Q.1 Describe and discuss
how school mapping is an essential tool for educational planning? Also describe
the impact of school mapping on educational reforms in Pakistan.
Answer:
School mapping is a set of techniques and
procedures used to estimate future education requirements at local level and
work out what needs to be done to meet them. In that sense, school mapping is a
micro-planning exercise, with the specificity that it seeks a better match
between the supply of, and demand for, education. Do not confuse school mapping
with a simple “atlas” merely showing the location of schools. Showing where
schools are located, though very useful, is but the first stage of school
mapping. Unlike an ordinary map that by its very nature is static, school
mapping gives a dynamic and prospective vision of how the education service
should look in the future, showing its buildings, teachers, and facilities, to
enable the implementation of education policies.
School
Mapping Activity
The last phase in the planning process,
when the physical facilities that are to be provided under the plan are
actually located or sited; that is, to decide where (in what community or
geographical area) the school, laboratories, workshops and such other educational
facilities are to be built or provided. It is suggested to undertake a detailed
school mapping activity in each of the district covering school and non-school
based data in doing this activity, the present stock of data at the EMIS center
or cell should be considered to avoid duplication. Establish close linkage with
the other government agencies like ministry of Defence, Natural Resources or
Environment, Census, planning Office and others to ensure that the requirements
of school mapping as a tool for the in depth analysis of the existing situation
of the district can be fully addressed. This will also build- up and update the
present stock of data of the EMIS centres and cells.
Scope
of School Mapping
With the recent development in non-formal
education in areas such as literacy programs, post-literacy courses, vocations
training and adult education, school mapping should cover not only the
distribution of formal educational facilities but also the non-formal
educational facilities. The process of school mapping covers the following
specific areas for expansion and improvement of facilities:
1. Rationalisation of existing facilities by:
- shifting, closure or amalgamation of
institutions;
- optimum utilisation of teaching and non-teaching
staff;
- optimum utilisation of buildings, equipment’s,
furniture, etc.
2. Provision of new or additional facilities
by:
- Opening of new schools or upgrading of existing
ones;
- Providing additional teaching and non-teaching
staff;
- Providing new or additional buildings, furniture
and equipment in institutions. Thus, school mapping has the double
function of securing greater equality of education opportunities and at
the same time of rationalizing the use of existing facilities in an effort
to optimize the limited material and manpower resources.
Theoretical
perspective of catchment area:
In human geography, a catchment area is
the area from which a city, service or institution attracts a population that
uses its services. For example, a school catchment area is the geographic area
from which students are eligible to attend a local school. Governments and
community service organizations often define catchment areas for planning
purposes and public safety such as ensuring universal access to services like
fire departments, police departments, ambulance bases and hospitals.
Catchment areas are generally established
and modified by local governments. These boundaries can be modeled using
geographic information systems (GIS). There can be large variability in the
services provided within different catchments in the same area depending upon
how and when those catchments were established. They are usually contiguous but
can overlap when they describe competing services. Catchments can be defined
based upon a number of factors including distance to the facility, actual
travel time to the facility, geographic boundaries or population within the
catchment. In a distance based catchment, the area serviced will often depend
on the number of visits expected to that institution by each individual. For
example, it may be more acceptable to have a larger catchment for a hospital
where any one individual will have few annual visits in comparison to a school
where visits will be daily and hence desired distance would be closer. When a
facility’s capacity can only service a certain volume, the catchment may be
used to limit a population’s ability to access services outside that area. For
example, children may be unable to enroll in a school outside their catchment
to prevent the school's services being exceeded.
Examples
- Airports can be built and maintained in locations
which minimize the driving distance for the surrounding population to
reach them.
- A neighborhood or district of a city often has
several small convenience shops, each with a catchment area of several
streets. Supermarkets, on the other hand, have a much lower density, with
catchment areas of several neighborhoods (or several villages in rural
areas). This principle, similar to the central place theory, makes
catchment areas an important area of study for geographers, economists,
and urban planners.
- In Nigeria, most Federal Schools respect the fact
that some states are educationally less developed than others. The
country's higher education catchment areas have therefore been designed to
ensure a good mixture of students from different backgrounds.
School
catchment areas
A school catchment area is the
geographical location where a state school’s core intake of students must live.
Catchment areas ensure every Queensland student from Prep to Year 12 is able to
enrol at their local state school. Your local state school (primary or
secondary) is the school which is closest to your home. This is measured by the
shortest, most direct route by road—to and from the main entrance of the
school. Find your local school using the EdMap website—you can either search
using your home address or enter a school’s name to see if your home is within
its catchment area. Contact your school for more information. School contact
details are available by phoning 13 QGOV (13 74 68) or searching the schools
directory.
Out-of-catchment
enrolments
You can still apply for enrolment at a
state school outside of your catchment area, but enrolment is not guaranteed
and you will be placed on a waiting list. Applications are processed and
assessed in the order they are received. A state school’s ability to accept
students who live outside its catchment area depends on whether the
school:
- has capacity once all in-catchment enrolments are
met
- needs to allow for students relocating into their
catchment area during the year \
- can ensure an even spread of students across all
year levels while maintaining class size targets
- can ensure their out-of-catchment enrolments do
not reduce their capacity to meet in-catchment enrolments.
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Q.2 What
is decision making in education? How decision differs from policies and
strategies? Describe the method of arriving at rational educational decision
with suitable example.
Answer:
Decision making is sine qua non to
education administration because a school, like all formal organizations, is
basically a decision-making structure (Hoy and Miskel, 2001). Decision making
is a process that guides actions. Decisions are based on the beliefs, values
and previous experiences of individuals. Leaders must know themselves, know why
they choose particular paths, know whom to involve, and know which particular
decision-making model to use. Today, researchers and theorists know that those
at the top cannot accurately gather or predict all alternatives. They know that
followers deserve to be involved and that input and collaboration result in
better decisions. The first decision is to decide what level of involvement is
most effective. Leaders have at least four options of involvement in decisions:
deciding alone, seeking participation and input, seeking collaboration, and
letting others decide. These approaches are termed autocratic, participative,
collaborative, and laissez fair, respectively. A wise leader uses participative
and collaborative strategies for all important decisions. However, such an
approach is not always possible, nor is it preferable in all situations. The
leader must assess 5 factors to decide on the level of involvement:
Time
Urgency may require the leader to make his
or her own decision without consulting others. Participative decisions,
especially collaborative decisions, require more time than a decision made
alone. If important decisions are at stake, the leader must schedule more time
for involvement.
Staff Interest in the Decision
Barnard (1938) found that individuals have
a "zone of indifference" in which they simply accept the leader's
decision and are apathetic toward the decision. In these cases, the leader
would not benefit from trying to gain participation or collaboration. At higher
levels of interest, however, more participation or collaboration is
appropriate. Leaders who desire more collaboration must generate interest in
the decision.
Staff Expertise
Followers who have very low levels of
expertise accept the decisions of leaders. Staff members who have higher levels
of expertise require either participation or collaboration to 6 arrive at
successful decisions. The leader who desires collaboration must raise levels of
expertise to successfully involve subordinates.
Importance or Need For a High-Quality
Decision
Some decisions are much more important and
carry significant consequences. This is usually the case for instruction and
learning, whether directly or indirectly. For important questions that demand
high-quality decisions, collaboration is the best model. If the decision is
relatively unimportant, then the leader should simply make the decision.
Degree of Need for Buy-In or Support for the
Decision
Many decisions in schools need staff
support for successful implementation and results. A collaborative model often
increases buy-in and support. A Strategy is a special plan made to achieve a
market position and to reach the organizational goals and objectives, but
Policy refers to a set of rules made by the organization for rational decision
making. Many people have confusion regarding the two terms, but they are not
alike. You should know that policies are subordinate to strategy. Here, in this
article we made an attempt to point out the important differences between
Strategy and Policy.
Definition of Strategy
Strategy is a game plan, chosen to achieve
the organizational objectives, gain customer’s trust, attain competitive
advantage and to acquire a market position. It is a combination of well thought
intent and actions which lead to the organization towards its desired position
or destination. It is a unified and integrated plan made to achieve the basic
objectives of the enterprise like:
- Effectiveness
- Handling events and problems
- Taking advantage of opportunities
- Full resource utilization
- Coping with threats
Strategy is a combination of
flexibly designed corporate moves, through which an organization can compete
with its rivals successfully. The following are the features of the Strategy:
- It should be formulated from the top level
management, however, sub-strategies can be made by middle level
management.
- It should have a long range perspective.
- It should be dynamic in nature.
- The main purpose is to overcome from uncertain
situations.
- It should be made in such a way, to make the best
possible use of scarce resources.
Definition
of Policy
The policy is also regarded as a mini –
mission statement, is a set of principles and rules which directs the decisions
of the organization. Policies are framed by the top level management of the
organization to serve as a guideline for operational decision making. It is
helpful in highlighting the rules, value and beliefs of the organization. In
addition to this, it acts as a basis for guiding the actions. Policies are
designed, by taking opinion and general view of a number of people in the
organization regarding any situation. They are made from the past experience
and basic understanding. In this way, the people who comes under the range of
such policy will completely agree upon its implementation. Policies helps the
management of an organization to determine what is to be done, in a particular
situation. These have to be consistently applied over a long period of time to
avoid discrepancies and overlapping.
Key
Differences Between Strategy and Policy
The following are the major differences
between strategy and policy
1. Strategy is the best plan opted from a
number of plans, in order to achieve the organizational goals and objectives.
Policy is a set of common rules and regulations, which forms as a base to take
day to day decisions.
2. Strategy is a plan of action while the
policy is a principle of action.
3. Strategies can be modified as per the
situation, so they are dynamic in nature. Conversely, Policies are uniform in
nature, however relaxations can be made for unexpected situations.
4. Strategies are concentrated toward
actions, whereas Policies are decision oriented.
5. Strategies are always framed by the top
management but sub strategies are formulated at the middle level. In contrast
to Policy, they are, in general made by the top management.
6. Strategies deals with external
environmental factors. On the other hand, Policies are made for internal
environment of business.
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Q.3
What do you understand by personality factors in human relation and how
motivation involved in the cognitive process of organizational behaviour?
Answer:
Our personality is defined as a set of
traits that can explain or predict a person’s behavior in a variety of
situations. In other words, personality is a set of characteristics that
reflect the way we think and act in a given situation. Because of this, our
personality has a lot to do with how we relate to one another at work. How we
think, what we feel, and our normal behavior characterize what our colleagues
come to expect of us both in behavior and the expectation of their interactions
with us. For example, let’s suppose at work you are known for being on time but
suddenly start showing up late daily. This directly conflicts with your
personality—that is, the fact that you are conscientious. As a result,
coworkers might start to believe something is wrong. On the other hand, if you
did not have this characteristic, it might not be as surprising or noteworthy.
Likewise, if your normally even-tempered supervisor yells at you for something
minor, you may believe there is something more to his or her anger since this
isn’t a normal personality trait and also may have a more difficult time
handling the situation since you didn’t expect it. When we come to expect
someone to act a certain way, we learn to interact with them based on their
personality. This goes both ways, and people learn to interact with us based on
our personality. When we behave different than our normal personality traits,
people may take time to adjust to the situation.
Personality also affects our ability to
interact with others, which can impact our career success. In a 2009
studyAngelina R. Sutin and Paul T. Costa, “Personality and Career Success,”
European Journal of Personality 23, no. 2 (March 2009): 71–84. by Angelina
Sutin et al., it was found that the personality characteristic of neuroticism
(a tendency to experience negative emotional states) had more effect than any
personality characteristic on determining future career success. In other words,
those with positive and hopeful personalities tend to be rewarded through
career success later in life. Although there is debate between whether or not
our personalities are inherent when we are born (nature) versus the way we grew
up (nurture), most researchers agree that personality is usually a result of
both nature and our environmental/education experiences. For example, you have
probably heard someone say, “She acts just like her mother.” She likely behaves
that way because she was born with some of her mother’s traits, as well as
because she learned some of the behaviors her mother passed to her while
growing up. Another example might be someone who grows up with their parents
constantly having parties. As a result, as an adult this person may end up
organizing a lot of parties, too. Or the influence of parties may create the
opposite effect, where the person doesn’t want to have parties at all. The
environmental and educational experiences can create positive or negative
associations, which result in how we feel about any situation that occurs in
our lives. Our values help determine our personality. Our values are those
things we find most important to us. For example, if your value is calmness and
peace, your personality would show this in many possible ways. You might prefer
to have a few close friends and avoid going to a nightclub on Saturday nights.
You might choose a less stressful career path, and you might find it
challenging to work in a place where frequent conflict occurs.
We often find ourselves in situations
where our values do not coincide with someone we are working with. For example,
if Alison’s main value is connection, this may come out in a warm communication
style with coworkers and an interest in their personal lives. Imagine Alison
works with Tyler, whose core value is efficiency. Because of Tyler’s focus, he
may find it a waste of time to make small talk with colleagues. When Alison
approaches Tyler and asks about his weekend, she may feel offended or upset
when he brushes her off to ask about the project they are working on together.
She feels like a connection wasn’t made, and he feels like she isn’t efficient.
Understanding our own values as well as the values of others can greatly help
us become better communicators.
Motivation involved in the cognitive
process of organizational behavior:
Cognitive theories of motivation seek to
explain human behavior as a product of the careful study and active processing
and interpretation of information received. Such a perspective runs counter to
rationalizing human behavior as a result of automatic responses governed by
preprogrammed rules or innate mechanisms involving drives, needs and reactions.
The actions of humans, in addition to what motivates them to engage in
particular actions, are therefore, the product of deliberate thought processes
such as beliefs, expectations, knowledge about things and past
experiences.
Assumptions
Proponents of the Cognitive Theory of
Motivation assert that people’s expectations guide their behavior, usually, in
ways that would bring about desirable outcomes. Cognitive motivation is said to
be rooted on two basic factors. The first involves information available to the
individual. Initially, an individual will process a situation based on whatever
input is immediately available to his senses. The second factor involves the
individual’s past experience, which the person refers to when trying to make
sense of information presently available and in determining how to respond or
relate to the current situation.
Deci and Ryan suggest that there are two
types of motivation. Intrinsic motivation is the force that compels a person to
fulfill his / her inner potential and interests. Moreover, intrinsic motivation
corresponds to the inherent desire of an individual to express his / her
authentic self through selected actions and behavior, across different
settings, whether at work or at play. This particular type of motivation is
said to be quite effective as people who are intrinsically-motivated feel that
they can influence and determine the outcomes of their efforts. The notion of
intrinsic motivation helps explain why some people prefer a lower paying job
that they like over a more lucrative one which may offer more material rewards
but not as much enjoyment. Extrinsic motivation, on the other hand, is
experienced when a person’s actions are influenced by the desire to attain goal
objects or rewards. Rewards may be tangible, such as food or money, or
intangible, such as pride and recognition.
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Q.4
Draw a plan of ideal management control system in educational sector of
Pakistan?
Answer:
Good governance in education systems
promotes effective delivery of education services. Critical are appropriate
standards, incentives, information, and accountability, which induce high
performance from public providers. Sound provider performance in turn, raises
the level of education outputs (e.g. school retention) and can contribute to
improved outcomes (e.g. student test scores). This paper focuses on incentives,
information, and accountability, that does not mean that standards are
unimportant, rather these are implicit in the discussion throughout. Improved
public performance is one means to enhance returns to public education
investments. It can also reduce disparities in education provision if targeted
properly. Moreover, good governance can discourage corruption, an outgrowth of
poor governance, which directly affects performance of the education sector.
The remainder of this paper elaborates on the themes of good governance and
performance, and the ways in which they apply to education.
The paper provides an overview of
governance and performance issues in education, and attempts to identify what
we do, and do not know about effective solutions to advance good governance and
high performance in education, drawing heavily on the existing work of many
researchers, specialists, and practitioners. The paper defines governance,
presents a governance framework, and proposes a set of indicators to track
education sector performance across countries and over time. The aim is to improve
sectoral performance, complementing other education system efforts not
addressed here, such as curriculum development, teacher training, and textbook
design. What is good governance? Kaufmann, Kraay, and Mastruzzi (2004; 2007)
define it as the “traditions and institutions by which authority in a country
is exercised for the common good”, which includes the process of selecting
those in authority, capacity of the government to manage, and respect for the
state (Error! Reference source not found.). While desirable and perhaps
necessary for the economic and social wellbeing of countries, these factors are
neither necessary, nor sufficient to ensure effective public provision of
education. Good governance in education requires enabling conditions: the existence
of standards, information on performance, incentives for good performance, and,
arguably most importantly, accountability. Ackerman (2005) describes
accountability as “a pro-active process by which public officials inform about
and justify their plans of action, their behavior and results, and are
sanctioned accordingly.” Accountability requires that public servants have
clear responsibilities and are held answerable in exercising those
responsibilities, and if they do not, face predetermined sanctions. Without
sanctions there cannot be any real accountability. Despite its importance to
effective delivery of education services, real accountability is rare in most
public education systems worldwide. Good governance also requires effective
incentives at all levels of the education system, and both benchmarks for and
information on performance in order to induce and sustain desirable
behavior.
In education, poor governance results in
inefficiency in service provision, and in some cases no service at all. Lack of
standards, information, incentives, and accountability can not only lead to
poor provider performance but also to corruption, the “use of public office
for private gain” (Bardhan 1997: 139). However, the line between poor
governance and corruption is often blurred. Is poor service a function of
corruption or simply of mismanagement? Improving governance and (thereby)
discouraging corruption in education ultimately aims to increase the efficiency
of education services so as to raise performance, and ultimately, improve
student learning and labor productivity. The political economy context of
education plays an important role in determining whether the ideas and analysis
presented here have a chance of implementation. Indeed, some of the performance
issues outlined in this paper stem from special interests that have captured
the agenda and undermine performance. What is intended here is to focus on
factors that help foster good governance and high performance in education
systems. Measuring performance is critical to establish benchmarks for
efficiency, compare performance across time and providers, and assess
effectiveness of public education investments. Real accountability hinges on
having well-defined standards and adequate information about performance in
education provision to enable policymakers and program administrators to
improve service delivery. The performance indicators proposed in this paper are
generic enough to be adapted to different settings and can serve as a basis for
cross-country and within country comparisons over time, and offer a menu of
options. These indicators provide a starting point, drawing on existing data
relevant to the education sector, which can be adopted to measure performance
in education systems in developing and transition countries. Error! Reference
source not found. shows these indicators, which can be used to detect and
assess performance in education systems, and also serves as an overview of the
types of governance challenges discussed in this paper.
Only indicators for which at least some
data are available are shown, other indicators of performance but for which
there are very limited data are discussed in the text. Each indicator is
defined here and its salient features briefly discussed, the indicators are
then elaborated on in each relevant section under the aggregate groupings:
budget and resource management, human resources, household payments, and
institutions.
Budget
and resource management
How funds flow through the government
bureaucracy offers insights into the operational effectiveness of the
government’s financial management functions. While sector specific measures are
preferable, how well the overall system operates provides a benchmark for the
education sector as financial management tends to be less efficient in
education ministries than in either ministries of finance or on average across
ministries (although there are exceptions).
Public Expenditure and Financial
Accountability (PEFA) indicators are expert ratings of budget performance designed
to track budget credibility, transparency, and the performance of key
institutions involved in the budget cycle. They effectively provide an overall
assessment of how well the budget process works. While these indicators
currently only exist for overall public financial management, the process of
developing sector-specific indicators, including for education, is ongoing.
Budget leakages are the discrepancy between the authorized budget for education
and the amount of funds received by intended recipients. Leakages may occur at
multiple stages in the education system: outflows from one level to inflows at
the next level, inflows and outflows within a specific level; and leakages
across multiple levels. Sometimes leakages are reported for broad expenditure
categories, e.g. total public education expenditure, other times for specific
expenditure areas such as payments to school teachers in a particular local
district. One common component of total budget leakages is payroll
irregularities associated with ghost workers, those listed on payroll but who
no longer (or never did) work for the Ministry of Education or a lower level of
government. Ghost workers are typically measured as the discrepancy between the
number of teachers on payroll and the number of teachers employed as listed on
employment records. Payroll irregularities can also result in workers who are
not paid because employment records fail to include them.
Human
Resources
Teachers claim a substantial share of
total public education funds and pose a significant management challenge given
the difficulty of allocating and supervising a large cadre of public sector
workers. The indicators discussed below aim to capture the performance problems
associated with the overall teacher selection process, and with subsequent
performance of teachers once hired.
Job purchasing refers to the purchasing of
public positions, which bypasses hiring based on objective criteria. Indicators
are typically based on perceptions of the extent to which personnel hiring
decisions are influenced by illegal payments, measured as the share of
respondents who regard job purchasing to be common or very common, and in rare
cases the “cost” of a particular job. These perceptions often differ depending
on the position of the respondent in the education hierarchy making it
important to use a cross-section of individuals. Related to the purchasing of
posts are nepotism and favoritism in hiring. The former is defined as the
illegal preference given to a relative; the latter as the illegal preference
given to any person without consideration of relative merit or other objective
factors. Mainly anecdotal and occasionally some perception-based evidence is
available on the prevalence of nepotism and favoritism.
Teacher absenteeism is defined as the
proportion of teachers (and/or administrators) contracted to be working on site
during the period(s) of observation but who are not present and captures the
underperformance of education providers and, depending on the reason for
absence, fraud associated with unexcused absences. Teacher absence data can be
collected by various means: surprise visits, direct observation at schools,
attendance records kept by school administrators, or other methods that
document actual and expected attendance (see Patrinos and Kagia 2007 and Rogers
and Vegas 2009 for comprehensive overviews).
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Q.5 i.
Write short notes on the following: Role of Integrated Information System in
Control
Answer:
The inter-organizational environment faced
by business organizations presents unique challenges for management accounting
and control. Past management accounting research has shown interest in such
collaborations because despite their benefits, such relationships pose
significant issues of coordination and control. As information and
communication systems supplement management control systems in their support of
decision facilitation and decision influencing, examining the design of
management accounting systems (MASs) in the management of interorganizational
relationships and assessing how it affects the attainment of
interorganizational exchange partner performance objectives is important. In
this chapter, I extend past accounting research to examine the complementary
nature of decision-facilitation and decision-influencing objectives of MAS
design as enabled by the use of integrated information systems in
interorganizational settings. The economic theory of complementarity is
employed to examine synergistic effects of complementary MAS objectives. A
field survey is used to examine hypothesized relationships, and data were
obtained from 116 organizations involved in strategic alliance activity. This
chapter reports findings that support the view that the degree of
complementarity in decision-facilitation and decision-influencing objectives
assists in the development of capabilities that enhance performance in the
interorganizational relationship. The study blends theory in the areas of
strategy, information systems, and management accounting and extends management
accounting research in the context of IT-enabled interorganizational
relationships..
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ii.
Decision Making Process
Answer:
Decision making is the process of making
choices by identifying a decision, gathering information, and assessing
alternative resolutions. Using a step-by-step decision-making process can help
you make more deliberate, thoughtful decisions by organizing relevant
information and defining alternatives. This approach increases the chances that
you will choose the most satisfying alternative possible.
Step 1: Identify the decision:
You realize that you need to make a
decision. Try to clearly define the nature of the decision you must make. This
first step is very important.
Step 2: Gather relevant information:
Collect some pertinent information before
you make your decision: what information is needed, the best sources of
information, and how to get it. This step involves both internal and external
“work.” Some information is internal: you’ll seek it through a process of
self-assessment. Other information is external: you’ll find it online, in
books, from other people, and from other sources.
Step 3: Identify the alternatives:
As you collect information, you will
probably identify several possible paths of action, or alternatives. You can
also use your imagination and additional information to construct new
alternatives. In this step, you will list all possible and desirable
alternatives.
Step 4: Weigh the evidence:
Draw on your information and emotions to
imagine what it would be like if you carried out each of the alternatives to
the end. Evaluate whether the need identified in Step 1 would be met or
resolved through the use of each alternative. As you go through this difficult
internal process, you’ll begin to favor certain alternatives: those that seem
to have a higher potential for reaching your goal. Finally, place the alternatives
in a priority order, based upon your own value system.
Step 5: Choose among alternatives:
Once you have weighed all the evidence,
you are ready to select the alternative that seems to be best one for you. You
may even choose a combination of alternatives. Your choice in Step 5 may very
likely be the same or similar to the alternative you placed at the top of your
list at the end of Step 4.
Step 6: Take action: You’re now ready to take some positive
action by beginning to implement the alternative you chose in Step 5.
Step 7: Review your decision & its
consequences: In this final
step, consider the results of your decision and evaluate whether or not it has
resolved the need you identified in Step 1. If the decision has not met the
identified need, you may want to repeat certain steps of the process to make a
new decision. For example, you might want to gather more detailed or somewhat
different information or explore additional alternatives.
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iii.
Management Technique to School Mapping
Answer:
The methodology of school mapping
envisages specification of norms, diagnosis of the existing educational
facilities, projection of future population, deciding the location of schools,
estimates of facilities required in all the (existing and new) educational
institutions and estimation of financial resources required. One of the first
steps in school mapping is to select a unit for the exercise. The school
mapping exercises help identifying the most ideal locations to open schools.
Given this primary purpose school mapping exercises can not be undertaken for
one village or habitation. A cluster of villages or a block can be an ideal
unit for school mapping activities. The next step involved is to diagnose or
assess the educational development in the selected area. The effort is to
analyse the present status of education in an area/region to identify strength
and weakness of the system and to understand the geographical distribution of
educational facilities in the selected locality. For diagnosing the educational
situation it is better to collect data on the selected items during the
previous 4 - 5 years or a decade. We may require data on population, literacy
enrollment, teachers, building, flow rates of students, infrastructure etc. The
population data are very important in school mapping exercises. Data on total
population by sex, caste and age group for atleast two points of time are
minimum requirements. We may also need to have data on population of age groups
6-11 and 11-14. For diagnosing educational situation data on important
indicators like literacy rate, enrollment ratios, retention rates and dropout
rates are required. The present status of teachers position is important and in
this respect data on number of teachers by qualification, experience, training
and sex are required. Similarly, teacher-pupil ratio is also important to
assess the present situation. Another set of information required is on
buildings and infrastructure facilities. Information on the condition of
building, number of rooms, type of building and on other facilities in schools
like blackboard, water, toilet, electricity, playground, etc. are useful to
prepare school specific plans.
The next step in school mapping exercise
is to assess the number of children to be enrolled. This estimate is to be made
on the basis of catchment area of school and it requires projection of total
and school age specific population. There are various methods of population
projection. Method of population projections are classified into three categories
namely Mathematical, Economic and Component methods. Keeping in view scant
demographic data at the block and district level, it is not possible to
undertake detailed population projection exercise. Therefore, growth rates and
ratio methods of population projection are more commonly used at this level.
Enrolment projections are important to decide on the opening of new schools,
up-gradation of existing schools and to estimate the number of teachers
required. The techniques of enrolment projections can broadly be classified
into two-mathematical and analytical methods. Mathematical methods require
aggregate enrolment data at least for five to ten years, and only total
enrolment can be projected. On the other hand, analytical methods require
promotion, drop-out, repetition and apparent entry rates. There are three
simple methods of enrolment projections, namely, rate of growth, enrolment
ratio and grade-transition methods. The application of a particular method
depends upon the requirements and the availability of data. At the lowest
level, cohort method for grade-wise enrolment projections are more
desirable.
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iv.
Consequences of Inadequate Control
Answer:
Consequences of Poor Tool Control The need
for accurate, effective tool and inventory management is more important than
ever before for achieving success in competitive industries like construction.
When you don’t have complete control of your equipment and tool inventory,
there can be several ramifications. Here are five consequences of poor tool
control and how implementing an efficient, easy-to-use tool control management
system like ToolHound 5 can avoid these concerns.
1. Poor Productivity:
Getting the job done on time and without
errors is the focus of any business, no matter what the industry might be. Poor
tool control can result in missing deadlines and wasted man-hours. If a piece
of equipment or a tool is missing, the time it takes to locate or replace it
can lead to stalled productivity and wasted time for both managers and workers.
Overstocking can become an issue as well. ToolHound 5 tracks the 20 issue and
return of tools using a comprehensive database and a simple, accurate inventory
management system so that tools can be located quickly.
2. Hazardous Job Sites:
Safety is a primary concern on any
jobsite, and lost or missing tools can create a hazardous environment. From
simply tripping over an errant tool that was not returned properly to having a
tool break or malfunction while being used, it’s easy to see why safety can be
quickly affected without the right tool control system. ToolHound 5 addresses
worker safety by ensuring equipment and tools meet safety standards through
scheduled calibration and maintenance. ToolHound 5 was designed to provide
operations with a substantial advantage in increasing tool control efficiency
and worksite safety.
3. Wasted Money:
Each tool that is not accounted for and
must be replaced costs money; however, a tool control management system can
save you money in other ways as well. For example, having the right tools in
the right place at the right time can ensure you don’t end up paying workers
for downtime caused by missing equipment. Also, ToolHound 5 can scale down the
need for paying employees to manage tool rooms, leading to lowered labor costs.
By making staff accountable, there can be a reduction in tool hoarding and
theft as well, allowing for substantial cost savings. In addition, ToolHound is
a proven solution for automating report creation, helping construction firms
utilize important data without having to pay the labor costs for that data’s
preparation.
4. Inability to Scale:
Tool and equipment management becomes more
and more complex as a construction firm grows and begins taking on multiple
projects in various locations simultaneously. Inefficient tool control can make
it difficult or impossible to handle many jobs at once, seriously limiting a
company’s ability to scale their operations upward. ToolHound has successfully
allowed for the remote management of tool and equipment inventories at multiple
locations for many different companies.
5. Damaged Professional Reputation:
When needed tools and equipment are not
available, employee morale can become low as workers are unable to perform
their tasks. Project delays and mistakes caused by irregular equipment
maintenance can also damage your company’s reputation both among clients and
workers. ToolHound 5 makes tool and equipment maintenance, calibration and
replacement much more efficient through automated scheduling.
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