AIOU 6502 Educational Management Solved Assignment Spring 2021



Q1. Discuss the different approaches of educational management and administration?

Answer:

1. Centralized and redistributed academic Management:

This type of academic management refers to the centralization of the facility and responsibility of academic administration, direction and management which ends up in academic management on one hand and division and distribution of powers and responsibilities of academic administration, direction and management that ends up in academic management. Among these 2 styles of academic management, redistributed academic management is that the accepted style of academic management within the gift fashionable academic system.

The cause is that divisions and distribution of powers, responsibilities and duties of any sort will build each programme a made one.

In the centralized academic management all styles of powers, responsibilities in reference to academic management square measure unconditional in one hand. He/she could also be the important or titular head. Suppose within the field of upper education the Director, educational activity is that the real govt head and every one styles of powers and responsibilities stay in his/her hand. the opposite associate officers square measure extra Director, Deputy Director, Assistant Director stay silent during this regard.

Then the principals of various faculties conjointly stay silent during this regard. however much speaking this kind of academic management is out-of-date and useless within the fashionable academic system. the rationale is that it had been prevailed once enlargement of education was a charitable work for the kings and emperors. however within the redistributed academic management the powers, responsibilities square measure distributed and redistributed from the Director educational activity to the labourer of a university within which everyone concerned within the field of upper education feels seriously the responsibility of academic management. And at constant time they take the chance of creating academic management a made one.

2. External and Internal academic Management:

The External Management of academic programme suggests that for those components, factors and supporting agencies which offer opportunities and facilities for the sleek management of academic programme in external perspective. In humanitarian perspective the external management of academic programme refers to the persons or components World Health Organization square measure indirectly concerned in its management.

They are the community members, specialists, experts, directors, parents, supervisors and every one different agencies. Their initial and foremost duty is to form an appropriate and sound atmosphere and supply all styles of resources and facilitate in ethical ground. Besides they need to convey suggestions for collaborating and perceptive the management of institution. however they're active and internal involvement within the method isn’t acceptable and fascinating.

Internal academic Management refers to management of any academic programme is unconditional upon the persons World Health Organization square measure actively and internally concerned within the management of each academic programme. It flatly refers to the top of the establishment or head master/principal of the college and different teaching personnel, students and non-teaching workers.

Besides the inner management suggests that the duty is rendered by these personnel as allotted to them in reference to coming up with, organizing, coordinative, supervision, dominant, administering and evaluating. Here it's essential to say that though they're not formally allotted to manage the programme and satisfy it however the degree or certificate which will tend to them are going to be their expectation level.

Practically speaking, internal management has way more importance than external management. the rationale is that the weather of internal management square measure actively concerned within the method and therefore the degree of success of management depends upon them.

3. Authoritarian/Autocratic and Democratic academic Management:

Just like centralized management authoritarian management plays its role. In centralized management the centralization of the facility and responsibility of academic management focused in and exercised by, a central power, organisation or agency. It implies that every one the policies and programmes square measure planned, directed by one central agency. Here the central agency could also be someone, cluster gaggle bunch} of persons as “core group.” therefore once the powers and responsibilities center spherical a specific person or cluster then the term authoritarian or autocracy comes into limelight.

In this context can/it'll} be satisfy if will discuss authoritarian/autocratic management wherever authority and management lies in one person or cluster or establishment. during this management the rights square measure absolute and supreme and academic management may be a state of monopoly. during this style of academic management each facet of education is controlled by one. and academic administration becomes centralized being dominated by forms, that controls through strict administration of laws, rules and laws.

The business of the workers is to stress these laws, rules and central orders and to ascertain that these square measure properly applied. The teacher because the real and regular practitioner becomes the mouth piece of the central authority having no skilled freedom. this kind of academic management usually found in totalitarian or unitary states. during this style of states academic management remains within the hand of the top of the academic establishment World Health Organization exercises authority and management during a centralized kind. It implies that he directs each action of his academics and students. He plans all the college activities.

He tells the academics and students what to assume likewise as what to try to to. He takes call and provides all directions to academics and students. He thinks himself as Associate in Nursing solely active agency within the management of each academic programme of the establishment. during this style of management ‘I-feelings’ square measure pre-dominant and ego of 1 individual prevails.

Democratic academic management:

Now within the era democracy is nem con regarded and accepted “as the manner of life.” this can be not solely applicable just in case of a specific nation however conjointly for the complete globe/world. This terribly statement implies that in each facet of development the democratic principles, values and ideas should be adhered or accepted. consequently within the field of management it should be accepted and enforced.

Being discourse in approach it will be envisioned that within the field of education democratic management is extremely stressed. In other-words it will be aforesaid that democratic academic management is that the want of the day for delivery wholesome academic development of each nation. Like different academic managements “authority and control” also are the 2 basic hallmarks in democratic academic management, that square measure exercised in redistributed kind.

Decentralization refers to the kind of management within which management is unconditional within the agencies or persons starting from grass-root level to prime level. It acknowledges the rights of all the agencies or persons World Health Organization square measure connected with the academic establishment. during this style of academic management ‘we feelings’ prevail within the institution with Associate in Nursing atmosphere of mutual trust, in the middle of co-operative coming up with, give-and-take, participation of all the workers members and organization of the programme during a joint-venture.

In this management academics get correct scope for coming up with, administering, organizing, directing, coordinative, supervision, dominant and evaluating the assignments entrusted upon them. but like democracy in democratic academic management the subsequent principles square measure extremely stressed.

Principles of Democratic academic Management:

The principles of democratic academic management are:

a. Principle of sharing responsibility:

In the field of democratic academic management everyone World Health Organization is additional or less concerned within the method ought to take the responsibility to share within the work.

b. Principle of Equality:

As equality is that the basic hallmark of democracy. It ought to be treated and accepted within the field of democratic academic management. therefore all the personnel World Health Organization square measure concerned within the method ought to get equal facilities, rights and opportunities in doing their duty.

c. Principle of Freedom:

In the field of democratic academic management one and all ought to tend freedom to try to to their duty in their own jurisdiction. this can cause build {the tutorial/the academic} management of each educational programme made in democratic perspective.

d. Principle of Co-operation:

In order to create academic management of any academic programme a made one a bigger cooperation ought to be ensured among completely different persons concerned within the field of academic management.

4. artistic academic Management:

The artistic management of each academic programme indicates the individuality of the top of the academic establishment within which the programme is conducted. It suggests that once {the tutorial/the academic} management of any educational programme is finished through utilization of artistic abilities related to this from prime to bottom during a fascinating and acceptable manner.

Lassies faire academic Management:

This type of management offers freedom to the functionaries or personnel involving in it. It suggests that for making certain correct management of academic programme freedom as so much as doable and practicable ought to tend to everyone and that they need to exercise this freedom during a fascinating and acceptable manner.

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