E-learning, web-based training, internet-based training and computer-based training are the next generation instructional methods being developed today. With e-learning, users can immerse themselves in a threedimensional environment to further enhance their learning experience. Moreover, e-learning can be done anywhere and anytime as long as the user has the proper hardware. Today e-learning is fast becoming a reality through companies like trainer soft and others. DIFFERENCES BETWEEN E-LEARNING AND CLASS ROOM LEARNING 1. In a traditional classroom, the teacher designs the learning material, presents it in a suitable way and answers the learners question so as to clarify doubts. In e-learning these three tasks i.e. creation of the learning material, its presentation and support services offered to the learners remain separated with the use of the internet. In e-learning the

emphasis is mainly on the design of the e-courseware rather than its delivery. 2. In the traditional classroom learning, learners assemble at a particular time in a place and learn in a particular environment. But e-learning allow you to learn anywhere, usually at any time as long as you have a properly configured computer. The difference between e-learning and traditional classroom learning could be compared to that between a cell phone and a pay phone at the bus station. 3. As the learning materials are provided in e-learning through different media like audio, text, video, virtual environment and animation, the learner could gain rich learning experience. Further pleasant learning environment kindles interest for learning and helps to retrain longer what is learnt.

THE CATEGORIES OR LEVELSOF E-LEARNING KNOWLEDGE DATA BASE Online database are a form of e-learning that is used nowadays. You would have probably seen knowledge databases on software sites offering indexed explanations and guidance for software questions, along with step-bystep instructions for performing specific tasks. These are usually moderately interactive, meaning that you can either type in a key word or phrase to search the database, or make a selection from an alphabetical list. ONLINE SUPPORT Online support is more interactive form of e-learning as it gives the user an opportunity to interact with real people when he or she is looking for an explanation or answer to a problem. ASYNCHRONOUS TRANING Asynchronous training is a combination of the two forms of e-learning mentioned above. With asynchronous training students learn through internet-based, network based or storage disk based modules.

SYNCHRONOUS TRANING Synchronous training is a real-time method of e-learning with live interaction between the instructions and the students. It is called such because students have to log in at a specified time and the classed will be held for a specified period time. BENFITS OF E-LEARNING E-learning has definite benefits over traditional class room training. While the most obvious are the flexibility and the cost saving from not having to travel or spend excess time away from work, there are also others that might not be so obvious. 1. A web based e-learning programme is a lot less expensive to maintain compared to what is required to pay for instructors and training personnel in the classroom style. 2. E-learning lets the user learn the subject at his own pace. One can go through the learning materials following his own preferred sequence. 3. One can learn a subject faster (compared to the time required in the traditional classroom approach). 4. Learner can work from any location at any time. 5. Learning materials can be updated easily and quickly. 6. E-learning leads to increased retention and stronger grasp of the subject as the learning materials presented are rich in quality having animation, video, text, virtual environments and three dimensional pictures. 7. Learners, through they remain employed, could still pursue their courses during their leisure time. 8. It can be easily managed for large group of students. 9. No travel to go to the learning centre; hence savings of time and money. E-TUTORING Students getting instructional facilities through online services are called e-tutoring. Students should have their own computer and an internet connection to get avail this service. Those who wish to avail the facility of e-

tutoring should register them self with the agency which provides this service, by paying the requisite fees. BENEFITS OF E-TUTORING Benefits of e-tutoring are plenty of which the following are the important ones: 1. 2. 3. 4. 5. 6. 7. 8. 9. Save time and money Convenience Subject specialists Anywhere, any time Multi-subjects at one place Highly individualized and customized Security Direct approach Easy as 1, 2, 3.

10. Flexibility COMPUTER ASSISTED INSTRUCTION (CIA) In computer assisted instruction, the lesson and its contents to be learnt are recorded in the software of the computer. The software in the form a C.D. or Cassette is inserted in the computer and when the student presses the keys in the keyboard, lessons appear in the monitor as small texts, each followed by a question. The student has to answer the questions by pressing the keys and the answers to appear in the monitor screen. If answer is incorrect, he is given alternate explanations or asked to study the same frame again before answering the question. In this way the computer manages the response of the individual learner. MERITS OF COMPUTER ASSISTED INSTRUCTION i. ii. The learner can receive the content (study material) sequentially very fast and that too without any error. As the quality of learning material presented is rich, with animation and appropriate background sound, interest for learning is kindled.

iii. iv. v.

Since the learner himself operates his computer and learns, learning interest is sustained throughout the session. The computer successfully manages the different responses of the learner by directing him appropriately what to do further. The content of the lesson could be presented as text, diagrams or in animated forms.

DEMERITS OF COMPUTER ASSISTED INSTRUCTION As the teaching learning process is controlled by machine, it will not help in the development of wholesome personality of students and achievement of objectives (in the affective and psychomotor domain) through competitions, peer-group relations, and participation in co-curricular activities and skills development. CAI can develop cognitive objectives only. There is no scope in CAI for the development of virtues like kindness, sympathy, adjusting with others, helping others, and derive joy in meticulous planning and execution. ROLE OF COMPUTER IN INSTRUCTION 1. 2. 3. 4. 5. Drill and practice Tutorial Simulation Browsing Calculation

DIFFERENCE BETWEEN COMPUTER ASSISTED EDUCATION AND COMPUTER EDUCATION Educational computing or computers in education refers to using computer as a self-learning device and medium to progress at ones own rate. It is the use in teaching learning process such as tutorial, drills, simulation, browsing, computation etc. Computer education, on the other hand refers to the academic discipline dealing with the imparting of knowledge in hardware, software programme preparation and application, software languages etc.

People trained in computer education, called computer professionals find jobs in software industries, business processing centers, commercial establishments, scientific organizations etc. COMPUTER MANAGED LEARNING (CML) Unlike CAI, wherein computer is used in tutorial work, CML makes use of the computer in a different role in instruction. In CML the main role of the computer is record- keeping and it does not provide any direct instruction to the learner.

COMPARISON OF CMI WITH CONVENTIONAL INSTRUCTION As compared to conventional classroom instruction, the computer managed instruction developed by stulurow and Daniel Davies appears to have many superior features. In conventional instruction, the teacher must make the decision instead of the computer. He must decide what to teach to whom and how. And he must determine the extent of the students success. TELE-CONFERENCING In tele-conferencing, people situated at distant places establish direct contact through tele-communication and converse among themselves. This sophisticated method liberates people from undertaking expensive and time consuming long distance journeys. TYPE OF TELE-CONFERENCING At present tele-conferencing is arranged along three basic types. There are: i. ii. iii. Video-conferencing Audio-conferencing Computer-conferencing

EQUIPMENTS AND DEVICES USED IN TELE-CONFERENCING To arrange for tele-conferencing, equipments and devices like multidimensional visual and audio transmission system, electronic chalk-board, tele-text system, etc. are need. By connecting micro computers to high power modem, information from distance places could be obtained at a great speed of 300 to 1200 bauds. IMPROTANT DEVICES IN THE AUDIO-PLUS SYSTEM i. ii. iii. iv. v. vi. Electronic chalk-board Slow scan television system Electronic over-head projector Vide text system tele text Fax to transmit documents compressed video

ADVANTAGES OF TELE-CONFERENCING Following are the important advantages of using tele-conferencing in education: 1. This serves as an additional system to help the learners belonging to different educational institutions spread out in a particular area. 2. This helps in conducting off-campus courses in a number of widely scattered centres. 3. It cuts down the cost and time involved for the learners to undertake long journeys to reach the study centres and experts for getting guidance and clarifications. 4. In this method, teachers initiate and regulate students learning while offering lot of freedom to students and hence quite welcome among the students. 5. Group discussions and seminars could be arranged economically even for students under distant education mode. 6. As immediate feedback is available to students in tele-conferencing they could undertake remedial measures easily.

INTERACTIVE VIDEO (IV) Interactive video is an individualised instructional system providing a multi-media learning environment. It combines the features of instructional television and computer assisted instruction. Pre-recorded video materials, arranged sequentially are presented to viewers in steps at a particular speed under the control of a computer. Student views each of the video materials recorded with background sound, animation and virtual environment, easily understands the content and interacts with the computer by answering the questions (usually in the form of multiple choice questions) accompanying each frame of the content material. The responses of the viewers affect the pace and sequence of the video presentation. For the student to respond to the questions asked or to raise questions in order to get his doubts clarified there will be a provision from among the following: 1. A keyboard to type the responses. 2. Using a mouse, move around on the flat surface of the screen with the cursor and double click at the appropriate spot. 3. If a touch screen is provided, the learner has to only touch the cues on the screen. 4. If a voice recognition system is provided, them the learner has to speak to the computer. This system is no yet commercially available. COMPONENTS OF AN INTERACTIVE VIDEO SYSTEM In any IV system the following three components find place. 1. Micro computer 2. Video disc 3. T.V. Monitor INTERACTIVE VIDEO FACILITIES An interactive video has the following provisions 1. Search for a particular segment or still frame. 2. Freeze a particular still frame for a fixed period of time.

3. Examine the response of the learner and process it as an instruction for further play in the forward direction or replay. 4. Play in either normal or slow step by step mode in the forward direction. 5. Keep record on how many times a particular action has occurred. INSTRUCTIONAL USES OF INTERACTIVE VIDEO Interactive video has the following two instructional uses. 1. It evaluates each response of the students to judge whether he has understood the content viewed. If it indicates lack of comprehension, then through a branch loop containing supplementary or remedial materials will be presented. If the students comprehension is confirmed, subsequent video content materials will be presented in the normal mode in the forward direction. 2. It enables the student to select the desired video disc segment and desired contents for learning. MULTI-MEDIA APPROACH IN LEARNING We could observe in todays classrooms the vast individual differences in the potentials and styles of learning among the pupils. Some prefer learning by reading; some others prefer hearing to experts and some like to learn by seeing. Majority of students are interested in using audio-visual aids in their learning. Such king of individual differences in students learning could be successfully met to a large extent by providing for mutlt-media instruction. MULTIMEDIA CENTRE Media centre is a school in itself as well as a centre which serves a school system. It is also called instructional materials centre multimedia library curriculum materials centre instructional or learning resources centre and provides all necessary materials for both teachers and students. The media center will house all learning, materials and accompanying services putting audio-visual and printed resources under a more favorable, single administrative organization.

MULTI-MEDIA PRESENTATION OF THE CONTENT THROUGH COMPUTER MEANING OF MULTI MEDIA PRESENTATION OF INFORMATION If the learning content or information is made top appear as visuals in color, along with the natural movements of the figures in the scenes and the sounds they make, in a computer screen then it is called in information technology as multimedia presentation many of the techniques used in data transmission are employed in multimedia presentation.

TYPES OF MULTI MEDIA PRESENTATION In simple multimedia presentation programmes, visual frames are linearly moved, one after the other. In this type we can view the frames moving either in forward or reverse direction. But it may not be possible to get further details about the scene which we are viewing in the programme, by leaping to another file related to the particular scene i.e. lateral movement is not possible. INTERACTIVE MULTIMEDIA PRESENTATION Here when we are viewing a frame containing a text or picture, in the multimedia programme, then to get further details regarding a fact or figure involved in the scene of the frame we have to press the hot spot over it by clicking the mouse and get at the related file. Thus we are able to leap from a file to many related files of the programme laterally also and get detailed knowledge about any concept, fact or figure. Interactive multimedia programmes allow us to move in any direction laterally or linearly i.e. we are able to interact with the programme as per our interest and expand our knowledge.

EQUIPMENTS REQURIED TO PROVIDE MULTIMEDIA PRESENTATION 1. Computer 2. Digital computer, analog devices and hardware devices that serve as interface to digital computer and analog devices. 3. Computer hardware for analyzing information and arranging them media-wise. 4. Software to integratethe different kinds of information like drivers editors processing software and authoring software. ADVANTAGE OF MULTIMEDIA PRESENTATION All information are categorized media-wise and stored as database so that we could present any of the needed information as and when required. This could be effectively employed in the fields like planning, building database, recreation, education, factories and plants, business etc. EDUCATIONAL USES 1. It promotes the curiosity of the learners. While learning a topic, the pupils could obtain various information related to the topic, in the form of pictures, texts, visuals, and sounds and acquire comprehensive knowledge. Teacher and the taught join together and search for information and knowledge. No more is the teacher considered as the exclusive source of knowledge for pupils. 2. To clarify pupils doubts, the teacher could provide detailed information with the aid of pictures, drawings and films. 3. Pupils could learn the content not only in the textual form but also through visuals in true life-like settings. 4. Apart from classroom regular learning, pupils could use their computers at home and learn through multimedia. Habit of selflearning is promoted. 5. Multimedia learning enables the teacher to provide assignments to students which demand creative expressions on their part.

6. Multimedia programmes find extensive applications in computer-based training. Multimedia presentation is highly useful in museums and archaeology. 7. Teachers could prepare multimedia programme packages for pupils effective self-learning. MULTI-MEDIA KITS Multi-media learning materials prepared on different topics in a subject and packed in a handy kit are available now a day in the market. Each kit contains 1. 2. 3. 4. 5. 6. 7. 8. Printed handbook Transparencies Collection of slides Audio-tape Video-tape Printed diagrams Film strips Short films

Manufacturers of multimedia kits employ the services of expert teachers and educational technologists. SATELITE INSTRUCTIONAL TELEVISION PROGRAMME (SITE) Satellite technology has become one of the most important components of global telecommunication. It has facilitated a dramatic increase in the volume of telecommunication traffic worldwide via the traditional distribution methods of cable, microwave, and broadcast radio and television. Most of the world can be covered by three strategically located satellites in geostationary orbit 22,300 miles above the equator (gross 1990) Satellites provide the communication link between origination and receiving locations and devices. In addition to satellites with uplink and downlink capability, television, radio, or computer-based program origination facilities are required, along with sufficient television receivers or projectors to accommodate costs are making possible direct home reception of television

and radio signals. In other application, television companies may use a satellite connection to jump across continents and oceans and make voice and computer communication easier and less costly. EDUCATIONAL BROADCASTS The central institute of educational technology situated in Delhi, utilised the services of INSAT-1B launched by the Indian Government in 1986 to telecast educational programmes in the elementary school subjects of 11/2 hours daily in the morning, on all days except Sunday. In the telecast services of INSAT-1B, 11/2 hours duration in the evening was allotted for non-formal adult education and recreational programmes. Physical and health education for farmers etc. were predominant in the non-formal education programmes.

TYPES OF TELEVISION PROGRAMMES 1. Commercial television 2. Educational television(ETV) 3. Instructional television(ITV) ADVANTAGES OF TELEVISION INSTRUCTION 1. Communication by TV is effective because it can bring very good demonstrations and audio visual materials to the classroom. 2. TV can bring the world to the home and to the classroom. 3. Micro skills in teacher training could be taught using T.V. 4. Instructional television programmes tend to bring into the classroom learning experiences that local teachers cannot arrange. 5. TV facilitates a school or college top share its best teachers rather than rationing them. 6. It helps to provide education to children even in places where there are no schools or teaches such as far off hilly places. 7. TV can save the time and effort of the student and teacher. 8. The concrete nature of TV makes some programmes understandable, appealing to a wide variety of age and educational levels of people. 9. TV can be both instructive and enjoyable.

LIMITATIONS OF TELEVISION INSTRUCTION 1. TV is a one-way communication. It does not stop to answer questions. It does not permit class discussion. 2. There is no personal contact with the teacher. The programmes do not adjust well to individual differences. 3. TV encourages a passive from of learning rather than an active seeking. It cannot provide for individual and group activities. It does not provide for laboratory experience. 4. TV screen is small in size as compared to projected pictures. 5. The equipments necessary for ITV is costly and complicated. A properly designed studio with controllable lighting facilities and with acoustic-proof walls is necessary. It should be maintained by competent staff all the time. SELECTION OF TELEVISION PROGRAMMES Important points to be borne in mind while selecting educational television programmes are stated below: 1. It should be judged how far the television programmes is superior to instructional programme presented through other media 2. The range of its effective use is also to be assessed. 3. The availability of suitable educational programmes locally produced and the equipments and devices for telecasting etc. are also to be taken into consideration. EDUCATIONAL SATELLITE (EDUSAT) The EDUSAT or the education satellite was launched by the Indian space research organization (ISRO) on 20 th September 2004 from the sri harikota space research located in Andhra Pradesh, using a G.S.L.V. rocket. The main purpose of this is to provide education to all people, primarily children from remote areas of the country who cannot go to schools or colleges. The classes are conducted by various state education boards, NCERT, CBSE, Universities etc. in a studio environment using PowerPoint presentations as well as the common blackboard. Both interactive as well as non-interactive sessions are

offered as many as 5000 educational institutions participate in this programme and get benefitted. ADVANTAGES OF EDUSAT ASSISTED INSTRUCTION 1. Distance education will get strengthened. 2. Education could be made available at a fraction of its cost to a large number of students. 3. A large number of students can be educated by a very few extremely efficient teachers who can reach them from the studios located in the universities or education boards i.e. it eliminates the demand for a large number of teachers. 4. Education reaches the door steps of students; there is no need for students to go in search of good education. 5. Students can receive education at their own pace and convenience especially in the case of those who are employed. In short we can say instruction through EDUSAT will give a thrust to homeschooling. REACHING THE UNREACHED Through there is a phenomenal expansion of educational institutions and indias literacy rate has gone up to seventy percent, there are millions of people who never had an opportunity to learn. These unfortunate people include nomadic tribes, landless agricultural labourers, tribals living in hilly tracts, street children, adults and children living in remote islands and children with learning problems. These persons were till recently termed as unreachable. Now, with the aid of technology and enthusiastic social workers they have been reached by the National Open School, Indira Gandhi National Open University and State Open Universities. OPEN SHOOLS AND OPEN UNIVERSITIES Open learning system does not require any previous formal qualifying education. For entry, minimum age is prescribed. Any person can join these institutions after satisfying the minimum age rule and take an entrance test.

Courses offered relate to the needs of learners and learner groups could ask for new course to meet their needs. Learners could choose the subjects of their preference and no group or combination of subjects are thrust upon them. Learners may or may not appear for the examinations held twice in a year. Learners may appear for any subject or subjects, when they are ready for it. Degrees, diplomas and certificates are given to successful candidates in the annual convocation or by post. Learners are provided with printed self-learning materials (SLM). They could contact the nearest study centre for any academic help. Contact programmes are conducted regularly, though attendance required is minimal or optional. Open learning system encourages learners to learn by themselves, learn during their free time, choose subjects of their choice for study, select courses which will be useful, in their career and above all derive satisfaction that they are enjoying something, which they missed as children or youth. LEARNING WITHOUT FRONTIERS (LWF) Learning without frontiers is a concept propounded and implemented by UNESCO. Life in modern times is becoming more complex, unregulated and challenging. In such a situation individuals and institutions should rise to the occasion and utilise fully the various knowledge related organisations to develop and update their knowledge and skills and there by understand the changing trends in social and economic scenario and to modify their beliefs and customs. Only when everyone discharges his duties and responsibilities, the progress of the world will be smooth, glaring inequalities in education, employment opportunities and economic growth result in conflict and violence. Social consciousness among the people of advanced countries and communities is needed to develop humanism, higher productivity and universal welfare, that is why lifelong education and many faceted education system the advanced countries and underdeveloped countries.

To consider education is a need for young persons only is a myth. It is not only a preparation for a job to meet temporary need, but also a necessity to cope up with modern life. CONSTRUCTION OF LEARNING WITHOUT FRONTIERS Learning without frontiers, sponsored by UNESCO is an attempt to solve complex social and political problems. It empowers the individuals and enables them to reconstruct the society. It removes obstacles like distance, time, age, situations and tries to meet the needs of various sections of people all over the world. To develop this vision, voluntary organisations all over the world, non-governmental agencies, privately owned business houses, philanthropists, universities and charitable houses, philanthropists, universities and charitable trusts should work together so that a conducive environment for LWF is created. SATIENT FEATURES OF LEARNING WITHOUT FRONTIERS 1. Open learning climate 2. Use of technology in education DELHI SUMMIT (1993) A conference was held in New Delhi in 1993 on the theme education for all this was termed as distance education initiative. In this summiot nine densely populated countries participated. The total population of these nine countries constitutes fifty percent of world population. In this summit, the role of distance education in national development was emphasised. The participant countries agreed to co operate in the fields of teacher education, meeting the further education needs of neoliterates and providing educational facilities for the school dropouts. TECHNOLOGY IN LEARNING WITHOUT FRONTIERS In 1996 a conference was held in Bangkok (Thailand) to deliberate on the theme communication and information technology in LWF. It identified four phase in using technology in LWF.

1. Planning 2. Pilot study 3. Execution evaluation VIRTUAL CLASSROOM TECHNOLOGIES VIRTUAL CLASSROOM A virtual classroom is a learning environment created in the cyber space. The objectives of a virtual classroom are to improve access to advanced educational experiences by allowing students and instructors to participate in remote learning communities using personal computers; and to improve the quality and effectiveness of education by using the computer to support a collaborative learning process. The explosion of the knowledge age has changed the context of what is learnt and how it is learnt the concept of virtual classrooms is a manifestation of this knowledge revolution. HYPERTEXT COURSES Structured course material is used as in a conventional distance education programe. However, all materials are provided electronically and can be viewed with a browser, hyperlinks connect text, multimedia parts and exercises in a meaningful way. VIDEO-BASED COURSES These are like face-to-face classroom courses, with a lecturer speaking and PowerPoint slides or online examples used for illustration. Videostreaming technologies are used. Students watch the video by means of freeware of plug-ins (e.g. windows media player, real player). AUDIO-BASED COURSES These are similar to video based courses but instead of moving picture, only the sound track of the lecturer is provided. Often the course pages are enhanced with a text transcription of the lecture.

ANIMATED COURSES Enriching text-oriented or audio-based course material by animations is generally a good way of making the content and its appearance more interesting. Animations are created using macromedia flash or similar technologies. These animations help understand key concepts and also allow for better retention of learning. PEER-TO-PEER COURSES These are courses taught on demand and without a prepared curriculum. A new field of online education has emerged in 2007 through new online education platforms. COMMUNICATION AND INTERACTION IN VIRTUAL EDUCATION Students in virtual education typically acquire knowledge in a unidirectional manner first. Subsequent discussions of problems, solving exercise, case studies, review questions, etc. help the students to understand better what they learned before. Electronic media like a discussion forum, chat room, voice mail, e-mail, etc. are often employed for communication. E-BOOK An e-book is an e-text that forms the digital media equivalent of a conventional printed book. E-books are usually read on personal computers or smart phones or dedicated hardware devices known as e-book readers or ebook devices. Many mobile phones can also be used to read e-books. COMPARISION OF E-BOOKS WITH PRINTED BOOKS 1. E-book readers are more fragile than paper books and more susceptible to physical damage. 2. E-book readers can malfunction and e-books can be damaged due to faults n hardware of software. 3. E-book readers are more likely to be stolen than paper books. 4. Depending on the device, an e-book may be difficult to read in bright sunlight.

5. Most publishers dont produce the e-book may be c=difficult to read in bright sunlight. PRODUCTION OF E-BOOKS Some e-books are produced simultaneously with the production of a printed format, as described in electronic publishing, though in many instances they may not be put on sale until later. Often, e-books are produced from pre-existing hard-copy books, generally by documents scanning, sometimes with the use of robotic book scanners, having the technology to quickly scan books without damaging the original print edition. Scanning a book produces a set of image files, which may be additionally be converted into text format by an OCR programme. Occasionally, as in some e-text projects, a book may be produced by re-entering the text from a keyboard. DIGITAL LIBRARY MEANING OF DIGITAL LIBRARY a digital library is a library in which wide range of collections are stored in digital formats as opposed to print, micro form, or other media and accessible by computers. The digital content may be stored locally, or accessed remotely via computer networks. A digital library is an information retrieval system of digitally stored content. EMERGENCE OF DIGITAL LIBRARIES In ancient times information stored in palm leaves, were collected and preserved in libraries (e.g. nalanda vishwa vidyalaya in bihar, saraswathimahal library in tanjore etc.). From 19 th century, after the advent of printing machine, information available in the form of printed books, magazines research journals; documents, diagrams etc. were preserved in libraries and made available for use to the general public. In the later part of the 20th century, existing information in the print form were transformed into advanced forms such as audio and video tapes, cassette discs, microfilms, etc. libraries were considered as store houses of all types of information.

ADVANTAGES OF DIGITAL LIBRARYS 1. No physical boundary. 2. The user of a digital library need not go to the library physically; people from all over the world can gain access to the same information, as long as an internet connection is available. 3. Round the clock availability of information. 4. In downloading information, there is no chance for mistake or confusion to take place. 5. The most significant aspect of digital library is that the information available is updated and gets refined every day. DEMERITS OF DIGITAL LIBRARY 1. Copyright confusion 2. Technological changes ELECTRONIC COMMUNITY According to Websters dictionary, community is a group of people living together as a smaller social unit within a larger one, and having common interests, work, life style, customs, language etc.. Similarly, an electronic community focuses on a group of people with common interests, only their interests are mediated through a computer net work rather than through physical proximity. CONCLUSION In this unit, two important innovative informations viz. the multi various applications of computer in education and the revolutionary changes that are being ushered in information technology by electronic devices have been discussed. Our youngsters are showing keen interest in knowing how to use the computer and internet for our day-to-day activities. It is responsibility of the teacher to motivate and guide the students to listen and view educational audio and television broadcasts so that our people will also becomes the active members of the global knowledge society.

UNIT V - Innovations in Evaluation

(a) Evaluation of Students: continuous evaluation self evaluation question bank open book examination-grading. (b) Evaluation of Teachers: self evaluation peer evaluation- student evaluation National Testing Service

Measurement and Evaluation Till the first half of the 20 th entry, the term Educational Measurement alone was in use. The use of the term Measurement is more appropriate only in the cases of concrete objects. According told, James M.Bradfield Measurement is a process of assigning numerical values according to well established rules to animate and inanimate objects as per the nature units of what is being assessed.

When quantitative measurements obtained objectively by the use of tests or other kinds of tools are combined with qualitative assessments made, judging the value or worth of a thing becomes possible. This value judgment is called evaluation. Evaluation = Quantitative measurement + qualitative assessment. Thus evaluation could be defined as an act or process that allows one to make a judgment about the desirability or value of a measure.

Education and Evaluation Definition of Educational Evaluation Evaluation is a systematic, continuous process of determining. The extent to which specified educational objectives, previously identified and defined, are attained. The effectiveness of the learning experiences provided in the classroom and How well the goals of education have been accomplished. Important Features of Educational Evaluation. From the definition of educational evaluation we derive its important features as follows: o It is a systematic process. o It is a continuous process; it goes hand in hand with the teaching learning process. o It emphasizes the broad personality changes and major objectives of a an educational programme. o It assumes that educational objectives have been previously been identified and defined. o A comprehensive evaluation involves the use of many tools and techniques. o It attempts to determine the congruence between performance and objectives. o It helps to determine the adequacy and appropriateness of the learning experience provided, to achieve the defined objectives.

Aim /Importance of Educational Evaluation Through educational evaluation it is possible to assess academic achievement of students in every school subject. By comparing the achievement scores of students with the expected or minimum scores to be obtained teachers students and curriculum framers become aware of specific deficiencies and drawbacks of the students. Every student is enabled to compare his present performance with his own past performance and readjust his learning style. Evaluation helps in classifying students as high moderate and low achievers. Evaluation helps the teacher to know the effectiveness of his teaching method so that necessary changes could be incorporated if need be. Evaluation becomes a basis for research if wide differences are noticed in achievements of students in his class. Principles of Educational Evaluation The purpose f evaluation is to give shape to educational objectives and learning materials to make teaching methods simple and effective and the classroom climate pleasant and conducive for completing the teaching learning process. Role and Functions of Educational Evaluation Evaluation is an indispensable part of the education system and performs the following functions. I t is useful as a good tool for assessing the students progress in learning and observing his overall development. On the basis of such

assessments, individualized instruction may be adopted whenever necessary. Evaluating the leering progress of pupils intermittently as the instructional process proceeds are otherwise known as Formative Evaluation. E valuation undertaken at the terminal stage of the instructional process (this may be at the end of an instructional unit or the total instructional period) is called Summative Evolution. Students attainment forms a basis also for indirect evolution of teachers. E valuation attainment, forms a basis also for indirect evaluation of teachers. Evaluation techniques could be perfected by carrying out researches on test construction, administration, interpretation and grading.

The findings obtained in evaluation form the basis for bringing about changes in

The curriculum so as to make it more relevant and purposeful. INNOVATIONS IN EVALUATION INTRODUCED IN TAMILNADU

Thailand is in the forefront in modernizing the education system and has introduced several welcome changes which are noted below:

New Type Tests

Reliability of a test indicates the consistency of test scores, with no intraexaminer and inter-examiner variations. Objectivity refers to the possibility of having only one answer for any given test item which eliminates the discretion of the examiner in scoring the responses. In ether weeds, objectivity means the elimination of scores bias in evaluation testers responses.

Multiple Question Papers

For Public Examinations when thou8sands of students appeart for an examination, multiple question papers are recommended. If there are four sets, they order for candidates in every roe. This system will eliminate mass copying but is expensive and will increase the work load of the authorities.

Central Valuation System

From 1968 onwards, Thailand has introduces Central valuation system for S.S.L.C. Public Examination. Now this system is followed for +2 and Degree Examination also.

Central valuation is carried out in several centers across the state for each paper pith tight security arrangements. Answer scripts are governing dummy numbers and schools are advised not to stamp their school name on the answer sheets.

Revaluation and Rebottling Candidates have been given the right to apply within two weeks from the date of publication of results, for revaluation of their answer scripts or rebottling of the marks awarded in a particular subject to the Director/Controller of Examinations by paying th4e prescribed fees.

Conduction Improvement Examinations

This system enables the failed students (failed in three or less number of subjects only) to reappear for the examinations to be held before the reopening of schools and colleges in the failed subjects alone, without waiting for the examinations in the next semester or year.

Some newer techniques have come into practice now, of which the following are the important ones. Continues Evaluation

Continuous evaluation refers to the practice of evaluating students skills and proficiency periodically throughout the course and maintaining a record of the cumulative progress achieved. The practice of having continuous evaluation for each level of the course and maintaining cumulative records is in vogue only in some institutions.

SELF-EVALUTION

Students could be encouraged to evaluate themselves their own answer scripts by comparing them with the scoring days/model answers provided. Self-evaluation has to be guided and supervised by the teachers at the initial stages.

QUESTION BANK

Experts in each subject discipline are requested to prepare test items covering the entire syllabus meant for a course at a given level of examination, conforming to the guidelines provided. The test items so prepared are then examined in an open session and those approved with necessary modifications if any, are put into the question band.

Bodies like N.C.E.R.T,U.G.C,U.P.S.C, and State Service Commissions conduct periodically wedgies fir developing question bands. In each topic, tests items are prepared under four categories: (a) Long answer questions (b) Short answer questions (c) Very b short answer questions and (d) Objective type questions. Any number of test items could be added to the question Bandon any; there is no maximum limit. anytime examination conducted on-line, in open schools and universities, use computers to generate different sets of question papers within a given framework and make use of them for those who take the examinations in select study centers.

Merits of Question Bank

Question Banks serve as a ready source for Question paper-setters to prepare appropriate question papers at short notice. Test-items contained in the question bank have high validity as they are carefully prepared by a set of subject experts and scrutinized by another set of experts. Students could attain mastery never the subject by preparing answers to all questions found in the question bank. Question banks facilitate students self-learning and self-evaluation. Question banks clearly indicate the range of the content to be learnt.

 Students appreciate the clarity and accuracy of the test items contained in the question bank. LIMITATIONS OF QUESTION BAND It takes around one year to prepare, validate and publish Question Bank for each subject. As the syllabus is changed or revised within three yraes, its use becomes very limited. Fresh Question Banks have to be created. Question Banks are useful only within the University as they relate to its syllabus only. Syllabi and text books very from University to University and from one State to another State in the case of school education. OPEN-BOOK EXAMINATIOIN In some examinations, students may be given the freedom to consult the books and write answers for the questions in the examination.

Though open-book examinations appear to be easy and interesting, they are really tough as the catch in this, is the limited time given and the condition laid that all questions are to be answered.

Some model questions that conform too the requirements of open-book system of examination are given as follows:

Compare the preaching of Buddha and Manager on Nonviolence. What are the differences between the language style in Tamil between Sangam-lit6eratureand Devotional literature.

 List the population, literacy rate and financial allocation for education in different states in India. Point out the important aspects in which constitutions of India and Sri Lanka differ.

Grading System In educational institutions, answer scripts are valued and the scores are oppressed as percentages. Parents and students believe that marks accurately measure ones proficiency.

It is more apt to express ones proficiency as a grade representing a particular range or marks. For example, it may be taken to mean that

A = 80% and above B = Above 60% but below 80% C = 40% and above but below 60% F = Less than 40%

Instead of letter grades, numerical points could also be given as shown below, to indicate the grade of proficiency.

Very Good Good Average Below Average (Improvements Required)

= 4 points = 3 points = 2 points

= 1 points

in institutions of higher education, this kind of Grade Point Average (GPA) IS THE AVERAGE OF THE MARKS SCORED IN ALL THE ACAADEMIC TERMS INM A YEAR OR COURS IS calculated, then it gives Cumulative Grade Point Average.

National assessment and accreditation Council (NAAC) is an automats institution established by the University Grants Commission (UGS). Evaluation of Teachers

If the teacher fails to perform his duties well, he is guilty of wasting the precious time of his students and also will be considered responsible for pulling back the progress of his students.

The success of the teacher does not depend only on his depth of knowledge about the subject matter, his dedication to duty and his interest in the welfare of his students.

Teachers could be evaluated mainly by the following tree methods:

Self-evaluation Peer evaluation Student-evaluation

Self-Evaluation by Teachers

Every teacher should cultivate the virtue of objectively evaluating his strengths and weaknesses. This enables him to expand his good qualities and eliminate those which interferer with his work in becoming a good and effective teacher.

A model rating scale for self-evaluation of teachers is as follows:

SNo.

Aspect being rated given 0 1

Rating points 2 3 4

1 2 3

Preparation for teaching Use of teaching aids Explaining/ Describing.

4 5 6 7 8 9 10

Questioning. Motivating. Review / Recapitulating. Special attention for slow learners. Providing suitable Assignments. Cordial relations with students. Classroom management.

11 12 13 14 15 16 17 18

Punctuality. Dignified behavior. Clean Appearance. Sense of humour. Pleasing voice. Skill in narration. Adopting innovative instructional techniques. Enthusiastic participation in cocurricular Activities.

19 Language Fluency. 20 Contact with parents of pupils.

Peer evaluation.

A teacher could get his teaching effectiveness assessed either by his colleagues in the same department or by other fellow teachers working in the same institution.

Evaluation Rating S.No Aspect of Assessment Requires improve ment Fair Satisfacto ry Good Very Good

1 2

Depth of knowledge in the subject. Teaching competence Classroom Management.

3 Language Fluency. 4 5 6 Questioning Skill / Test preparation. 7 Concern for Students welfare. 8 9 Dignified Behavior and Conduct. Dedication to Duty. Handling of apparatus / Using instructional aids. Interest in teaching.

10

Student evaluation of teachers The saying that the students are the best judges of teacher is a blunt truth. But many a time the teachers ego does not allow for being judged by his own students.

Evaluation Grades Assessment Criteria Fair S.No Inadequa te Very inadequat e Very Good Good

1 2 3 4

Appearance Sociability Use of Teaching aids and instructional Techniques followed. Narration of stories and episodes

5 Skill in explaining with examples 6 Explaining skill 7 Clarifying students doubts 8 Delivering instruction at even pace 9 10 Promptly returning back students evaluated Assignments. Conducting demonstrations.

National testing service

Establishment of national testing services (NTS) was one of the recommendations of national policy on education (1986). An organization to prepare a series of good test papers was needed and Mysore was selected as the most Indian languages which had prior experience in standardization of tests.

Objectives of national testing service

The major objectives of national testing service are:

to prepare for all the seven stages of general education, concept based continuous and developing syllabus for Indian languages. to design norms and models to implement them. to create a center level technology to develop a national region.

 to facilitate comparative study of the languages in the region. to award certificates of accreditation to language courses and institutions that offer them. Functioning of national testing service National testing service is carried out at 30 places in India of which 10 centre for Tamil language are spread over in several parts of Tamilnadu. Under this scheme it is planned to create 60 regional field centre across 15 states to train 6000 college and school teachers. Presently there are 10 centre for hindi language and 10 for urudu. Plans are underway to expand these centre. These centre undertake research in testing and standardization to develop benchmarks of performance.

Conclusion The meaning of evaluation difference between measurement and evaluation aims of educational evaluation its objectives and functions some innovative measures undertaken in educational evaluation in our state particularly the improved methods used in assessing students achievement such as self evaluation, Continuous Assessment, Use of Question Bank, Openbook systems grading system and modern techniques of evaluating teachereffectiveness like self-evaluation, Peer evaluation and student evaluation, National Testing Service etc., have been extensively discussed in this lesson. As evaluation is a continuous process reforms and innovations too should continue for ever.

(B) Educational Management

UNIT VI - Management
Meaning-Definition Objectives of M anage ment Role of M anage ment Difference between Administration and Manage ment - Functions of Manage ment PODSCORB (Planning, Organization, Direction, Staffing ,Co ordination ,Reporting, Budgeting) Modern Functions: Planning ,Organizing ,Leading ,Controlling-M anage ment skills: Conceptual skills, Human skills, Technical skills

Management is a growing discipline and is receiving great attention during the past fifty years. Originally the art and science of management was confined to the principles and practices governing multinational corporations and public sector undertaking multinational corporations and public sector undertakings.

Meaning of Management

The conception management has been expounded by Peter F.

Ducker

According toy him management is a dynamic process of systematically planning the human and physical resources of an organization, effic iently integrating every sub-unit in it and making the4 whole system function effectively so as to achieve the set objectives full at the optimal cost

Is a systematically planned proce4ss. Involves integrating the various categories of personnel groped in accordance with abilities and skills.

Definition of management

Experts in the field of management have numerous definitions for the term Management of which a few considered important are given below.

James L. Lundy J.D. money and A.C. Riley Harold Koontz Donald J. Clough Keith and Goblin

Different dimensions of Management

Functions of managers Warm human Relation s Providing leadership Maximizing productivity Integration of resources.

Functional dimension of management According to this approach a good manager is one who obis easily accessible to the staff and listen to what they have to say.

Hunan relations dimension of management

In organizations with such type of management, employees are not subjected to intense supervision but allowed free to function with their full pppote4ntial.

Leadership style and decision making dimension of management

A good leader is one who takes correct decision at the right time. Delayed decisions, hasty decisions, wrong decisions and half-hearted decisions are the hallmarks of poor leadership.

Productivity dimension of management

Efficiency of management is reflected ii increased production. John F. Me defines management as the art of securing maximum productivity with minimum of effort so as to secure maximum prosperity and happiness for both the employer and employees and give the public the best possible service.

Integration dimension of management

Resources are to bone neither wasted unnecessarily nor under-utilizes resulting in poor quality of the goods/services reduced. High productivity refers to maximum production, at minimum cost, labor abs=nod time.

Stages in the management process

Decision making of the superior Forwarding communication Execution by sub-ordinates receiving feed-back communication

Objectives of Management

Management should strive to fulfill the following objectives

it helps pin the task off running the institution smoothly and effectively it frames the policies, rules and regulations it lays down the structure of the origination it prescribes the peppier, authority, functions and responsibilities of other different positions in the organization.

 It provides good professional leadership anted dynamic supervision it coordinates the various activities of the institution. It creates conducive conducive conditions for experimentation and research. It resolves the various conflicts that arise within the institution Principles of Management

According type Cleland and king, management is a distinct process dealing with some form of group activity. applicable to any management. They have the following principles

Management has its own objectives. A manager t5r8es 6t9 archives the objectives of other institution by working with other people in the organism=action. Planning and decision-making are pervasive in the management process. Leadershi0op is bah essential part of the management process.

Koontz and ODonnell

To increase efficiency To give a definite shale to the management to improve research and development pin the organization To attain the social goal by increasing the efficiency in the use of r sources.

To fulfill these objectives, Henry Fail, The father of modern theory of management evolved principles which can be used in all management situations, irrespective of the type of organization. The basic principles stated by him could be briefly oil=tined as follows:

o Division of work o Authority and responsibility o Discipline o Unity of command o Unity in direction o Subordination of individual interest to the general interest o Fair remuneration of employees o Centralization o Hierarchy of the official-chain o Order o Equity o Stability of tenure of personnel o Initiative o Unity is strength Role of Management in Education

Educational management is defined as the application of other principles and practices of the science of management in the filed of education so as to optimize the teaching-learning actives, ensuring sustained maximum output in the form of student achievement with reference to the set educational objectives. In this process different components like Planning Finance Sharing of work Supervision and Evaluation are involved.

Important functions of educational management arte:

Organizing and administering educational institutions Optimizing the teaching-learning activities Ensuring sustained output in the form of student-achievement

Differences Between Management and Administration.

Educational Management

Educational Administration

1.It is modern concept and lays It is a traditional concept which is more stress on democratic autocratic in nature. decentralization and participation. 2. It is mostly democratic and innovative in nature. It gives more important to human relations and operation. 3. It is mostly professional and supported by a quantum of scientific principles and precepts, theories and expertise. 4. It is result oriented and accountability is emphasized. 5. It is democratic and participative in nature. It encourages involvement of all functionaries. It lays more stress on rigidity of rules and regulations, aims and objectives, plans and programmes of an educational institution. It is subjective and mostly guided by the rules of the thumb. (blind implementation)

It is also result oriented and accountability is expected from the staff. There is no participative culture and is perceived to be bureaucratic.

Functions of management.

The major functions of educational management and their related aspects are presented in the flow chart given below,

Functions

Related Functional Aspects

Framing policies and programmers 1. Decision making laying down the structure of the organization Financial commitment

Forecasting 2 . Planning Budgeting

Physical resources required Human resources required

3. Organising

Providing infrastructural facilities Staffing

With the students With parents With the staff 4. Communicating With the dept. Officials With the management officials 5. Motivating (Directing) Staff Students

6. Coordinating

Personnel Resources

7. Evaluating

Performance appraisal of the programmers Performance evolution of the staff Evaluation of student achievement

Among the above mentioned components of educational management, the important ones are briefly explained below. Forecasting Decision making Planning Organization Direction Control Coordination

Evaluation Recording and reporting Process of management

Alberts considers management as a process which uses the functions of planning, organizing, staffing, directing, controlling / co-ordination, reporting and budgeting human and material resources, for the purpose of achieving stated goals. Luther gunlock considered that components the process of management are sequential and related successively to form a cycle. He indicated the sequential components through the acronym POSDCORB which are briefly explained below;

1.Planning

7.Budgetting

2.Organising

6.Reporting

3.Staffing

5.Controlling

(Coordinating)

4.Directing

Modern functions of management

The role and responsibilities of modern managers have been expanded so oars to smoothly govern large corporate institutions consisting of many units with huge pote4ntials and synergy.

Planning Organizing The important steps involved in the process of organization are: o Determination anode enumeration of activities o Grouping and assignment of activities o Allocation of faired responsibilities to definite persons and o Delegation of authority

Leading

o Task-oriented o Human consider ration

Controlling

While other management functions are undertaken to get things doormen through the employees, controlling function is performed to ensure that the work is done properly.

Following are some such remedial measures:

Improving the work environment and facilities Introducing the required changes in the materials used panda procedures adopted Examining the level of abilities, devotion and motorization of the subordinates Management skills

Managerial skills could be classified under three broad categories.

Conceptual skills Human relations skills Technical skill

Conceptual skills

Management executives should have the foresight to conceive first a vague idea and then develop pit step by step into an innovative project.

Human relations skill

The success of an organization depends upon the cordial relations among its employees. Employees expect a friendly atmosphere in their workplaces.

Our country is a mullet- lingual and multi-religious country and we accept secular ideals.

It is necessary to develop human relations among the employees themselves.

Technical skills

Human civilization ha recorded greater advances in the twentieth century than in the preceding nineteen centuries. Electricity, electronics, semi-

conductors, nanotechnology and genetic engineering are changing human life and values.

Managements should phase out outdated machines and equipments anode and replace them with modern ones, to improve efficiency and reduce waste.

Conclusion

Meaning of the term management and the stressing

various definitions offered,

one ore the other of its five dimensions (function, human relations,

leadership, productivity and coordination of resources ensuring their optimum utilization), the four steps involved in the managerial function (superior making decision, forward communication, subordinate of

performance and feedback communication),objectives and principles

management, role of management in education, differences between management and administration, various functions of management, the seven aspects of the process of management (POSDCORB),modern functions of management (planning, organizing, leading and controlling) and the three important managerial skills (concept ional skills, human relation skills

and technical skills) have been elaborately dealt with, in this lesson.

UNIT VII - Areas of Educational Management

Administration and Manage ment of Education - Maintenance ( or Status quo) and Developmental(or Creative )Manage ment.-Scope ,Human ,Material ,Time Basic concepts of M anage ment at different levels (Primary and Secondary ) :Institutional Manage ment , Financial M anage ment, Instructional manage ment , Personnel Manage ment , Material Manage ment , and Manage me nt of Examination.

Introduction

There are significant differences in the functioning of organizations. Their working style largely depends on their size, kind and the nature of work carried out.

Though different institutions have specific functional styles according to their nature, each institution has its own unique functional style called its institutional culture.

Administration and management in education

In other words it could be stated that management takes practical measures to ensure the smooth functioning of the system to achieve its objectives, bringing the greatest benefit for a great number of beneficiaries (i.e. students in the context of education).

Administration on the other had is the process of striving for efficient coordination of resources, both human and material, made available by the management to achieve the objectives assigned to it. In short we can say management make decisions; administration executes the4 policies and decisions of management.

Only during the British period, schools were classified under the following heads:

Centrally administered institutions State administered institutions Institutions administered by local bodies like district boards. Municipalities, corporations, aanchayals. State- aided institutions run by religious organizations Institutions administered by non-religious committees State-aided institutions run by private endowments. Types of management

Functioning of management could be classified into the following two major types, based on their objectives.

Developmental management Maintenance of s6tatus-quo management Maintenance of status-quo management

When a crisis crops up, it searches for precedents panda reluctant to adopt new solutions which are precedenp5s and reluctant to adopt new solutions which are not in tune with the traditions. It is conservative in nature and very careful in keeping the individuality of other institution.

Developmental management

It is more interested in expansion and development rather than consolidation.

Short-term institutional plans developed by parents constitute a major feature of development management. These plans aim asst mobilizing local community resources and optimum utio8sation of available human resources to fulfill the immediate requirements of the institution.

Scope of management

In educational institutions, whatever may be the type of management in its functioning, the important areas of operation which fall under the scope of management are Resources Time resources are of two types Human resources and material or physical resources.

Basic concepts of management at different levels of education

Primary middle and high schools constitute different levels of school education. Educational management of these thr5ee different categories of institutions differs according to third objectives.

Educational management at the primary level

The major focus of education management at primary school level shall be on ensuring:

100% e dolmen of children who have completed m years of age at least 80% of children admitted in primary schools regularly attend all children enrolled in primary schools continue their education, without any droop out and complete std. V At the primaries, joyful learning should be ensured by following activitybased curriculum laming at the development of basic skills in education.

Thus educational management at the primary school level focuses its attention on student-admission, attendance, all completing primary education, and making pupils learning joyful by employing newer techniques.

Basic concepts of education management at secondary level According to other objectives of secondary education, the focus of its management too differs from that at the primary level.

Subject-teacher method, teacher time table, class wise time table, etc. are introduced at the secondary level of education

Areas of educational management

i. ii. iii. iv. v. vi. vii.

The importantly six areas of educational management are, Institutional management Financial management Instructional management Personnel management Material management Examination management

Institutional management

Institutional management deals with all the activities if an institution as a whole. A manager can individually manage all three activates of a small institution.

In schools run by registered bodies, the elected secretary of the governing body takes care of the day-to-day affairs of management of the school.

In universities, the administrative power rests with the registrar.

Financial management

In general, the sources of income of an institution are:

a) Income deliverer from its immovable properties like land, buildings, farms, shops, gardens etc. b) Overmanned grants received c) Donations receive4d from inland and abroad d) Disposal of waste materials

The expenses of an institution generally fall under the following heads:

I. II. III. IV. V.

Staff salary, allowances and advances made rent paid for the campus (in some cases only) repair and annual maintenance of buildings procurement6 of materials and equipments taxes paid for the local civic bodies

Prudent financial management

Expenses should be controlled so as the be well within the limits of income. Reserve fund should be created to meet unexpected contingencies.

Instructional management

Planning the curricular schedule to be followed, preparation for providing instruction, delivering pother instructional content in the class band guiding students in co-curricular activities outside the classroom, are involved in instructional management.

Personnel management

According to Prof. Mitchell, personnel management is a group of functions related to recruitment, selection, placement, promotion, appraisal, compensation and welfare of employees and training of people so that the organization could continue to operate efficiently with high employee-morale and discipline to accomplish its goals fully.

The various functions of personnel management can be grouped into four categories. Employment functions Employee remunerations Human relation functions Welfare functions

Approach for personnel management

Inn an educational institution teaching and non-teaching staff are placed at different levels of organizational positions in some institutions problems arise more due to staff than the students.

Democratic approach The manager could be strict but polite with his subordinates; should be democratic in his outlook and practices. As Napoleon the great had said There may be poor generals but no poor soldiers. When his decisions prove to be wrong, the manager should not hesitate to withdraw his orders.

Objectivity The management should be objective and transparent in hading out rewards and punishments to its employees. Its decisions should be unbiased amend based on reason.

Direct communication Periodical staff-meetings facilitate direct communication between the headmaster and the teaching and non-teaching staff in educational institutions

Characteristics of personnel management

Exploiting fully the individual potentials Promotion of team-spirit Development of job-satisfaction

It is a continuous process

Material management

Many materials and facilities re required in the functioning of an institution. They should be made available adequately at the right time to make the institution function smoothly and efficiently.

Materials purchased for an institution fall under two categories Consumable goods Durable goods.

Consumable/Non-Durable goods Durable/Non-consumable goods Examination management

Annual examinations make the terminal stageof the educational activates undertaken in an academic year. In some schools, test marks form part of internal assessment that is taken into account during annual promotion. Tests may be conducted periodically very week or month.

Examinations on the other hand are summative in nature and held at the terminal stage of every semester. In schools quarterly and half-m, early examinations are considered very important and mandatory for all students Quarterly and half-yearly examinations, though not canted for promotion of students to the next higher class, follow all other features of annual examinations. The important responsibilities in examination management are to see that no mistake occurs in any of the steps like preparing question papers, conducting the examination as per the announced schedule, getting the answer scripts evaluated, tabulating the marks scored by pupils in different subjects and finalizing the list of the promotes too the next higher class after the annual examination as well as safeguarding confidentiality at every stage.

Conclusion

Difference between the concepts management and administration the two kinds of management based on objectives viz. status quo management and developmental management three important factors which const6itute the scope of management i.e. material resources, human resources and time management, the benefic objectives of educational management at primary and secondary levels of educational management at primary and secondary level s of education, six important areas of educational management viz. Instructional management, personnel management, material management and examination management have been studied in detail in this lesson.

UNIT VIII - Educational Planning and Organization

(a) Planning,-Six ele ments- Objectives ,Policies ,Procedures ,Programme s ,Budgets and StrategiesEducational planning Long term and Short term Perspectives Institutional planning Acade mic : curricular and co curricular activities Time table assignme nt of work to teachers. (b)Organization Principles or criteria Organisational structures Administrative structures at Central and State levels .

Educational planning:- MEANING Before setting up any institution or starting as work its objectives are determined. This process is called planning. While planning the planers first decide as to when, where and how a task is to be done so that the desired objectives may be attained. This decision not only saves time, expenditure and labor in implementing the plan but it also increases the efficiency * effect of the administration. Educational planning: -definitions C.E. Betty:- educational planning is such an effort which keeping in view the economic and political facts is done to make the educational system more effective in future, to fix up priorities for action according to the needs of the students and to decided the cost and investment of educational planning. Educational planning: six elements The planning function which is the basis for other managerial functions has to beperformed a all the levels of management. 1. Objectives Organizations are artificially created for achieving some common objectives. Objectives give meaning and purpose to a business enterprise. According to koontz and odonnell, objectives is a

term commonly used to indicate the end point of a management programme. From this definition, one can understand that objectives decide where we want to go, what we want achieve and what is our destination. In other words, objectives are established to guide the efforts of the company and to achive the end result of the business. Objectives the following eight areas should be taken into account without fail.
1. 2. 3. 4. 5. 6. 7. 8.

Quality standing. Productivity. Physical and financial recourses. Profitability. Innovation. Teacher performance and development. Work performance and attitude. Public and social responsibility.

2. policies: Policies are guide-posts for managerial action. Policies are guides to thinking and action of subordinates in any eEnterprise. It is the general rule, which may be a written statement or oral understanding, to be followed in repetitive situation. For example, promotion of employees within the organization is a policy to be observed by all. 3. Procedure: Procedure indicates the exact manner in which the integrated series of activities will have to be performed. In other words, procedure charts out of the specific manner in which actions are taken and accomplished. In the words of George R.Terry, A procedure is a series of related tasks the make up the

chronological sequence and the establishes way of performing the work to be accomplished. For example, the selection of employees may taken the following procedure: 1. Application form. 2. Written test. 3. Group discussion. 4. Preliminary interview al lower level. 5. Final interview at top level. 6. Medical check up. 7. Appointment. 8. Orientation. 4. Strategies: Strategies are described as interpretative planning. In the words, of Hsimsnn, strategy is an interpretation of policy. The strategy concept of borrowed from military, plans are changed and modified very often for the purpose of meeting the movement of the enemy. 5. Programmes: Programme is a sequence of activity to implement the policies. It specifies as step-by-step approach to guide the action necessary to reach a pre-determined goal. Is assembles the individual plans in the form achieve the objectives. 6. Budgets: A budget is a plan containing a statement of excepted results expressed in numerical terms. Budgets may be prepared in terms of rupee, man-hours of unit. EDUCATIONAL PLANNING: TYPES

LONG TERM OR STRATEGYC PLANNING Also known as long-term planning of perspective planning, it focuses on the system as a whole. It emphasizes attainment of organization goals and gives directions to all other efforts to be made at various levels. It spreads over ten to twenty years and is based on a large perspective. It makes sufficient time available for implementing the plans and seeing their results. It is being increasingly adopted in almost all the countries of the world. It fosters and requires productive relations and linkages with public agencies and groups other then those directly responsible for education. Short term planning: Also known as tactical planning of operational planning, spreads over 3 to 5years duration. It focuses on solving immediate and pressing problems. It is more appropriate for specific and narrow purposes.

Institutional planning: academic (curricular) activities Improving methods of teaching ; fair distribution of syllabi; preparation of instructional material; improving the subject; competence of teachers; improving the internal assessment; undertaking remedial instruction services; etc. Institutional planning: co-curricular activities Curriculum means the totally of the learning experiences provided to pupils ii schools. Besides the subjects taught in the classrooms, the experiences gathered in the laboratory auditorium and the play ground constitute the curriculum. Therefore what were once described as the extra curricular activities are now called the co-curricular activities. TIME TABLE

Time table: meaning The school time table is a methodical and a pre-arranged scheme of studies and activities. It is a plan or chart showing the daily allotment of time among the various subjects activities and classes. It shows the hours of school work, the time allotted to different items of work, the teaching load of each teacher, the length of each period and the time if interval. Importance / uses of school time-table; Time table is a necessary tool for the efficient working of a school. It is a mirror that reflects the entire educations programme of the school proceeds. The main importance of the time table lies in its values they are: 1. It ensures smooth and orderly working of the school. 2. It prevents work of time and every. 3. It ensures equitable distribution of work among teachers. 4. It ensures equitable distribution of time to different subjects and activities. 5. It helps in adjusting school work according to needs of pupils. 6. It helps in the formulation of good habits. 7. It aids the school discipline. Important principles of time table construction: It is easy work to prepare a good time table. It requires through concentration and skill. Some of the favors which should be kept in mind while framing time table are:

1. Types of school: The time table depends upon the type of school which determines the nature of co-curricular activities to be organized in the school work according to need should ne the chief principle . the needs of boys school will be different from that of a girls school. 2. Department of regulations: The department of education fixes the length of the school year, the duration of the school day, the duration of each teaching period and the number periods for each subject. Hence the school time table should be period according to the prescribed Department instructions. 3. Relative importance and difficulty of subjects: More time should be allotted to more important to difficult subjects. In the lower classes, ,ore time of developed to reading, writing and arithmetic because of their difficult nature. 4. Time factor: The length of the periods should depend on the age of the pupils the subject and the length of the school day. 5. The period for the lower standards should be of thirty minutes: In the primary classes the duration of each period should not be more than 40 minutes. 6. Time table not be rigid and foxed. It should make as flexible and elastic as possible.

Types of Time table: Generally the following types of time table are used in a school. 1. Consolidate time table

2. Class time table. 3. Teachers time-table 4. Leisure period time-table. 5. Co-curricular activities time-table. 6. Games time-table. 7. Home work time-table. ASSIGNMENT OF WORK TO TEACHERS: The following facts should keep in mind while allotting assignment of work to the teachers. 1. All the teachers should be allotted to express their open icons on regard to the distribution of work so that the scheme of work may be chalked out in such a way that the teacher may take it to be his own and may give his full vo-operation. 2. In distributing the work all teachers should be given equal consideration such a situations in which the load of work on to much on some teachers and too little on others should be avoided because this leads to discontentment among the teachers. 3. In the distribution of work all the requisite facilities should be provided to all the teachers. 4. While distributing the work, the head should keep in mind the ability and the capacity of the teachers. A highly qualified teacher may not be efficient in his work on the other hand a teacher without such qualification may be very efficient in his work. 5. Teachers have their own limitations; there are physical limitations, intellectual limitations, lock of equipment, lack of proper raining etc. 6. The headmaster should have faith in the teachers. he should not let the teachers feel that he is not sure about their discharging duties successfully.

7. Once the work has been distributed the teacher should be left free to discharging in his own way the head master should only guide them. 8. After the distribution of work, the headmaster should supervise the work and keep a record of each teachers work in separate books. 9. Meeting of teachers should be convened occasionally in order discuss the system of distribution of work. ORGANIZATION: Organization: meaning Organization means to bring into existence. Organization is directly connected with planning and efforts made by the people. It is a medium, through which goals and the objectives envisaged by the administration are achieved. An informal organization grows out of a organization or otherwise on account of the interpersonal relationships of the group. There is a common affinity among the members of the formal organization. Organizational can also be interpreted in another two ways: for example when we say that this school is under D.A.V organization, the organization refers to a body or a controlling organization. Organization: principles/criteria Educational thinkers have propounded the following principles. For the maximum attainment of educational goals. 1. Child- centered principle: Since education aims at the all-round department of the child, it is essential that school organization should be child-cent red. As result, t can help in developing students abilities, innate qualities, emotions, attitudes and natural traits. 2. Community-centred principle

One of the objectives of education is to make the child an active, useful and worthy member of the society. Therefore, along with child-centred principle, community-centred principle should be adopted in schools. 3. Democratic principle: The school prepares the future citizens and inculcates democratic values in them. The democratic ideals are inculcated in the minds of the children through the school activities. Students can develop knowledge about democratic principles if we can organize schools on democratic lines. 4. Principle of optimum use of available recourses: Education has certain objectives to be achieved. In order to achieve these objectives, optimum use of available recourses must be made while organizing the school.

5. Principle of flexibility: Society is dynamic in nature, not static. Since education aims at development the faculties of the child in a manner that would help in the development of the society, it becomes necessary to effect changes in school organization from time to time. Therefore, school organization should be dynamic in nature, not static. Organization / administrative structure Administrative structure at central level The central government is like the leader of the educational system and provides the frame work to the states for formulating educational policies and programmers which would work for achieving national goals.

The department of human resource development(HRD) is entrusted with the task of the educational administration of the Indian union. The department is generally under the control of a cabinet minister one or two ministers of state look after the sub-divisions. The MHRD ( Minstryof Human Recourse Development ) has control over the cultural affairs also. The department of human resource development has to get the educational plans prepared and implement them. This department has to strive to attain the goal of free and compulsory education for all children up to the age of 14 years. It is taking measures for reforming the primary education, secondary university education as well as scientific and technical education. Administrative structure in state levels: In our country education is a concurrent subject. The central government has joint responsibility in the stats educational matters. At the state level in Tamilnadu there is a minister his for education to lookafter primary, secondary and higher education. The minister is responsible to the state legislature regarding matters concerned with education. The minister for education administers his duties though the department of education policy making, co-ordination, direction, regulation inspection etc are the functions carried on by the minister.

UNIT IX - Management of Resources

Manage ment of Resources Human, and material -Head master and Teacher : duties and responsibilities- Leadership-Meaning styles -Manage ment Grid Morale Organizational commitments Acade mic freedom Professional development. Classroom manage ment Manage ment of school building equipments library records and registers hostel.

The human resources include school personal who are the principal, teachers office, Liberian, games teacher coaches and other higher authorities who are concerned with education. But presently we will concentrate on the management of school personal. The accomplishments of any intuition are dependant upon the caliber and the effectiveness of the human resources. So, a proper management of human resources is essential to make the system of the intuition work effectively. An educational intuition of school deals with human beings. Their specific goal is the development of the raw human beings through the associations with other learned human beings. Proper management of human recourses leads to: 1. Continuous professional growth of the teachers ad other employees. 2. Better performance by students in all school activities. 3. Job satisfaction among teachers and others. 4. Increase in deficiency of all school personal in the discharge of their duties. 5. Dedication, loyalty and sense of belongingness towards the institution. 6. Better inter personnel relations, fellow feelings and respect for each other among all the personnel. Management of material resources:

The material recourses include the school building, equipment, furniture audio-visual aids, library, laboratories, museum, garden, playground etc. a proper management of all these resources is essential so that an optimum use of these can be made. their proper utilization increases the learning capabilities of the students. Management of school plant: The location of the school , its neighborhood, ventilation in the class room, seating arrangement all affect the health of the students. The school building should be situated in a neat and healthy environment. It should not be in a congested locality and should be away from noise and pollution. Sufficient lighting must be there in the building and there must be provision for proper ventilation in the classrooms. Equipment: The school management should take care of the procurement and upkeep of the equipment and furniture of the school. The management should purchase the equipment and furniture, which is suitable for the use of students. While arranging for the furniture, following points should be borne in mind: 1. The size of furniture should depend on the seize of the students. The height if the seat should be appropriate. 2. The desk should have slightly down slope 15 3. The desks and chairs must be separate. It permits easy cleaning of the room. Black board: The wall blackboard should be four feet wide and should be two feet high from the floor. The other items needed in the classroom are teachers desk and chair, platform, wall almirah, books pen map stand etc.

There must be adequate furniture for principals room, office room, staff room, and laboratories etc. HEAD MASTER DUTIES AND RESPONSIBLITIES: The head master position in a school is one of the authority and responsibility. He is answerable to his superiors parents and the public for whatever happens in the school. General grant once remarked that there are no poor regiments but only colonels. The head master is the real architect if the structure of the school. He has to supervise and organize the formal and informal teaching of the institution. He should secure willing co-operation of his assessments. He should rather think that he is a leader among equals. When difficult questions arise a good head master never fails to take dis staff into his confidence.

Qualities of head master: A good head master to be acceptable to the society should posses majority of the qualities. He should be a model teacher, a man of character, a skilled administrator, an excellent organizer, an inspiring leader. A modern head master cannot be an autocrat.

A modal teacher: One who is curious to ready? Head maser should be eager to learn about the latest developments, ideas, and research in the field of education if he has to provide academic leadership to other members of the staff and kindle their spirit to acquire further knowledge and become good teachers in their subjects. He should have the qualities of a good human being.

A good teacher: The head master should have the qualities of a efficient leader. He has co-ordinate the activities of the school and the community. Skilled administrator and organizer: The headmaster must be able to carry on the administrator of the school in very smooth manner. The headmaster should see that proper type of education is imparted to schools children. He has to organize both curricular and co-curricular activities. Sympathetic and friendly attitude: The headmaster must be friendly and broad minded towards the members of his staff. He should be sympathetic towards them in their difficulties and help them to carry on their work in a free atmosphere. Then only he can gain the co-operation of the teacher in the work of the school. Democratic: Children need to be trained in good citizenship and democratic way of governing the country. Unless the headmaster develops democratic outlook he cannot pass on the benefit of the same to have student government.

Good speaker: The headmaster should possess a clear and commanding vo0ice. He must be in a position to convince others about his way of thinking. He must be a good orator. High character: The headmaster should bear such a moral character which inspires the teacher and students.

Self discipline and self confidence: The headmaster should have full control over all his emotions. He must have full confidence in his learning and ability to carry on administration of the intuition. Dutiful and efficient: The headmaster must be dutiful and make all efforts to be an efficient teacher and administrator he must regard the work as an art himself as an artist. Punctuality: The headmaster should always be punctual in his work. He should attend regularly both academic and administrative work. Teachers and students should feel that they have a good model to follow. Optimism: The headmaster should be optimistic otherwise he will damp the sprits of the students and teachers at every step, he should have on interest in life and faith in human power. The headmaster should be a man of high ideals for them only will be able to make the teachers and the students love and pursue high ideals. Influential personality: With all the fine qualities and good work the headmaster must be in a position to build good reputation for him self and to the institution in the society. He must work as a liaison officer between school and the society. He must have pleasant demeanor and wining personality. THE DAILY DUTIES OF THE HEADMASTER: It is highly desirable for the Headmaster to arrive at the school at least half an hour earlier so that he may satisfy himself about the cleanliness and neatness of the school premises and all the classrooms.

When the daily prayer is held, he should be present in the midst of his pupils and assistants and see that this programmer is up to the mark. Sometimes, he may have to make certain announcements to the gathering immediately after the prayer. If any member of the teaching staff is on leave: the Headmaster has to make changes in the time-table and send a memo to the teachers and the classes.

TEACHER: DUTIES AND RESPONSIBILITIES The success of any educational system or curriculum depends upon teachers. However perfect the educational aims and objectives may be, the co-operation, interest and enthusiasm of teachers are essential to attain then. If they do not work enthusiastically and sincerely, no educational reforms can be translated into action. John Dewey has given and important to the teacher in education. He considers the teacher to be the servant of society. His duty is the lay the foundation of a good social life. He should create an atmosphere which may lead to the development of the social personality of the child.

Gandhi thought teachers should be well equipped to implement the basic scheme successfully. They should be alive to the objectives of life and education. They should have enthusiasm, patriotism and knowledge. T E A C H E - Truthful - Efficiency - Affectionate - Cheerful - Healthy - Energetic

- Respurceful/Regular.

TEACHERS DUTIES: The teachers are instrumental in interpreting ideals before the students and are a formidable factor in translating those ideals into practice. LEADERSHIP TRAITS LEADERSHIP: INTRODUCTION A leader is always an individual who has outstanding qualities of head and heart. Such leaders are found in every group, community and every nation. The destiny of a nation depends upon its leaders. In a democratic state this leadership is all the more important. The destiny of the state depends on the elected representatives of the people. Its importance for our new and infant democracy can hardly be emphasized. We, therefore, plan for education for democracy. It means providing opportunities of development for the younger generation. Types of Leaders There are three types of leaders which are as follows: Autocratic Leader: He does not discuss the problems of the group with members and he takes independent decisions and decides the group activities. He expects the members of the group to simply o9bey and follow his decisions. Democratic Leader: He lives for the members of the group. He cooperates with the members of the group to the utmost extent possible. A group decision is always taken by the leaders based on decision with the members of the group. He knowns not only to give commands, but also to follow the commands.

Laissez- Fair Leader: He is a leader only in name. He does not involve himself with any of the group decisions and group behaviors. The Members have complete freedom.

Qualities of leaders A leader should be a person of dynamic personality. A fine physique always appeals to the masses and can be hardly missed. He should have a lot of confidence in himself. He should be able to inspire confidence in others. He should be able to convince others about his superior powers so that they accept him as their leader. His instinct of selfassertion should be strong but well-balanced. Role of the Teacher The teacher has to play a vital role in this training for leadership for the following reasons: The teacher is respected and occupies an important place in the school group. He is like a hero in the eyes of his pupils. MANAGEMENT GRID Blake and Mouton, two industrial psychologists, popularized the Ohio State University studies on leadership styles, by restarting the executives two major concerns as being for People and for production that is, consideration and initiating structure respectively. Their Managerial Grid gives mere numbers and names too the Ohio State Leader Grid format, and describes five types of leadership styles. The indifferent leadership style(1,1): In this style, managers have low concern for both people and production. Headmasters use this style to preserve job and job seniority, protecting themselve3s by avoiding getting into trouble. The main concern

for the manager is not to be held responsible for any mistakes, which results in less innovative decisions. 1. 2. 3. 4. 5. 6. The accommodating leadership style(1,9) The dictatorial leadership style(9,1) The Status quo Leadership Style(5,5) The Sound leadership style(9,9) The opportunistic leadership style The paternalistic leadership style

MORALE The term Morale cannot be easily described as it conveys different meanings to different people. Too a Psychologist, morale is a mental attitude, whereas to a Sociologist, morale is a mental attitude, whereas to a Sociologist it is a social behavior. From individual point of view, it is a feeling of togetherness. In business, the term is used as a group consent and refers to the attitude and behavior of individuals towards their work environment. Nature of Morale What it is? : An attitude of mind, an spirit de corps., a state of well being and an emotional force. What id does? : Affects output, quality, costs, co-operation, discipline, enthusiasm, initiative and other aspects of success. Where it resides? : In the minds, attitudes and emotions of individuals themselves and in the groups reaction. Whom it affects? : Immediately, employees and executives in their interactions and ultimately the customer and the community. Types of morale surveys: Objective surveys: It presents questions and a choice of answers in such a way that employees merely mark the answer which in their choice. Here the employees mark the answer which is nearest to how they feel.

Descriptive surveys: It gets the workers response in his own words. For E.g. what do you like best in your job?. The answer will be more descriptive and actual feelings are reflected. Projective surveys: It is a way to interpret the attitudes. Very rarely these test are used where the employees are tight mouthed and do not actually reveal their hidden feelings. In order to bring to the surface the hidden attitudes, psychological techniques like Rorschach Ink blot test, Thematic apperception tests are used to get the feelings out of the minds of the people.

ORCANIZATION COMMITMENTS Organization commitments: Meaning Organizational commitment in the fields of Organizational Behavior and Industrial/ Organizational Psychology is, in a general sense, the employees psychological attachment to the organization. It can be contrasted with other work-related attitudes, such as job Satisfaction, defined as an employees feelings about their job, and Organizational identification, defined as the degree to which an employee experiences a sense of oneness with their organization. Affective Commitment Affective Commitment is defined as the employees positive emotional attachment to the organization. An employee who is affectively committed strongly identifies with the goals of the organization and desires to remain a part of the organization. Continuance Commitment

The individual commits to the organization because he/she perceives high costs of losing organizational membership including economic costs ( such as pension accruals) and social costs (friendship ties with co-workers) that would be incurred. The employee remains a member of the organization because he/she has to. Normative Commitment The individual commits to and remains with an organization because of feelings of obligation. These feelings may derive from many sources. For example, the organization may have invested resources in training an employee who then feels a moral obligation to put forth effort on the job and stay with the organization to repay the debt. ACADEMIC FREEDOM Enough freedom should be given to all to exercise teachers powers and talents. The power of critical thinking, an important requisite a democracy, can only be cultivated by individuals in an atmosphere of freedom. The Headmaster should give due recognition to any signs of display of resourcefulness of the part of teacher. Teachers should be free to question, offer constructive suggestions conduct fresh experiments and bring about healthy changes. The pupils should also be allowed enough freedom to rise to the full stature of their abilities. PROFESSIONAL DEVELOPMENT In all professions there is a need to provide further training and special courses of study on continuing basis after initial basic preparation. The need is most urgent in the teaching profession because of the rapid advances in all fields of knowledge and continuing evolution of pedagogical theory anode practice. The programmed will have to be developed through a number of agencies and activities. The first is the school itself which must provide

opportunities to the teacher to learn from his experience and through consultation and discussion with experienced teachers in the school.

Organizing seminars and workshops to demonstrate experiments on modern teaching devices. The experiments on new teaching devices like, team teaching, micro-teaching, open space etc. should. Be demonstrated to the in-service teachers. CLASSROOM MANAGEMENT Meaning and concept of class-room management Class- room management is a very broad concept. It includes all the activities of the teacher that he undertaken for the creation of such an environment that allows the best display of students abilities in the teachinglearning process. The environment involves the maximum involvement of the students in the class-room activities. The teacher and the students are full of enthusiasm. The teacher and the students are full of enthusiasm. The environment is based on mutual goodwill and trust. The teacher gives due regard to the individuality of the students and the students in turn show spontaneous regard for the teacher. The teacher in the true sense is the friend. Philosopher and guide to the students. Significance of class-room management Class-room management is one of the most important elements of the school programme. It is not without reason that the Education Commission (1964-66) observed: The destiny of India is being shaped in her class-rooms. This, we believe, is no more rhetoric. The Commission has given so much importance to this element that the report begins with these remarks.

1. Improvement in the behavior of the students. 2. Development of mental process through intellectual activities.

3. Development of feeling of service. 4. Preparation for social life present as well as future social life. 5. Exciting sympathy of members. FOUR-FOLD PROCESS OF CLASS ROOM MANAGEMENT K. Davis has given the four-fold process for class-room management. 1. Planning 2. Organizing 3. Leading and motivating 4. Controlling

MANAGEMENT OF SCHOOL BUILDING The school building occupies a very important place as it provides the teachers and pupils a place to do their job calmly and quietly. The school buildings should meet the immediate needs as well as the prospective needs of the locality for educating its children. Their size, shape and topography should meet proper standard. A School building should be planned with imagination and a sense of beauty, combining functional efficiency with simplicity as well as artistic affect. Schools should be housed in beautiful buildings which are not only stimulating centers of education of children but also vital centers soft community life.

EQUIPMENTS LIBRARY EQUIPMENT It may include the following items. Almirahs , open shelves, tables, chairs etc.

Subject-wise books, Relating to school curriculum. Reading room with magazines, periodicals, newspapers, reading desks. General books autobiographies, story books, books of travel and adventure etc. Reference materials dictionaries, pamphlets, atlases, encyclopedias, year books, maps, charts etc. Laboratory Equipment: This relates to equipment in various laboratories physics laboratory, chemistry laboratory, Biology laboratory etc. The equipment in these laboratories should meet the curricular needs of the subjects concerned and also the number of pupils studying these subjects. Audio- Visual equipment: This includes models, charts, pictures, maps, globes, graphs, flash, cards, flannel board and also projected aids like film strips, slides, films and transparencies etc. Sports Equipment The sports equipment includes sports materials like nets, rackets, shuttle cocks, volley balls, foot balls, hockey materials etc. In fact the sports materials should be according to the games introduced in the schoolbadminton, basket ball,tennis,table tennis, hockey, football, kho-kho and athletic events etc. Craft Equipment: The craft equipment depends upon the number of crafts or nature of work experience introduced in the school e.g. gardening, doll making, clay modeling, leather work, art, and painting, interior decoration, cooking, fashion designing, accountancy, typing etc. Equipment of Subject Rooms:

This includes the equipment of various special room slice the science room, home science room, art room and so on. The equipment in each room will be according to the curricular requirements of each room. Miscellaneous: This includes chairs, table, benches, stools, admirals, shelves, electric fitting and materials like electric fans, water cooler, heaters and press etc. LIBRARY Library: Meaning Library is like a live workshop in a school providing knowledge to students in a changing world. A library is the second teacher of children. Library is the heart of a schools academic activities. The instructional programmed of a school is tremendously influenced by the quality of its library. Characteristics of a good library It should provide the following facilities and environment: 1. It should be a quite place. 2. Its environment should encourage study and reading. 3. It should fulfill the needs of students, teachers, parents and other community members. 4. It should provide leading material necessary for students growth and development. 5. It should provide joy and satisfaction to students.

RECORDS Types of School Reecords

1. Student related records a. Admission register, b. Scholar register c. Student attendance register d. Examination result register e. Certificate book f. Student find book g. Freeship book h. Admission and discharge register. REGISTERS Important school registers 1. 2. 3. 4. 5. 6. 7. 8. Admission and Withdrawal Register Attendance Register Service Register Attendance Register for staff Log book School Calendar Cash Book Boys fund register

HOSTEL Hostel: Introduction An important component of the school plant is the school hostel. It is an important institution, where pupils develop their personality by learning punctuality, discipline, citizenship, regularity in works and leadership habits. The hostel should be in the school compound at a sufficient distance from the school. It may be behind the school building with playing fields and garden between. The design of the hostel building will depend on the site available, on local circumstances, and on the amount of money available.

Lighting arrangements should be good, especially in study and reading rooms. There should be plenty of windows and skylights for proper ventilation.

General Supervision He must supervise all the arrangements of the bostel and all its activities He must keep an eye on how pupils utilize their leisure. Supervision of living conditions of the Hostel He must see that there is sufficient Ventilation in the dormitories. He should pay attention to the neatness of the rooms and the way in which they are kept. Supervision of Food He should make a study of the subject of diets. He must take into consideration the values of different kinds of food, the amount of the protein, fat and carbohydrate in the food, eaten by the pupils.

UNIT X Quality in Education

Quality in Education- Input Process Output Analysis Concept of Total Quality Manage ment ( T Q M )- Supervision and Inspection functions - Accreditation and certification

.INTRODUCTION

The students who are direct beneficiaries of education , the parents who evince keen interest in the education of their children. The state and central governments which allocate sizable amount of their resources for the development of education .all expect that the quality of education is to be improved . Defining quality in education is a massive challenge since it deals with the most sensitive creation on the earth the human beings. Industrial products are finished goods take them or leave them. Nothing can be done once they are finished. Service is here and now. you can look for better quality in next time QUALITY IN EDUCATION; MEANING OF QUALITY IN EDUCATION The word quality means high level of attainment. High attainment is multifaceted in character. Human abilities are many like verbal ability, numerical ability ,ability to imitate, creativity, imagination, rapidity in doing, accuracy etc DEFINITION OF QUALITY EDUCATION Quality education is defined as that which not only prepares pupils for jobs and leisure but makes them wise enough and adaptable enough to grapple successfully with the problems of everyday life. hence quality education must be upto-date in content as well as in methods of instruction. THE NEW CONCEPT OF QUALITY IN EDUCATION

It is obvious that the old concepts of quality need radical changes in the light of the changes in our concept of society and education. Quality of education will now have to be measured in terms of its 1] Capacity to create the new social order. 2] Emphasis on equality and austerity . 3] Abolition of poverty . 4] Emphasis on cooperation, self-restraint, consideration for others and 5] Intensive pursuit of knowledge and excellence. INPUT-OUTPUT PROCESS Input process output model is used in economics as an analytical tool to bring about cost effectiveness. It is useful in reducing wastage and increasing production by adopting aptimum mix of land, labour and capital Input refers to the providing of essential infrastructural facilities and finane. Process refers to the morale and skills of the manpower utilized and also the use of technology . Output refers to the tangible (measurable)and intangible benefits to the organization. Inputs monitory Nonmonitory Process Human effects Tools/ technique s Developme nt of culture value orientation Increases in achievement scores Increase in pass output qualitative quantitative

Subsides and grants Scholarship s

Autonomou s status

Curriculum and Commitmen coursewares ts Teachers Text books

Salaries

Supervision Interest of pupils Administrat ive Administrat efficiency ors support Treating everyone equality

methods of evaluation Teaching strategies

Citizenshi p training Humanisti c outlook

percentage Reduction in unit cost of education Maintaining uniform teacher pupil ratio Increase in working days

Pension

Provident fund

Co-curricular Functioning Proficienc activities of the office y in skills Pupils learning staff Developme experience Mutual nt of understandi cognitive ng abilities

Administrat ive expanses

Progressiv Increase in e attitudes working hours

TOTAL QUALITY MANAGEMENT(TQM) Quantitative expansion may take place rapidly. But achievement of qualitative improvement is always a slow process. Total quality denotes to that state in which the components of a product not only remains free from any deficiency but contains many value additions and worthy virtues. TQM is adopted by many reputed companies to meet the client needs by deploying knowledge and skills to the best effect. TQM has been increasingly applied with suitable modifications in industry, business, administration, agriculture etc. but its utility has not yet been fully established in education. TECHNOLOGY:

Modern technology is very important to total quality management .because this modern technology is useful in manufacturing good , strong high quality instruments. It involves self automatic rectification machines. Computers and quality machineries are put into use to improve the quality of the manufacturing skills. RAW MATERIALS : To get quality output products the quality of input raw materials must be high. To prepare software materials ,all the raw materials are to be supplied in good quality. the distributers maintaining this high quality. Distributers in coordination with the buyers must maintain good quality. This occurs in heavy industries. for example in automobile industry 70% of this is used by distributers. PROCESS: Skilled labors are experts in good manufacturing process. Good developed process leads to quality product. The total process involves the process involved in parts. If qualify, is maintained in the manufacture of each part ,the total quality can be achieved.

SUPERVISION , INSPECTION AND FUNCTION MEANING OF SUPERVISION: To make a teacher , a good teacher is enhancing the learning of the students, increasing the management qualities etc. 1] supervision is a planned programme for improvement of institutions.

2] good supervision is always concerned with the development of the teacher ,the growth of the pupil and the improvement of the teaching- learning process.(W.A Yeager) PRINCIPLES OF SUPERVISION Supervisors should bear in mind the following principles while discharging their duties. 1] Supervision should be comprehensive and thorough supervision should be related to the whole work of teachers and students in the school campus. 2] The purpose of supervision should be positive and not negative. It should be beneficial to all viz. teachers, pupils and the institutions and not harmful to anybody. 3] In other words supervision should provide better stimulus and incentives to those who demonstrative greater efficiency. 4] Supervision should be done on a regular basis and notes should be maintained. 5] Supervision should be well planned. Evaluation tools must be kept ready and the procedures to be adopted should be clear. IMPORTANT FUNCTIONS OF EDUCATIONAL SUPERVISION: According to Harris the following are the important functions of supervision in education. 1] Monitor the teachers to make sure whether they are discharging their duties properly. 2] Improve the social relations and discipline among the teachers.

3] Plan for further development in growth-oriented activities in effecting curriculum transaction.

AIMS OF SUPERVISION 1] To improve the quality of education by providing professional leadership 2] To improve the work of the educational institution and to offer suggestion for improvement 3] To promote the professional growth of all teachers by providing them in-service training. 4] To prevent misdirection of resources and energies. NEED OF SUPERVISION 1] To ensure continuous professional growth through expert service. 2] To ensure continuous evaluation practice in schools and classrooms. 3] To direct the various programmes and services in the schools to ensure coordination and efficiency. 4] To provide for an effective coordination of the total programmes . 5] To simulate teachers through opportunities of self criticism, selfanalysis and self-development. TYPES OF SUPERVISION 1] The corrective type: In this, the supervisor visits a school with the sole intention of finding out, rather detecting loopholes. He must try to remove the teachers faults and encourage their good work. 2] The preventive type: Under this type, the supervisor, being a man of considerable experience and insight, anticipates the difficulties of teachers and headmasters and helps them to avoid the difficult. 3] Creative type: this is the best type of supervision which is based on the assumption that an atmosphere of spontaneity and freedom is the prerequisite for the wholesome development of children.

AREAS OF SUPERVISION 1] Instructional areas including techniques, aids, devices and methods. 2] Co-curricular and other student activities. 3] School Registers, documents and records. 4] Activities promoting school and community relationship 5] Activities for stimulating pupils growth and development of personality Inspection CONCEPT OF INSPECTION The word inspection is a legacy of the British educational system introduced in India Generally supervision is the function of the management while inspection is done by the education department of the government. Annual inspection is the norm in the case of government and aided schools and quinquennial inspection for colleges. AIMS OF INSPECTION IN EDUCATION 1] The salary granted by the government is paid properly by the management to the teaching and non-teaching staff? 2] Appointment of staff, admission of students and their annual promotion are carried out is accordance with the rules and regulations prescribed by the government? 3] Achievement of pupils is to the expected level? 4] The management is able to enlist the co-operation of the local people in its functioning? 5] The welfare schemes for the teachers and pupils are carried out properly? Scope of school inspection

1] Inspection of the quality of instructional work in the context of curriculum transaction 2] Inspection regarding attendance of teachers and students. 3] Inspection of records and registers. 4] Inspecting the schools physical and social environments. 5] Offering suggestions and help for the development of school activities both curricular and co curricular TYPES OF INSPECTION IN EDUCATION. There are four types of inspection 1) Corrective type 2) Preventive type 3) Constructive type 4) Creative type 1] Corrective type: Some inspectors think purpose of inspection is one of fault finding. They are quick to notice the lapses and mistakes of the teachers and headmasters. 2] Preventive type: Some inspectors are anxious that schools under their control should not commit mistakes or fail to carry out safety precautions. 3] Constructive type: under this type of inspection the inspector acts as a friend, philosopher and guide. The teacher is free to experiment with his ideas. 4] Creative type: Some inspectors have constructive ideas and are enthusiastic to experiment these ideas. For them school is a laboratory and teachers continue to show interest in action research. PERIODICITY OF INSPECTION

Annual inspection is the norm in the case of government aided elementary schools, Middle schools and higher schools. In a higher secondary schools inspection is undertaken once in two years, quinquennial inspections the norm for colleges and the regional joint director of collegiate education is the inspecting authority. PANEL INSPECTION In this system inspection is done by a team of subject experts. They go round various schools and remain there for sometimes, watching the class teaching and giving proper advice and guidance the teachers to improve their teaching strategies. Accreditation and certification The national and accreditation council (NAAC)is an autonomous institution established by the university grants (U.G.C) NAACs primary agenda is to assess the quality of intuitions of higher learning with respect to infrastructural and infrastructural facilities available, qualifications and experience of the faculty, the contributors made by the particular college of university to education as well the community at large. Administrative set up, policies and programmers followed etc. ADVANTAGES OF GETTING ACCREDITATION 1] Accreditation guides the scholars to choose the quality intuitions to continue their higher learning or research. At present, instead of stars. Grades are assigned. Accredited institutions enjoy the respect of the people in the community and become popular among the students. 2] Accreditation process helps the colleges and universities to strive continuously to improve their quality. 3] Accredited intuitions alone are nowadays permitted to apply for getting institutional autonomy from the U.G.C.

TYPES OF ACCREDITATION: There are two types of accreditation 1. Instuitional and 2. Department Instuitional accreditation evaluates the overall functioning of the institution in its totality, its central governance, structure and all department/centres. Departmental accreditation focuses on the department considering the quality of teaching and research work in the department under study, qualification of the faculty members. Number of research articles published in national and international journals number of dissertations submitted for the award for research degrees number of research scholars enrolled and presently working in the department with industries, the rapport developed by the department with industries. income generated for the department by making available the expertise of faculty members, journal published by the department etc. THE IMPORTANT FUNCTIONS OF NAAC: This council gives rank code on a five star scale based on their inspection of any higher educational institutions checking their infrastructural facilities standard of the teachers, the service to education rendered by the institution administrative set up, and objectives of the institution BENEFITS OF NAAC RANKING: 1] UGC gives special plans, and financial assistance to those institutions which are given NAAC ranking 2] This NAAC ranking is helpful to students in selecting the best institutions to continue their higher studies. Now ranking is not given in stars, only grades are given.

3] This motivates the higher education institutions to raise their standards as a continuous process. ELIGIBILITY TO APPLY FOR ACCREDITATION: The eligibility to apply for this for the first time are as follows: 1] The colleges or universities must have completed 5 years after their starting 2] At least two sets of students should have completed their studies in the colleges. Up to 2001, nearly 47 universities and 113 colleges have obtained accreditation certificates out of which 50 institutions belong to Tamilnadu.