Page 1 of 15

European Journal of Business &

Social Sciences

Available at https://ejbss.org/

ISSN: 2235-767X

Volume 07 Issue 01

January 2019

Available online: https://ejbss.org/ P a g e | 376

Administration of Elementary Education: An Introduction

Pushpender

Research Scholar (M.Phil)

Department of Sociology

Maharshi Dayanand University, Rohtak

pushpender4191@gmail.com

Abstract:

Indian Education system has seen changes in recent times. From perceiving education from the

eyes of policy makers, administrators to including the community by way of decentralized

decision making which will help in achieving the educational goals. The SMC will play a pivotal

role in school governance to enhance the quality of education offered. In bringing together

representatives of different stakeholders, it lays the groundwork for broadened and shared

decision-making. One major change to the SMC is its proposed corporate status, a departure

from the present arrangement of assigning to the supervisor full responsibility for the running of

the school. Instead, the duties of the supervisor will be taken up by the SMC who will assume

collective responsibility for school management and performance.

Key Words: Administration, Management, Elementary Education, SMC, SDMC, Gram

Panchayat.

Introduction:

The present day education system in India has come a long way and the age old traditions have

undergone a new makeover. Government of India is doing lots of efforts in this field so that the

objective of inclusive growth can be achieved very soon by it.

Indian Education system has seen changes in recent times. From perceiving education

from the eyes of policy makers, administrators to including the community by way of

decentralized decision making which will help in achieving the educational goals. Similar views

are reflected in the Right to Education Act of 2009, and the Act has ensured a wider role of

community participation in school management. The role of community in education system is

Page 2 of 15

European Journal of Business &

Social Sciences

Available at https://ejbss.org/

ISSN: 2235-767X

Volume 07 Issue 01

January 2019

Available online: https://ejbss.org/ P a g e | 377

immensely valuable. It can lead to greater advantages, in terms of improved school functioning,

decrease in dropout rates, and a positive attitude of parents towards the school. Therefore, the

community participation can contribute in strengthening the education system on the whole. In

actual sense, to achieve the goals of education, the power of the community should be amassed

in the right direction and the provision of Right to Education Act, should be made a people’s

movement (Sethi and Muddgal, 2017).

A great achievement of the Indian government is a big jump in the literacy rate from

18.3% in 1950-51 to 74.04% in 2010-11. Such an achievement is the result of a lot of efforts by

the Indian government in the education sector. The government is improving the country’s

education status to enhance the standard of living of the people and also to achieve other goals

like, overcoming the problem of poverty and unemployment, social equality, equal income

distribution, etc. Education contributes to the individual’s well being as well as the overall

development of the country. Education is not only an instrument of enhancing efficiency but is

also an effective tool of widening and augmenting democratic participation and upgrading the

overall quality of individual and societal life (Goel, 2008). Thus, the importance of education

can’t be ignored (Gakhar and Kour, 2012).

As we discussed on the following core focus areas have been recognized from the

communications with the students of Haryana School and colleges that they requires following

elements:

1. Learning maintains Services: These comprise the services that can play and facilitate role in

improvement of excellence and standards of school education.

2. Supremacy at Schools: These include ICT enablement of discipline process, both academic

and decision-making that will aid in close to real-time data confine at the basis, i.e., teaching.

3. Domination of School Education: These comprise the set of services that can be delivering by

the School Education Section to various stakeholders, interior and outside, based on the access to

quality school data and incorporated decision hold up systems.

Page 3 of 15

European Journal of Business &

Social Sciences

Available at https://ejbss.org/

ISSN: 2235-767X

Volume 07 Issue 01

January 2019

Available online: https://ejbss.org/ P a g e | 378

Education is the vehicle of knowledge, survival and success. Education not only gives a

platform to flourish, but also the knowledge of social conduct, strength, character and self- respect. The greatest gift education gives us is the knowledge of unconditional love and a set of

values. Education is the importance role of transforming wealth of knowledge and skills from

one generation to another. The proposed study is to understand the level of education in Haryana.

The attainment of educational levels has been studies by taking all kinds of education (Khanna,

2017).

The National Plan of Action, India (GoI, 2003) identified Sarva Shiksha Abhiyan (SSA)

as the single most important initiative at the national level to realize the six goals of Education

for All (EFA) as articulated in the Dakar conference. It is in the light of the broad directions and

strategies formulated by the National Plan of Action document (GoI, 2003) that we have

attempted to engage with the theme ‘‘Management Strategies for EFA” and critically examined

the implications of these strategies for India’s elementary education system and its ability to

deliver the goals of EFA.

This review is based primarily on secondary literature document analysis, and discussions

with key personnel from the state education departments. The review covers and makes

interlinks between the structures, processes, programmes, institutions and personnel that

constitute the elementary education system. By focusing on both policy and practice, the review

seeks to discern the gaps between the two and highlights the end results of such a dichotomy. It

does not draw on any perception or approach to reviewing management structures, and also

eschews organizational behavior approaches. Instead, the review draws on sociological

understanding of the functioning of governmental organizations and the ground realities in which

programmes are sought to be implemented or realized. Details about key structures and their

functioning and effectiveness have also been drawn from experiences in a number of research

projects (Acharya, 2002). While illustrative examples have been taken from across the country to

underscore details or emphasize specific arguments, the review has focused mainly on

information from three select states reflecting different governance/management structures in

education delivery, i.e., Karnataka, Madhya Pradesh, and West Bengal. A perusal of the National