1. Transforming Elementary Education Management : a perspective on institutional development Dr Pramila Menon NUEPA, New Delhi

2. Defining an institution An organization is basically a structure of people, processes and policies created to serve a purpose or mission. It becomes an institution when it has the capability to define its direction for meeting the purpose, develop a futuristic vision towards the achievement of goals.

3. SSA – Conceptual Contours Universal Access Universal Retention Improvement in Quality Improved quality of school provision Focus on learning outcomes Teacher capacity building

4. SSA – Defining Aspects A programme with a clear time frame A response to the demand for quality basic education all over the country A partnership between the Central, State and Local government An opportunity for States to develop their own vision of elementary education

5. Goals of SSA All children in school, Education Guarantee Centre, Alternate School, Back-school-camp by 2005 Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010 Universal retention by 2010 Focus on elementary education of satisfactory quality with emphasis on education for life

6. Teacher Education : the Mandate Teacher education is a continuous process Its pre-service and in-service components are inseparable Teachers will continue to play a crucial role in implementation of educational programmes

7. Tenth Plan : Focus Areas Institutional development Qualitative improvements in teacher training Professional development of teacher educators Increased involvement of resource institutions

8. Tenth Plan : Focus on planning for institutional development Development of DIET’s as institutions Faculty development Development of libraries and computer facilities to enable increased access to information Exposure visits Networking and sharing among DIET’s

9. The Context of teacher development Teacher development is broader than teacher training Teacher development centers around three broad categories of teacher functions Instructional functions Managerial functions Community related functions

10. Components of teacher development Personal development Academic development Professional development

11. Framework for institutional development Vision for the Institute Leadership Organizational Structure, capacities and Culture Processes Management Tools and Techniques

12. Institutional Development Model Vision and Leadership Organizing people Organizational Structure (reporting relations and management responsibilities) Organizational culture Processes (planning, decision making, information management, financial management internal support and monitoring Benchmarking and Networking

13. Approach and Generic Strategies Vision Building Participatory exercise of vision building Development of a long term plan and identification of strategies Plan for Capacity building Defined milestones for intermediate periods Continuous appraisal, evaluation and integration

14. Guiding Principles Viewing all interventions from the perspective of school functioning Using teachers and community as resource Creating an organizational climate Agenda-building based on accountability to stakeholders/people/community Transparent, simple and suitable processes

15. Guiding Principles Creation of sharing mechanisms for all types of functionaries Suitable capacity building measures Documentation, dissemination and use Enabling the use of information as a resource

16. Understanding the school as an Organization Consisting of a Physical Establishment Consisting of People – Learners and Teachers Involving Curriculum transaction processes Is accountable to the Public for meeting Social Expectations

17. School as a critical institution for elementary education Viewing all interventions from the perspective of school functioning Improvement in school functioning Clarity about requirements for improved school functioning Planning all interventions towards school improvement

18. Using teachers and community as resource Utilizing the experiences of teachers of classroom as well as school management practices Acknowledging and using the traditional knowledge within communities Planning for small action research experiments in the ‘lab-area’ for gaining more valuable insights

19. Creating an organizational climate Generating a sense of belonging and responsibility among its employees Redefining the roles and functions to meet the changing expectations of the elementary education system Revisiting the existing unit arrangements and staff structure to facilitate them to play this role

20. Agenda Building Important for building and sustaining the organizational/ group identity Organizations with a clear agenda work more easily Institutionalising the Programme Advisory Committee as a mechanism to advise the DIET on its activities from time to time

21. Transparent, simple and suitable processes Bringing about transparency within the organization Encouraging the sharing of experiences for generating ideas providing insights and enhancing capacities Sharing mechanisms are particularly important in academic support organizations

22. Strengthening capacity building measures Present system of induction orientation Faculty development Periodic revision of teacher education programmes to incorporate emerging areas of teacher development Exposure visits Networking and sharing among DIET’s

23. Documentation, dissemination and use Encouraging the appropriate use of experiences and good practices for capacity building and sharing Cultural factors to be kept in mind Streamlining the process of information collection and availability at all levels

24. Critical enabling factors for facilitating change Providing a broad frame and direction for vision to each organization Consensus building Creating a suitable environment Arranging technical and financial resource support Providing information support

25. Implications for Action View the human resources in DIET in a holistic manner Function as lead institutions and think tanks for school improvement programmes Provide support to district authorities in planning for UEE Have a long term unified institutional development perspective

26. Thank you