One of the foundational classes that must be completed in order to earn a Bachelor of Education degree in 1.5 years from this university is course number 8617, which is titled “Plan Implementation and Educational Management-I.” This course has been updated, improved, and revised with the intention of incorporating the most recent findings and information pertaining to the subject matter that is covered in the course.
In the section entitled “Introduction to Plan Implementation and Management,” a general overview of the entire training programme was discussed. It contains the overarching goals of the course, as well as the organisation and an overview of the various blocks and units that make up the course.

The planning cycle and the function of feasibility testing are discussed in detail in the section titled “Feasibility Testing.” Testing whether something is possible happens before actually formulating a plan, after determining how much it will cost to meet the requirements, and before establishing the goals. This is a task that aims to increase the likelihood of the plan being implemented successfully from the very beginning. This involves conducting an in-depth analysis of all of the built-in assumptions and goals, the accomplishment or non-accomplishment of which will determine whether or not the plan is successful.
“Feasibility Testing” refers to the process of reviewing and analysing a plan from both an internal and external perspective. There are supposed to be inconsistencies within the plan’s internal aspects with regard to the character traits and characteristics of education. The reactions of the general public, as well as the interests of various pressure groups and sociocultural groups, are all examples of external factors.
Following that is the stage known as “Plan Formulation.” It is explained that brevity and clarity of the contents, self contained comprehensiveness (meaning that the plan should include all aspects of education), sequential and logical presentation of contents, and visual and graphic presentation of summary tables are some of the qualities that make a good planning document.
The procedure of “Plan Elaboration” was broken down and differentiated between programmes and projects within Unit 2 of the lesson plan. In the process of elaboration, both the preparation of programmes and projects as well as the regionalization of activities are included. The many stages of the elaborate process have been broken down here. At the very end of the lesson, a concise introduction to identifying projects, developing their specifications, and estimating their costs was presented. The basic proformas that need to be filled in have been provided in the annexure. These proformas were prepared by the Planning commission and are referred to as the form of PC-I, PC-II, PC-III, PC-IV, etc.
The information presented in Unit-3 provides a comprehensive overview of how a project should be formulated and which activities should be included in the Project Cycle. These include Sector Analysis, Project Identification, Preparation, Appraisal, Execution control and Evaluation, as well as the classification and components of Projects, which have been given in detail. At the end of the units, a case study will be presented. There has been preparation given for the project in order to explain the process.
The topics of balanced development, spectral interdependence, sectoral demands, and the functions of project appraisal are discussed in depth throughout the units titled “Project Appraisal.” The methodologies of project evaluation have been broken down, with examples of each methodology being provided. There are many facets of project evaluation that have been brought to light, including commercial, financial, managerial, and organisational considerations. Case studies of appraising educational projects have been provided as a means of explaining and preparing the most appropriate designs for appraising projects.


The concept and procedure of project evaluation are discussed in depth throughout the unit titled “Project Evaluation.” Evaluation functions as a form of feedback to ensure that the newly implemented operation is functioning as intended. The term appraisal, which refers to a method of determining whether or not responsibilities that have been delegated have been carried out, has been distinguished from evaluation due to the fact that appraisal is a more general term. The processes of appraising and evaluating projects have been walked through with examples. Several different classifications of evaluation have been broken down. A method for the design of the evaluation studies has been proposed and the specifics of that method have been provided.
The practise of “School Mapping” is becoming increasingly common and is found to be helpful in the process of educational planning. This idea refers to the goal of meeting students’ educational requirements in an efficient and organised manner, both in terms of meeting their basic needs and meeting any additional requirements that may arise. It is a process that involves locating the points and sizes of educational needs to be provided in a particular area, and it involves carrying out an exercise. It is impossible to enunciate any activity of educational planning without first engaging in the appropriate activity of school mapping.
The topic of this unit is called “Education Decision Making,” and it discusses the significance of decision making in educational administration in a variety of settings and at different levels of decision making. The decision-making process has been broken down into its component parts, including goals, information diagnosis, alternative, and the methodology underlying this process.
Communication, motivation, and human relations are the primary subjects that will be covered in depth throughout the course entitled “Organizational Behavioral Dynamic.” The capacity for computation within an organisation is critical to the operation of that organisation. Explanations with examples of the mode, effectiveness, and channels are provided. Increasing a worker’s motivation and providing them with incentives leads to faster work and more progress. The many methods of motivation and kinds of incentives have been broken down into their component parts in great detail. The human relations that develop among workers have an immediate and direct effect on the productivity of the personnel. A good manager is someone who makes an effort to comprehend their employees and cultivate positive working relationships. When teachers and students need to collaborate in order to accomplish certain goals, maintaining positive relations is an extremely important factor. The factor that underlies human relationships and the implications of those relationships have both been discussed in sufficient detail.

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