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The Procedure of Institutional Planning (Steps)

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Institutional Planning is a complex idea, which is to be followed intensively and worked out scientifically.
So every school should prepare an institutional plan for itself independently on the basis of some
common procedures.

The major steps in the procedure of institutional planning are as follows:

1. Analysis

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2. Survey

3. Improvement

4. Implementation

5. Evaluation
1. Analysis:

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For effective organisation of institutional planning, the Planning Board formed by the head of the
institution should analyze the present situation in respect of the needs of the institution. In this respect
the head of the institution should hold a meeting of the staff with the Board in order to see that some
pre-requisite conditions are fulfilled.

These pre-requisite conditions are whether:

(i) The school building is spacious enough to adjust with the present needs.

(ii) The equipment and furniture are adequate.

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(iii) The laboratory and library facilities are adequate.

(iv) The present staff is adequate.

(v) The school needs additional components like hostel, staff quarters, school bus, more play-grounds
etc.
(vi) The examination system needs reform.

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Again, there should be another meeting of the Board in order to identify the areas of improvement. It
needs much physical and mental effort. So all the members should discuss in the meeting more seriously.

2. Survey:

The headmaster and the staff of the school should make a survey of the existing resources and the
resources that can be easily available. Statistical facts and figures regarding enrolment, staff, equipment,
books, examination results etc. must be placed before the Board for ready reference.

There are three categories of resources such as:

1. Resources in the school e.g., the building equipment, library, laboratory, etc.

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2. Resources easily available through the Government.

3. Resources available in the community, e.g., public library, museum, hospital, banks, factories, technical
institutions, state departments, local educationists, doctors, engineers and other useful persons living in
the locality etc.

The Board should make the best of the community resources for the benefit of the students. It should
bear in the mind that the institutional planning would aim at the maximum use of the available human
and material resources.

So it should organize educational tours and excursions to the places of educational interest in the locality
such as historical and geographical places. In this regard the Board may take the help of the Parent-
Teacher Association. The Board may request the Doctors, retired persons and other persons to deliver
lectures to parent-teacher associations.

3. Improvement:

After careful consideration, a list of improvement programmes for the school may be prepared with
details about each programme. The programme may be short-term and long-term programmes. Each
improvement programme needs to be defined in terms of utility of the school and financial implications
if any.

It should limit itself to the total improvement of the school and should not suggest work for the district
educational authorities or demand funds from the Directorate of Education for its implementation. It
should clearly indicate the time limit for its implementation. So the programme can be short-term or a
long-term one, depending upon the circumstances and needs of the school.

4. Implementation:

The Board will make a selection of the projects that are to be undertaken during the ensuing session.
Lastly, the project must be executed through the material and human resources available at hand. Here,
the head of the school must seek the full cooperation of his staff. A time-schedule of the improvements
of the project must be prepared.

Implementation of the plan means putting of the programmes and projects outlined in the plan in
operation. So, it should be neither too ambitious to be implemented nor too modest to make any
appreciable improvement. It should, therefore, be a working project on the capacity of teachers, the
needs of the pupils and the locality. The head of the institution should see that it starts making progress
in the right direction.

5. Evaluation:

The success of the plan is determined by its evaluation. There should be adequate provisions for
evaluating the plan progress from time to time. The degree to which the targets set are being achieved
at different stages of the plan, must be assessed from time to time. At the completion of the project, the
end-product of output or the result must be assessed qualitatively and quantitatively. The {periodical
evaluation will make the running of the school in a systematic manner. So every institutional plan should
be put to rigorous evaluation at fixed intervals.

Planning in a scientific way, is now a special project, a part of the educational process. So a school can
build a task-oriented plan for actual execution and implementation taking into consideration, the actual
needs and the available resources of the school. According to S.S. Mathur, “The Institutional Planning
can only be successful if the following changes are brought about in the educational administration of
the country.”

(i) State Education Departments are oriented towards a new mode of thinking. They look to the plan of
each institution with sympathy and understanding and do not just start cutting and pruning it wherever
they like.

(ii) The principals, teachers and other officers are trained in the preparation and also in implementation
of the institutional plans.

(iii) The Grant-in-aid rules are modified so that:

(a) Each institution has adequate freedom to pursue its own course of development, and

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(b) An encouragement is given for achieving excellence.

(iv) Different educational institutions help each other, they also try to avoid duplication of effort and are
always prepared to gain from the experiences and experiments of the other institutions.

(v) Good schools get all the encouragement to experiment with the new ideas.”

It may be said that institutional planning is not a very easy affair. It is now a complex idea, which is to be
worked out scientifically. Its success depends on the attitude, training, a will to face realities and a co-
operative spirit among the planners at each level of educational hierarchy. So institutional planning is a
cooperative affair, undertaken by all the staff members of the school, who will realize their full
responsibilities and duties.

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The plans should be drawn in such a manner that within the resources available, the development is
maximum and the chances of returns to the investment made are the greatest. Thus, institutional
planning means an organised way of doing things of an institution. It leads to the attainment of
objectives through intelligent approach to the utilization of the resources of the institution. The NPE,
1986, in chapter “The management of Education” has described that, “An overhaul of the system of
planning and the management of education will receive high priority.”

The guiding considerations will be:

(a) Evolving a long-term planning and management perspective of education and its integration with the
country’s developmental and manpower needs;
(b) Decentralisation and the creation of a spirit of autonomy for educational institutions;

(c) Giving pre-eminence to people’s involvement, including association of non-governmental agencies

and voluntary effort;

(d) Establishing the principle of accountability in relation to given objectives and norms.”

The NPE 1986 has also recommended that special attention will be paid to the training of educational
planners, administrators and heads of institutions. Institutional arrangements for the purpose should be
set up in stages. So the NPE and POA have emphasized the importance of decentralising planning and
management of education at all levels and involving people in the process.

In pursuance of the POA provision the State Government have been taking steps to set up structures for
decentralised planning and management from the centre to the states, from the district to sub- district
and panchayat levels. It means, we should start with planning form below, from the very grass-roots,
what we call, “Institutional Planning”.

Related Articles:

Educational Planning of India: Strategies and Steps

Institutional Management: Meaning and Components

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