5.

1 Higher Education System: Governance polity and

Administration
Higher Education
The Department of Higher Education, MHRD, is held responsible for the overall development of
the basic infrastructure of the Higher Education sector in the economy, both in terms of planning
and policy.
Under a planned development process, the department looks after the expansion of accessibility
and qualitative improvement in the field of higher education, through world-class universities,
colleges, and various other Private Institutions.

The different roles and objectives of the Department of Higher Education

system
 To improve the Gross Enrolment Ratio (30% by the year 2020) by expanding access
through all modes. (Regular, Online, Distance programs)
 To promote the participation of those sections of the society whose Gross Enrolment
Ratio is lower than the national average.
 To promote academic reforms and to improve the quality of education
 To increase the number of institutions by setting up new educational institutions
 To improve the existing institutions.
 To promote the utilization of Tech-driven classes in Higher Education.
 To enhance the Development of Vocational Education and Skill Development.
 To develop education in Indian Languages.

Ministries and Agencies in Higher Education in India (Polity of Higher

Education)
• Ministry of Human Resource Development

• Ministry of Agriculture • Ministry of Health

• Ministry of Law • University Grants Commission (UGC)

• All India Council for Technical Education (AICTE)

• Distance Education Council (DEC)

• Indian Council for Agriculture Research (ICAR)

• National Council for Teacher Education (NCTE)

• National Board of Accreditation

• Bar Council of India (BCI)

• Medical Council of India (MCI)

• Pharmacy Council of India (PCI)

• Indian Nursing Council (INC)

• Dentist Council of India (DCI)

• Central Council of Homeopathy (CCH)

• Central Council of Indian Medicine (CCIM)

• National Assessment and Accreditation Council

Challenges in Higher Education in India-

• Enrollment

• Equity

• Quality

• Infrastructure

• Political interference

• Faculty

• Accreditation

• Research and Innovation

• Structure of higher education i.e. over centralization, lack of accountability, transparency,

bureaucracy.

Value Education Value Different meaning of values

1. Psychological meaning: Anything that is able to satisfy our desire is termed as value.

2. Ethical meaning: Those things or activities that are valuable and make our soul perfect

3. Philosophical meaning: Values signify neither a thing nor an individual, but a thought or a
point of view. As such, everything which is useful to an individual becomes valuable to him.
According to Perry (1968), “Value means the relation of an object to a valuing subject.” ▪
According to Hindzay (1966), “ By values we mean a person’s idea of what is desirable, what he
actually wants Page 6 of 10 Value Education According to C. V. Good “Value education is the
aggregate of all the process by means of which a person develops abilities, attitudes and other
forms of behavior of the positive values in the society in which he lives.”
Objectives of Value Education:

• Full development of child’s personality in its physical, mental, emotional and spiritual aspects

Inculcation of good manners and responsibility and cooperative citizenship.

• Developing respect for individual and society.

• Inculcating a spirit of patriotism and national integration.

• Developing a democratic way of thinking and living.

• Developing tolerance towards and understanding of different religious faith.

• Developing a sense of human brotherhood at social, national and international levels.

• Helping children to have faith in themselves and in some supernatural power and order that is
supposed to control this universe and human life.

• Enabling children to make moral decision on the basis of sound moral principles

Types of Values
Innate values: Innate values are our inborn divine virtues such as love, peace, happiness, mercy
and compassion as well as the positive moral qualities such as respect, humility, tolerance,
responsibility, cooperation, honesty and simplicity.

Acquired values: Acquired values are those external values adopted at your “place of birth” or
“place of growth” and are influenced by the immediate environment.

Examples of acquired values are one’s mode of dress, cultural customs, traditions, habits and
tendencies.

Classifications of Values
• Personal (Cleanliness, Dignity of Labor, Diligence, Punctuality, Honesty, Nature Appreciation,
Fortitude, Courage, Self-reliance, Peacefulness, Joy)

• Neighborly (Sense of duty, Patience, Courtesy, Magnanimity, Sportsmanship, Gratitude,

Tolerance, Freedom, Loyalty)
• Community (Love, Dialogue, Goodwill, Forgiveness, Repentance, Sharing, Team Spirit,
Responsibility, Accountability)

Classification of Values
• Human value

• Social values

Cultural and Religious values

• Global values

• Spiritual values

Factors influencing Values

• Goals and purposes

• Aspirations

• Attitudes

• Interests

• Feelings

• Activities

• Convictions

• Obstacles

Role of Teacher in inculcating values among students

• A teacher has to function as an agent who stimulates, provokes, informs and sensitizes the
learners with reference to value situations in life.

• Through involving the learners actively in discussion, dialogue and practical activities, the
teacher should make them think and reflect on human actions and events.

• The teacher should also expose students to works of art, beauty in nature, and in human
relationships and actions of moral worth, and develop their moral sensibilities.

• They should possess the right qualities of mind and heart necessary for the pursuit of
knowledge—love of knowledge, curiosity and desire to know, sincere desire to keep on learning
and update knowledge, humility and honesty to admit ignorance.
• They should have a sound social philosophy, characterized by social sensitivity, concern for
social justice and human rights. It is essential that they carry out their professional obligations in
accordance with the highest standards and ethics of the teaching profession.

• The institutional processes in the training institution should help teachers acquire these
capabilities by providing concrete situations and opportunities and actively involve them in
appropriate learning experiences.

• They should develop a nationalistic feeling among students.

• Create awareness about the problems of future especially those related to food, water, energy,
environment, pollution, health and population. • Give equal importance to all students
irrespective of caste, creed, gender and money.

5.2 Structure of the institutions for Higher learning and research in india
Higher Education Structure and Institutions Higher education in India is primarily a public
funded activity. However, its structure and organization are complex and varied. There are
different agencies and departments involved in its operation. The agencies are mainly the
Ministries and the Federal and State levels, autonomous organizations set up by the Ministries
and the private organizations or trusts. There are also Ministries, other than those responsible for
education, which are involved in higher education in India. Simply put the Indian higher
education system is both vast and complex.

1. Structure of higher education: In the Indian system, higher education includes the education
imparted after the 10+2 stage – ten years of primary and secondary education followed by two
years of higher secondary education. The first degree, the Bachelor’s degree, is obtained after
three years study in the case of liberal arts, and four years in the case of most professional
degrees (four and half in case of two years duration.) The research degrees (M. Phil. and Ph.D.)
take variable time depending upon the individual student. The post graduate degree programme
involves two years of study after first degree. The minimum period of an M. Phil. degree is one
and half year and Ph.D. a further two years. The highest degrees are [Link]. and [Link]. are
awarded after the Ph.D. degree for original contributions of the highest order.

2. The Universities: The university-level institutions in the Indian higher education system are
basically of three types: (i) Conventional University are tertiary-level institutions that are
established through Act of Parliament or State Legislatures. They are almost entirely funded by
Governments. The universities that are established by Acts of Parliament are funded by the
Central Government and are commonly referred to as Central Universities. Examples of central
universities are Aligarh Muslim University, Aligarh; Banaras Hindu University, Varanasi;
University of Delhi, Delhi and Jawaharlal Nehru University, Delhi. (ii) Deemed Universities are
institutions that are deemed–to–be-universities for the purposes of the University Grants
Commission Act, 1956. The Deemed University status is conferred by the Central Government,
on the advice of the University Grants Commission for work of high quality in specialized
academic fields. Examples are the Manipal Academy of Higher Education, Manipal and Tata
Institute of Social Sciences, Mumbai. (iii) Institutions of National Importance are institutions
established, or so designated, by Acts of Parliament that undertake teaching and research in areas
that are critical to national development. Examples are the Seven Indian Institutes of
Technology, and Sree Chitra Tirunal Institute for Medical Sciences and Technology,
Trivandrum.

3. Colleges: The bulk of undergraduate teaching is done in colleges. These are of two types – the
constituent colleges and the affiliated colleges. (i) Constituent Colleges, also known as
Conducted Colleges, are those that are established and managed by the University.

Ministries and Agencies in Higher Education

It is worth mentioning that higher education in India is not the exclusive responsibility of the
Ministry of Education. There are many other ministries and agencies directly involved in higher
education.

(i) Ministry of Human Resource Development: The Department of Secondary and

Higher Education of the Union Ministry of Human Resource Development (MHRD)
is the major agency concerned with higher education. The Ministry operates normally
through the UGC. The UGC is a quasi-independent body set up to discharge the
responsibility of coordinating and maintaining standards in the fields of higher
education.
(ii) (ii) Ministry of Agriculture: The ministry of Agriculture has assumed responsibility
of the agricultural education in India. All the Agricultural Universities function under
this ministry. In agricultural education, the Ministry operates through the Indian
Council of Agricultural Research (ICAR). The agricultural universities are
established by the Ministry, in co-operation with the state governments.
(iii) (iii) Ministry of Health: The Ministry of Health looks after medical education. The
Medical Council of India (MCI) and the Indian Council of Medical Research (ICMR)
assist the Ministry in the planning and development of medical education. The MCI
determines the minimum standards of medical education necessary for granting
medical degrees.
(iv) (iv) Ministry of Law: The legal education is under the Ministry of Law. The Bar
Council of India (BCI) is concerned with legal studies in India. Generally BCI is
concerned with the first degree in law, while the post-graduate and research studies
are under universities, and hence these come under the purview of the UGC.
(v) (v) Specialised agencies for promotion of research: A number of bodies have been
set up outside the framework of the university system to direct and support research.
 The Council of Scientific and Industrial Research (CSIR), under the Department of
Science and Technology, is a planning and coordinating body operating through a
chain of national laboratories and institutions. The Council undertakes and supports
pure and applied research, provides junior and senior fellowships, funds research
projects and maintains a record of scientific and technical personnel. Similar
functions are performed by Indian Council of Social Science Research (ICSSR) in the
field of Social Science; Indian Council of Historical Research (ICHR) in the field of
historical studies; Indian Space Research Organisation (ISRO) in the area of space
research, etc. Among the above agencies, ICSSR has a few branches at the regional
level also.

Administration of Higher Education at the State Level

1. Administrative structure at the State Level: There is no uniform pattern of administration

of higher education at the State level in India. The administrative structure also varies
among States. Usually there are three different structures dealing with educational
administration at the State level.
They are:
i) The Secretariat
ii) The Directorate
iii) The Inspectorate

2. Administrative structure at the university level: Universities in India are autonomous

institutions. They have their own administrative structures and management styles. The president
of India is the Visitor of all Central Universities, except the Vishwa Bharati, where the Prime
Minister is the Visitor. In case of State universities, the Governor of the respective State is the
Chancellor. Both the Visitor and the chancellor, normally do not have any administrative role in
the day-to-day functioning of the University. The Vice-Chancellor is the most important
functionary who is the chief executive and academic authority of a university.

5.3 Formal and distance education

Formal education
Formal education corresponds to a systematic, organized education model, structured and
administered according to a given set of laws and norms, presenting a rather rigid curriculum as
regards objectives, content and methodology. It is characterized by a contiguous education
process named, as Sarramona1 remarks, “presential education”, which necessarily involves the
teacher, the students and the institution. It corresponds to the education process normally adopted
by our schools and universities. Formal education institutions are administratively, physically
and curricularly organized and require from students a minimum classroom attendance. There is
a program that teachers and students alike must observe, involving intermediate and final
assessments in order to advance students to the next learning stage. It confers degrees and
diplomas pursuant to a quite strict set of regulations. The methodology is basically expositive,
scarcely relating to the desired behavioral objectives - as a matter of fact, it is but seldom that
such targets are operationally established. Assessments are made on a general basis, for
administrative purposes and are infrequently used to improve the education process. Their
character is, for the most part, punitive, obeying a mono-directional methodology that fails to
stimulate students and to provide for their active participation in the process, though in most
cases, failures are ascribed to them. The setting-up of a formal education system does not
consider the students’ standards, values and attitudes that are relevant to the education system
which, generally, is not tested or assessed at the level of student acceptance, as well as for
efficacy and efficiency.

The same methodology - poor, ineffective, scarcely creative - is adopted, whether the universe
contains 10, 50 or 200 students. Other institutional resources than the expositive method are
seldom employed and, when they are employed, the basic learning principles are disregarded.
The subjects are presented in isolated blocks, whether as to content or methodology. Thus, for
instance, in the case of Physics, for techno- administrative reasons the subject is divided into
theory, laboratory and exercises and, their adequate order and correlation is disregarded. In
general, the objectives aimed at the personal growth of students are negligenced and, the basic
principles of learning fail to be considered in the planning and the performance of education
systems.

Distance education
As we share knowledge about DE, you probably are not meeting the concept for the first time.
To begin our journey, pause a while and write your own short definition of distance education
in this space. It is good to note that you came up with a personal understanding of the term.
People are likely to define it differently as you might be aware. This is nothing unusual if you
recall the story of the six blind men of Indostan who went to view an elephant. One blind man
got hold of the tail, and went home convinced that an elephant was like a rope. The other one got
hold of the tusk, and exclaimed that the elephant was just like a spear. Upon touching the flank,
the third blind man concluded that an elephant was like a wall. The remaining three made their
own conclusions, depending on the part they happened to touch. When they all got back home,
there arose such a disagreement that each man was left confirmed in his ignorance.
Distance education is the general term that includes the range of teaching and learning strategies
used by:

• Correspondence colleges

• Open universities

• Distance education departments of conventional universities

• Distance education training units of private sector organizations

Six basic defining elements of DE

• The separation of learner and tutor as opposed to face-to-face teaching

• The influence of an educational organisation which distinguishes distance education from

private study

• The use of technical media, e.g. print, audio, or website to unite tutor and learner • the
provision of a two-way communication so that the student may engage in dialogue with the tutor

• The possibility of occasional meetings for purposes of interaction

• The self-directed nature of the learner’s involvement.

5.4 Technical & Higher Education in India

1. Higher education contributes vastly not only in national development but also in
developing critical abilities of people to face challenges.
2. The unprecedented explosion of knowledge warrants higher education to become more
dynamic as never before, constantly entering into unchartered domains.
3. During the period 2011-12, the Government initiated programmes for providing greater
opportunities of access to quality higher education through greater investment in
infrastructure and recruitment of adequate and good quality faculty, promoting academic
reforms, improving governance and institutional restructuring with aims of improving
quality and inclusion of hitherto deprived communities.
4. Technical education in the country has also expanded significantly. Since the Central
Government is responsible for major policy formulation, to maintain uniformity in
Higher Education all over the country and also to take care of unserved areas, a number
of centrally funded Institutions have been set up.
5. There are 81 Central Government funded institutions along with State government
funded and Self financing Institutions. These institutions, supported by the government,
play an important role in the technical education system of the country.
6. The National Policy on Education (NPE) speaks about Open University and Distance
Learning in order to augment opportunities for higher education and to make it a life-long
 process. The institutional arrangements in place include: Open Universities (IGNOU and
State Open Universities), Distance Education Institutions, Commonwealth of Learning
(COL).
7. Distance Education Council has launched many initiatives for determination of standards
in the system and provided financial, academic and technical support to the 13 State
Open Universities and 186 Distance Education Institutes of conventional universities.
The Open Universities offer all kinds of programmes ranging from vocational to general
to professional and technical, barring those which are not allowed by the respective
statutory councils.

Issues in India’s Technical & Higher Education

1. The Gross Enrolment Ratio (GER) of India in higher education is only 25.2% which is
quite low as compared to the developed and other major developing countries.
2. The quality of higher and technical education in India is low due to lack of employability
and skill development.
3. Most of premier universities and colleges are centred in a metropolitan and urban city,
thereby leading to the regional disparity in access to higher education.
4. Faculty shortages and the inability of the state educational system to attract and retain
well-qualified teachers is another issue posed. The Pupil-to-teacher ratio has been stable
in the country (30:1) though, however, it needs to be improved to make it comparable to
the USA (12.5:1), China (19.5:1) and Brazil (19:1).
5. Due to the budget deficit, corruption and lobbying by the vested interest group, public
sector universities in India lack the necessary infrastructure. Even the Private sector is not
up to the mark as per the global standard.
6. Outdated and irrelevant curriculum – There is a wide gap between industry requirements
and universities’ curriculum that is the main reason for the low employability of
graduates in India.
7. Low level of research ecosystem – Poor fund allocation in research, Low levels of
industry engagement and PhD enrolment, fewer opportunities for interdisciplinary and
multidisciplinary research, etc. affect the higher and technical education in India.
8. Education in India also faces the problem of regularity. The challenges of over-
centralization, lack of accountability and transparency, and bureaucratic structures. This
has increased the burden of administrative functions of universities and the core focus on
academics and research is diluted.

General education
GE is the implementation of the concept as a reaction to the tendency of modern society which
idolize the technology products and tend to ignore human values as a result of the product of
modern secular education system .
GE is education aimed at developing the personality of students in the community and the
environment through educational programs that foster and develop all aspects of a student 's
personality . Besides, GE aims to cultivate and mature understanding of the purpose of life
according to the nature of science of all time.
With GE is expected that students can apply the ethical behaviors and cultured when they live in
the society . GE programs must be maintained in the curriculum of higher education
(universities), but need to be adjusted in accordance with the times.
Keywords: General Education ( GE ), humanistic, personality, higher education system,
integrity.

5.5 VALUES IN HIGHER EDUCATION

Knowledge is light, the guide in learning the way that leads life from falsity to truth, from
ignorance to wisdom, from mortality to immortality and for that reason it is value. Since the
dawn of culture and civilization in India, education, whether it is primary or higher, has always
been a source of gradually cultivating wisdom by acquiring which a human being gets fitness for
facing with the challenges of different stages of life and for dedicating to the welfare of
humanity.
Higher education in India has never been a synonym of information and techniques acquired
from books. There is a radical difference between education with and it without values of Higher
Education. A terrorist’s may also be an educated person. He learns how to make atom bombs,
rockets, computers and other techniques and their management but before learning the negative
and positive values of his achievements he is driven away by some terrorist ideology. He uses his
education emotively for destruction of the followers of other ideologies which he considers
dangerous against his faith and then he is called a terrorist. But if he learns positives and negative
values of his study, he may well understand the value of life and then he may disassociate
himself from terrorist's activities which are not the part of his way of life. Had knowledge not
been value all scriptures, great books of religion, science, technology and tradition of education
systems might have not been meaningfully significant for promoting the cause of life. A man is
judged by the actions he performs to himself and to his fellow beings. If he performs his services
only for his own self that is a disguise. These disguised values may help him in getting some
temporary benefit in the society and in the state but overall he looses the meaning of his own life
that makes him feel isolated and disappointed. Values in higher education make one's own life
and the life of his fellow beings lively and meaningful. Is there any meaning of being educated if
the educated man is still away from getting a way of life and redeeming from the disastrous and
life-killing ideologies.
The purpose of education is self-affirmation and not self-negation. It is the process of removing
the self-negating ideologies in order of self-affirmation. Education is an obligation which the
student knows only when he acts on for Higher education. He is indebted to all from whom he
learns to live the life of a wise. His life could be human only if he realizes the occasions to pay
off the debts he owes from the society.
He is required to pay off the debts to seers, sages, parents and teachers and by doing welfare to
those who are deprived and to his fellows for promoting the cause of the mother earth. In the
process of our gradual journey from primary to higher education two sorts of major changes,
relative to our attitude towards values, occur in our life. They are external or bodily and internal
or self affirming. External changes in the sense that the students bag degrees by fair or foul
means and on that basis get higher job positions. During the job, they collect more and more
money, Cars, Bungalows and manage academic awards and all that by having which they may
exploit themselves and the society with the disguised repute but they fears to face the deep
hollowness of their disguised selves. They ruin self to the extent of dissatisfied and meaningless
life. In brief, the more they adopt the disguise premises of life, which are ultra virus in higher
education, the more their leadership in system is fixed but in the same proportion they find
deconstruction of self-affirming values.
Understanding the changes of values in highly educated societies on the basis of metaphor of
lion and wolf, I can say that the lion by training and qualities is fit to face the challenges of
leadership in higher education, but lacks the qualities of cheating and snatching out the
possibilities of others for which wolves are naturally fit. The wolves dwelling always around the
lion learn the qualities of the lions and having additional qualities of cheating and snatching, they
establish their supremacy in a system. As the values of wolves are not naturally assigned to lions,
they take time 15 to 20 or more years to learn them and to regain the leadership. Thus changes in
higher education are subject to the prominence and preference of the lions and wolves values
respectively but the purpose of higher education must be to impart the lion's values and to
cultivate them in such a way that they can face the challenges of the wolves. Education must not
be a system in which a lion is compelled to behave like a wolf and the latter like a fox. It is a
system of learning and acquiring merits, a system where the merit is cultivated and respected.
The leadership in higher education system must be decided by merit and not by political
hobnobbing or disguise means. However, in either case the leadership conveys message as to
what sort of values it wants to pursue and promote in higher education system. Administrators
and teachers all over the world are debating on the issue of reservations of teaching post for the
members of deprived section of society.
The policy of reservations of teaching post in higher education is against its spirit of imparting
excellence to the members of deprived classes and takes away from selecting meritorious on the
posts of excellence. Similar is the opinion on the time bound promotions to all teachers on the
basis of disguised merit and documents. Posting and promotion to higher positions must be the
rewards and it should look to the fellows as reward or return of values. The purpose of higher
education is not to acquire skill of earning more and more money and higher posts in the system
but to cultivate in a discipline of values for excellence and wisdom so that one can get fitness to
serve the society and the nation in a better way to promote the cause of humanity in him and in
the society as well. Now, the time is mature enough to good bye the corporate ideology for
which any means that enhance capital is good. Money is value only when it is earned through
honest and proper labour and distributed in proportion. One can realize money as value only
through higher education. It earned by wrong means is thievery, the way of a rogue. Without
realizing the values of and in higher education one cannot lead a meaningfully satisfied educated
life.
Governance, polity and administration; concept, institutions

Governance

Governance is commonly defined as the exercise of power or authority by political leaders for
the well-being of their country’s citizens or subjects. It is the complex process whereby some
sectors of the society wield power, and enact and promulgate public policies which directly
affect human and institutional interactions, and economic and social development. The power
exercised by the participating sectors of the society is always for the common good, as it is
essential for demanding respect and cooperation from the citizens and the state. As such, a great
deal about governance is the proper and effective utilization of resources.

Importance of Studying Governance

From the information learned in the discussion of governance, the people, most especially the
citizens, will be aware of the need for good governance. Consequently, such awareness should
move them to action. For their continued empowerment and sustainable development, they have
to know how to fight for their rights by knowing what to expect from Philippine governance.
Thus, what will follow is an exposition of the basic concepts of governance, the ideal type of
governance, and the status of the Philippines vis-à-vis the indicators of good governance.

PROCESSES AND ACTORS IN GOVERNANCE

Decision-Making and Implementation

Governance entails two processes: decision-making and implementation of the decision. In broad
terms, decision-making refers the process by which a person or group of persons, guided by
socio-political structures, arrive at a decision involving their individual and communal needs and
wants. Implementation is the process that logically follows the decision; it entails the
actualization or materialization of the plan or decision. Governance is not just decision-making
because decision without implementation is self-defeating. Neither is it just implementation
because there is nothing to implement without a decision or plan. Thus, the two processes
necessarily go hand-in-hand in, and are constitutive of, governance.

Polity

The term “polity” means a form or process of civil government or constitution. The polity refers
to a government, a state, a country, or even a social group. The word ‘polity’ has been derived
from the Greek word ‘politeia’, which means "citizenship" or "form of government." Polity is a
 noun word and its plural is polities. Policy means: a particular form or system of government.
Government or administrative regulation a state or other organized community or body.

The word polity denotes the “form of government” in a country and includes its powers,
functions and limitations. Different forms of government in the world are seen – Democratic or
Autocratic or Monarchic, Presidential or Parliamentarian. The term “form of government”
indicates the following in Indian context:

 The source of government – whether it is elected by the people (democratic form of

government) or whether it is decent based (monarchical form of government).
 India has a democratic form of government as the people of the country chose their
government by voting in elections.
 The type of rule – whether it is centralised (unitary form of government) or decentralised
(federal form of government).
 India has a federal form of government as it has two governments – one in the Centre and
the other in the states – indicating decentralised rule.
 India has a Parliamentary form of government as India has a majority party rule where
people elect the members of Legislature and the party which gets majority seats in the
legislature goes on to form the government.

Administration
 Educational Administration is regarded as the process of integrating the appropriate human and
material resources that are made available and made effective for achieving the purposes of a
programme of an educational institution. The term “Administration” doesn’t refer to any single
process or act.
 The basic aim of administration is the need to get things done for defined objectives to be
accomplished. Educational Administration is the process of bringing men and materials together
for effective and functional teaching and learning in the school. The focus of
educational administration is the enhancement of teaching and learning.

Objectives of Educational Administration

As we know the very fact that educational administration needs integration and co-ordination of
all the physical and human resources and educational elements. Besides this it requires a great
efficiency with it based on human sympathy, understanding, knowledge and skill. The physical
resources mainly contribute building equipment’s and instructional materials.
The human resources include pupils, teachers, supervisors, administrators and parents. The
additional elements comprise the various aspects of educational theory and practice including
philosophy of education, objectives of education, curriculum, method of teaching, discipline, role
of the teacher, rules and regulations etc.
These elements are “parts, made into whole” and are components brought into harmonious
relationship. So the purpose of doing such vital task is to fulfill different purposes which are
known as the objectives of educational administration.

Scope of Educational Administration

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

These are:

a. Pre-primary or pre-school Education.

b. Elementary or primary Education.

c. Secondary Education.

d. Higher Secondary or Post secondary Education and,

e. Higher or tertiary Education.

Institutions

Structure of Higher Education in India Types of Institution

Types of Universities/Institutions-
• Central
• State
• Deemed to be university
• Private
• Institution of National Importance Types of Colleges
• Affiliated colleges
• Autonomous Colleges Status of Educational Institution in India.