Unerstanding Nutrition

Understanding Nutrition

Nutrition is the science that interprets the interaction of nutrients and other substances in food in relation to maintenance, growth, reproduction, health and disease of an organism. It includes food intake, absorption, assimilation, biosynthesis, catabolism and excretion.

Explaining Macronutrients: Protein, Carbohydrate and Fat

Protein: Found in beef, pork, chicken, game and wild meats, fish and seafood, eggs, soybeans and other legumes included in traditional Central America cuisine, protein provides the body with amino acids. Amino acids are the building blocks of proteins which are needed for growth, development, and repair and maintenance of body tissues. Protein provides structure to muscle and bone, repairs tissues when damaged and helps immune cells fight inflammation and infection.

Carbohydrates: The main role of a carbohydrate is to provide energy and fuel the body the same way gasoline fuels a car. Foods such as corn, chayote, beans, plantains, rice, tortilla, potatoes and other root vegetables such as yucca, bread and fruit deliver sugars or starches that provide carbohydrates for energy.

Energy allows the body to do daily activities as simple as walking and talking and as complex as running and moving heavy objects. Fuel is needed for growth, which makes sufficient fuel especially important for growing children and pregnant women. Even at rest, the body needs calories to perform vital functions such as maintaining body temperature, keeping the heart beating and digesting food.

Fat: Dietary fat, which is found in oils, coconut, nuts, milk, cheese, meat, poultry and fish, provides structure to cells and cushions membranes to help prevent damage. Oils and fats are also essential for absorbing fat-soluble vitamins including vitamin A, a nutrient important for healthy eyes and lungs.

Explaining Micronutrients: Vitamins and Minerals

Vitamins and minerals are food components that help support overall health and play important roles in cell metabolism and neurological functions.

Vitamins aid in energy production, wound healing, bone formation, immunity, and eye and skin health.

Minerals help maintain cardiovascular health and provide structure to the skeleton.

Consuming a balanced diet including fruits, vegetables, dairy, protein foods and whole or enriched grains helps ensure the body has plenty of nutrients to use. Providing a few examples of specific micronutrient functions can enhance the effectiveness of nutrition education:

• Vitamin A helps the eyes to see
• Calcium and magnesium help muscles and blood vessels relax, preventing cramps and high blood pressure
• Vitamin C helps wounds heal and the body’s ability to fight off germs
• Iron helps the blood transport oxygen throughout the body and prevents anaemia

Disaster Management - meaning & concept

Disaster management

Definition and concept.

Disaster management includes sum total of all activities, programmes and measures which can be taken up before, during and after a disaster with the purpose of avoiding, reducing the impact or recovering from its losses.

According to Kelly (1996),"Disaster management" can be defined as the range of activities designed to maintain control over disaster and emergency situations and to provide a framework for helping those who are at risk to avoid or recover from the impact of the disaster.

Disaster management means managing resources and various responsibilities to deal with all humanitarian aspects of emergencies. This may include preparedness before disaster, response and recovery i.e. rebuilding and supporting society. The purpose of this is to lessen the impact of disasters.

 ‘Disaster management can be defined as the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of disasters.

The various aspects of disaster management:

•  Disaster Prevention
•  Disaster preparedness
•  Disaster response
•  Disaster mitigation
•  Rehabilitation
•  Reconstruction

The aims of disaster management are to:

Reduce (avoid, if possible) the potential losses from hazards;

 Assure prompt and appropriate assistance to victims when necessary;

 Achieve rapid and durable recovery.

Importance and relevance of disaster management in the present environmental scenario

Over the past 20 years disasters have affected 4.4 billion people, caused $2 trillion of damage and killed 1.3 million people. These losses have outstripped the total value of official development assistance in the same period. Natural disasters disproportionately affect people living in developing countries and the most vulnerable communities within those countries. Over 95 per cent of people killed by natural disasters are from developing countries (Extreme Weather and Natural Disasters, 2012).

In developing countries, the incidence of natural disasters, the impact of climate changes and the management of the natural environment strongly influence the rate of development progress

In the decade 1990-2000, an average of about 4344 people lost their lives and about 30 million people were affected by disasters every year. The loss in terms of private, community and public assets has been astronomical.

At the global level, there has been considerable concern over natural disasters. Even as s scientific and material progress is made, the loss of lives and property due to disasters has not decision. In fact, the human toll and economic losses have mounted.

It was in this background that the Nations General Assembly, in 1989, declared the decade 1990-2000 as the International Natural Disaster Reduction with the objective to reduce loss of lives and property and restrict economic damage through concerted international action, especially in developing countries.

India has been traditionally vulnerable to natural disasters on account of its unique geo-climatic conditions. Floods, droughts, cyclones, earthquakes and landslides have been recurrent phenomena.

About 60% of the landmass is prone to earthquakes of various intensities; over 40 million hectares is prone to floods; about 8% of the total area is prone to cyclones and 68% of the area is susceptible to drought.

Over the past couple of years, the Government of India has brought about a paradigm shift in approach to disaster management. The new approach proceeds from the conviction that develop cannot be sustainable unless disaster mitigation is built into the development process.

Another stone of the approach is that mitigation has to be multi-disciplinary spanning across all sectors. The new policy also emanates from the belief that investments in mitigation are much cost effective than expenditure on relief and rehabilitation.

Disaster management occupies an important place in this country's policy framework as it is poor and the under-privileged who are worst affected on account of calamities/disasters.

The steps being taken by the Government emanate from the approach outlined above. The app: has been translated into a National Disaster Framework [a roadmap] covering institutional mechanic; disaster prevention strategy, early warning system, disaster mitigation, preparedness and response human resource development.

The expected inputs, areas of intervention and agencies to be in at the National, State and district levels have been identified and listed in the roadmap. This road has been shared with all the State Governments and Union Territory Administrations.

Ministries Departments of Government of India, and the State Governments/UT Administrations have been to develop their respective roadmaps taking the national roadmap as a broad guideline. There is, therefore: now a common strategy underpinning the action being taken by the entire participating organisation' stakeholders.

The approach is being put into effect through:

(a) Institutional changes

(b) Enunciation of policy

(c) Legal and techno-legal framework

(d) Mainstreaming Mitigation into Development process

(e) Funding mechanism

(f) Specific schemes addressing mitigation

(g) Preparedness measures

(h) Community participation and capacity building

In India, the role of emergency management falls to National Disaster Management of India, a government agency subordinate to the Ministry of Home Affairs. In recent years, there has been a shift in emphasis, from response and recovery to strategic risk management and reduction, and from a government-centered approach to decentralized community participation.

Funding mechanisms

Bilateral-Aid i.e. foreign and local, national funding is being used to deal with disasters especially the post disaster phase

Community based disaster management:

The role of community participation in disaster management is very important. When the community becomes a part of the decision making system it ensures the ownership and accountability. It is very important for the medical staff and doctors to know the local language for treating the disaster victims. The local people have to be trained to manage the disasters. One of the most effective mechanisms for a country to prepare for a disaster is by conducting education and public awareness programmes at the local community level, educating, preparing and supporting local populations and communities in their everyday efforts to reduce risks and prepare their own local response mechanisms to address disaster emergency situations.

Community based approach in disaster management is a process of educating and empowering the population through sharing knowledge and information about the various types of disasters and their potential risks as widely as possible so that people act appropriately when a disaster happens. Members of a community are the immediate victims of adverse effects of a disaster. They have the best knowledge about their local surrounding in terms of the most disaster-prone areas, the demography of their community and their social and traditional organisation. Community leaders can create Community Based Action Plans specific to their needs. This action plan incorporates the hazard map, mock exercises and other important methods, skills and information needed in preparation for a disaster.

Role of NGOs in environmental protection

Role of Non-Governmental Organizations (NGO) in Environment Protection

Today we come across various non-governmental organizations whose concerns are focused on various areas such as social issues, health issues, and environmental issues. Non-Governmental Organization is a broad term, which includes charity organizations, advisory committees and various other professional organizations. NGOs in India are spread across the country and they have close contacts with communities.

They are involved in the whole spectrum of developmental activities from creating environ­mental awareness to undertaking watershed development: from disaster management to sustainable livelihoods; from joint forest management to giving inputs to policies. They range from clubs, which encourage nature camping to agencies, which undertake research and monitoring.

There are large number of NGOs in India and other countries that are exclusively working for environmental, protection, conservation, and aware­ness. The number of these non-governmental organizations which are actively involved in environmental protection in our country is, in fact, more than in any of the develop­ing country. Increasingly, the government is viewing NGOs not only as agencies that will help them to implement their programs, but also as partners shaping policy and programs.

NGOs are now playing an important role in framing the environmental policy, mobi­lizing public support for environmental conservation, and protecting the endangered species of forests and animals. Environmental organizations such as Earth watch and Sea Shepherd Conservation Society have been successful in creating awareness about the environmental dangers in using drift nets in the commercial fishing industry.

Through driftnet monitoring, public education and action they were successful in banning drift- net system internationally. The issues like future of environmental protection, sustain­able development and zero population growth are some of the major concerns of the environmental NGOs.

Environmental policies will achieve positive results only when they are addressed to local issues and solve the problems of local people. The policymakers should keep in mind the needs of the people while framing the policies and implementing the envi­ronment-friendly projects.

Unless the needs of the people are identified and supported, sustainable development cannot be achieved. Policymakers and administrators should take care in selecting, financing, and implementing projects, which are aimed at pro­moting social welfare. They should not encourage the enterprises that promote private ownership and cooperation.

Some of the international environmental organizations are Greenpeace, Worldwide Fund for Nature’ (WWF), Earth First, etc. Let us now have a detailed dis­cussion on some of the environmental organizations and their efforts in protecting environment.

Greenpeace:

Greenpeace is an environment-friendly international organization, which aims at promoting environmental awareness. It is an independent, campaigning organiza­tion, addressing the environmental abuse through direct, non-violent confrontations with governments and companies. It exposes the global environmental problems and provides solutions for a healthy environment.

Greenpeace focuses on the most crucial worldwide threats to our planets biodiver­sity and environment.

It campaigns to: 

1. Stop Climate Change

2. Protect Ancient Forests

3. Save the Oceans

4. Stop Whaling

5. Say No to Genetic Engineering

6. Stop the Nuclear Threat

7. Eliminate Toxic Chemicals

8. Encourage Sustainable Trade

Greenpeace is a non-profit organization, and in order to maintain its independence it does not accept funds from governments or from the corporate sector. It depends mainly on the voluntary contributions of individuals and grants from foundations. Greenpeace was founded in 1971 to oppose US nuclear testing in Alaska.

The organization has fought to protect the endangered species, stop the dumping of hazardous waste, and strengthen national and international laws that regulate environmental affairs. French intelligence agents blew up Rainbow Warrior, a Greenpeace ship scheduled to protest French nuclear weapons tests, in Auckland Harbor, New Zealand, on 10 July 1985. The resulting scan­dal caused the resignation of Frances minister of defense and the firing of the head of Frances intelligence service.

Greenpeace has played an important role in preserving the environment, which is proved by its successful achievements:

1. A ban on toxic waste exports to less developed countries.

2. A moratorium on commercial whaling.

3. A United Nations convention providing for better management of world fisheries.

4. A Southern Ocean Whale Sanctuary.

5. A 50-year moratorium on mineral exploitation in Antarctica.

6. Ban on the dumping at sea of radioactive and industrial waste and disused oil installations.

7. An end to high-sea, large-scale driftnet fishing.

8. A ban on all nuclear weapons testing their first ever campaign.

Worldwide Fund for Nature (WWF)—India:

WWF is an international organization for wildlife conservation with its focus on protecting particular species of wildlife fauna. As its range of activities broadened, the international organization believed that its name no longer reflected the scope of its activities and became the Worldwide Fund for Nature in 1986. But the affiliated groups in the United States and Canada retained the original name. The organization is now simply, referred to as WWF.

WWF-India is committed to protecting and saving the already degraded and threat­ened natural bounties in the country. The organization is today dedicated to the con­servation of natural habitats and ecosystems in India.

WWF-India was established as a Charitable Trust in 1969. With its network of State/Divisional and Field Offices spread across the country to implement its programs, WWF-India is the largest and one of the most experienced conservation organizations in the country.

The Secretariat of the orga­nization functions from New Delhi. The organization is part of the WWF family with 27 independent national organizations. The coordinating body, the WWF International, is located at Gland in Switzerland.

In order to suit India’s specific ecological and socio-cultural situation, WWF-India articulated its mission in 1987 as follows: “The promotion of nature conservation and environmental protection as the basis for sustainable and equitable development.”

The WWF-India Mission has five broad program components:

1. Promoting India’s ecological security; restoring the ecological balance.

2. Conserving biological diversity.

3. Ensuring sustainable use of the natural resource base.

4. Minimizing pollution and wasteful consumption, promoting sustainable lifestyles.

WWF-India implements its conservation programs through Field Programs, Public Policy, Education, Communications, NGO Networking, and Resource Mobilization.

The key environmental issues, which WWF-India has involved itself with, are:

The tiger conservation program, fresh-water and wetlands program, river dolphin conservation program, wildlife trade monitoring, managing forests, environmental law, informa­tion management and environmental education.

Some Other Environmental Organizations in India:

1. The Bombay Natural History Society (BNHS)

2. Development Alternatives Group

3. The Energy Research Institute (TERI)

Concept & Components Of Environment

Meaning and Definition:

The term environment has been derived from a French word “Environia” means to surround. It refers to both abiotic (physical or non-living) and biotic (living) environment. The word environment means surroundings, in which organisms live. Environment and the organisms are two dynamic and complex component of nature. Environment regulates the life of the organisms including human beings. Human beings interact with the environment more vigorously than other living beings. Ordinarily environment refers to the materials and forces that surrounds the living organism.

Environment is the sum total of conditions that surrounds us at a given point of time and space. It is comprised of the interacting systems of physical, biological and cultural elements which are interlinked both individually and collectively. Environment is the sum total of conditions in which an organism has to survive or maintain its life process. It influences the growth and development of living forms.

In other words, environment refers to those surroundings that surrounds living beings from all sides and affect their lives totally. It consists of atmosphere, hydrosphere, lithosphere and biosphere. Its chief components are soil, water, air, organisms and solar energy. It has provided us all the resources for leading a comfortable life.

1. According to P. Gisbert “Environment is anything immediately surrounding an object and exerting a direct influence on it.”

2. According to E. J. Ross “Environment is an external force which influences us.”

Thus, environment refers to anything that is immediately surrounding an object and exerting a direct influence on it. Our environment refers to those thing or agencies which though distinct from us, affect our life or activity. The environment by which man is surrounded and affected by factors which may be natural, artificial, social, biological and psychological.

Components of Environment:

Environment mainly consists of atmosphere, hydrosphere, lithosphere and biosphere. But it can be roughly divided into two types such as (a) Micro environment and (b) Macro environment. It can also be divided into two other types such as (c) Physical and (d) biotic environment.

(a) Micro environment refers to the immediate local surrounding of the organism.

(b) Macro environment refers to all the physical and biotic conditions that surround the organism externally.

(c) Physical environment refers to all abiotic factors or conditions like temperature, light, rainfall, soil, minerals etc. It comprises of atmosphere, lithosphere and hydrosphere.

(d) Biotic environment includes all biotic factors or living forms like plants, animals, Micro-organisms.

Headmaster- Qualities, Roles, Duties and responsibilities

Roles of a Headmaster

Brief outlines of the seven major roles of headmaster are given below. The roles are (1) Role in Planning (2) Role in School Organisation (3) Teaching Role (4) Role in Supervision (5) Role in Guidance (6) Role in Maintaining Relations (7) Role in General Administration. 

1. Role in Planning:

Planning is the first and foremost duty of the head of a school. He has to plan a number of things in the school with the co-operation of the teachers, the pupils, the parents and general public. Planning goes on throughout the year.

It consists of the following phases:

(i) Planning before the opening of the school:

The headmaster has to plan a number of things in the school. He will chalk out the policies and rules of admission. Dates of admission are to be publicized. He should convene the meetings of the staff and discuss with the teachers their activities and programmes for the whole year. Thus the school calendar may be prepared in advance. In case of need fresh staff will be recruited before the actual functioning of the school. The headmaster must also check that whole school plant is in proper shape and the equipment is adequate. He must also see that various registers needed for different purposes are there in the school.

(ii) Planning during the First Week:

In the beginning, the headmaster has to set the school machinery into motion. Work allotment to the teachers is an important function of the headmaster. He should urge the teachers to balance class-sizes and classify students into suitable groups or sections. Preparation of time table general, teacher wise and class wise is another important thing to be done. Unless the time-table is prepared, school work cannot be started. General assembly of the students may be convened and instructions be given to the students. The prescribed text-books are to be announced.

(iii) Planning During the Year:

As the classes start, the headmaster starts attending to each activity to be done. The headmaster has to prepare the budget of the year keeping in view the estimated expenditure in the session.

(iv) Planning at the End of the Year:

The headmaster will ask the teachers to prepare reports of the activities done during the year. Various records have to be completed. Holding of valedictory and annual function has to be planned.

(v) Planning of the Next Year:

The headmaster should convene staff meetings and appraise year’s work. In the light of this appraisal, next year’s work has to be planned.

2. Role in School Organisation:

The headmaster is not to plan things theoretically, but to give them a practical shape.

In this regard, he must organize the following items:

(i) Organizing instructional work:

The head of a school must organize the instructional work. He will ask the teacher to divide the year’s work into smaller units. This will also involve the formulation of objectives, selection of methods of teaching, classification of pupils, framing of time-table etc.

 (ii) Organizing Co-Curricular Activities:

The headmaster must organize the activities of the school with the co-operation of staff and students. There are so many school activities like sports, scouting, girl-guiding, red-cross, parent-teacher association, celebration of religious and social functions and festivals etc.

(iii) Organizing the School Plant:

The headmaster is to organize the school plant so that it will be properly maintained, equipped and put to maximum use. Classroom library, laboratory is to be well furnished. Repairing may be done wherever needed.

(iv) Organizing School Office:

The office work must also be properly organised. Routine work, registration, correspondence, maintenance of accounts etc. have to be organised so that office work will be done regularly and efficiently.

3. Teaching Role:

The headmaster must share instructional work with the teachers. He should consider himself teacher first and last. His teaching should be exemplary. This way he keeps in touch with the work of the teachers and the achievements of students. The headmaster should understand the problems of the teachers and the pupils better when he himself teaches.

4. Role in Supervision:

The head of a school should not simply sit in his office. He should supervise the work of the school here, there and every where. He should supervise instructional work. He may have a round of the class-rooms. However, it is not to be a fault finding business.

The headmaster should supervise the activities going on in the playground, hall, art room, library, workshop etc. He must supervise the proper use and keep up of school materials. In general, he should supervise the behaviour of students, provide facilities for them to maintain cleanliness of the campus etc.

5. Role in Guidance:

The headmaster is not simply a fault finder. Wherever he finds defects, errors and inefficiency he should show the correct path to the students. He must guide the teachers in the methods of teaching and organisation of activities. Besides students are to be guided by him in matters of study, activities and personal difficulties. A guidance cell may be organised in the school. Besides, the headmaster has to guide parents and higher authorities etc.

6. Role in Maintaining Relations:

The reputation of the headmaster and of the school mostly depends upon the relations that he maintains with the staff, students and their parents and the community.

(i) Relations with the Staff:

The head of a school must work in a team spirit and he should regard the teacher as his co-workers. He should not have bossing tendency. He must give due regard to the teachers, their views and their problems.

(ii) Relations with the Pupils:

“Great headmasters have been great friends of pupils.” The headmaster should think that the teachers, the school and he himself all are meant for the pupils. He must listen to their genuine difficulties and try to remove the same. He must provide proper facilities for their learning.

(iii) Relations with the Parents:

The headmaster must maintain link of the parents with the school. They may be invited to the school on important occasions. He should organize parent teacher organisation in the school. When the parents come to school they should be treated with courtesy and be given due respect.

(iv) Relation with the Community:

The school is meant for the community and must be made a community centre. A number of community activities may be launched by the headmaster on behalf of the school. Community members may also be invited to the school on certain occasions.

7. Role in General Administration:

As the head of the school, the headmaster is responsible for all that is being done in or by the school. He is to issue necessary orders and get their compliance. He must see that the teachers and the pupils attend their duties punctually and regularly. He must ensure that human and material resources of the school are adequate. Purchases should be made wherever needed in accordance with the prescribed official information and correspondence.

Institutional Planning

Institutional planning is the process of thinking, deciding and willing so that an institution becomes a model institution according to its purpose. It is a programme of development and improvement prepared by an educational institution on the basis of its felt needs and the resources available or likely to be available with a view to improving the school programmed and school programme and school practices, constitutes a plan for and institution. It is based on the principle of optimum utilization of the resources available in the school and the community.

NEED AND IMPORTANCE OF INSTITUTIONAL PLANNING

1. FOR BETTERMENT AND IMPROVEMENT

All institutions have some plans. All the heads of institutions make plans and each teacher also plans. In fact, each headmaster and teacher does plan but this planning my not be systematic adequate and clear. This planning may not exist in a definite or regular form. Planning may mostly be routine planning of the syllabus time table and examination etc. and it may not exist in a definite or regular form and it may be repeated from term to term and from session to session without much thinking.

2. TO GIVE PROPER DIRECTION TO EDUCATIONAL OBJECTIVES

Institutional planning will give you right direction to the educational planning in the country i.e., the upward direction from bottom to top. In the normal trend followed today the direction of planning is from top to bottom. Institutional planning is the recognition of the role of administrator’s teachers, parents, students, educationists and social reformers in the process of planning of education in the country.

3. FOR MAXIMUM UTILIZATION OF RESOURCES

Institutional planning leads to optimum use of the existing resources. As a nation we face a great scarcity of resources with increasing needs and demands from every quarter. Therefore, we must plan for maximum utilization of scarce resource.

4. FOR NATIONAL DEVELOPMENT

Educational planning must fit into the overall national planning for developmental purposes. As such it gets importance from the need for collective efforts of the people. In the words of B.D. Nag Chaudhari, Since the implementation of plans and programmes is as important and vital as plan formulation. Institutional planning has a special contribution to make in national development.

5. TO ENCOURAGE INITIATIVE OF INDIVIDUAL TEACHER

Institutional plan encourages initiative freedom and creativity of the teacher makes the individual teacher effective. It motivates them too strive harder for achieving excellence. It draws out the best of the teachers.

6. FOR DEMOCRATIZATION OF PLANNING

Institutional planning democratizes the process of planning because it takes into confidence the students the teachers the parents and the head of the institution. Sh.J.P.Naik says, “A major reform, I propose, therefore is that the planning that resembles an inverted pyramid should be broad-based and decentralized by introducing the system of institutional plans.” He strongly planned to have a fine blend of the centralized and decentralized systems of educational planning in our country.

MAJOR OBJECTIVES (PURPOSE) OF INSTITUTIONAL PLANNING

The institutional planning should be based on certain predetermined objectives. All activities planned should help directly or indirectly to achieve these ends. One depending upon the circumstances and needs of the school, the objectives may be short term and long –term.

Following are the same main objectives

Sh.J.P. Naik, Education Advisor, Government of India, has listed the following four objectives of institutional planning:

1. Giving freedom to the teacher.

2. Making the good teacher effective.

3. Involving every teacher in the formulation and implementation of plans.

4. Emphasizing what can be done here and now boy mobilizing our existing resources.

Structure of Educational system in Kerala

Organizational Structure of Department of General Education in Kerala

• The Commissioner of General Education shall be responsible for policy formulation, Monitoring and co-ordination among the Directorates of School Education, State Council of Educational Research and Training, State Institute of Educational Technology, State Institute of Educational Management and Training, Sarva Siksha Abhiyan and other institutions in the State that come under General Education.
• The Secretary to Government, General Education shall have administrative control over all the Directorates, Institutes, Schools and other agencies in the State that come under General Education.
• The Director of School Education shall have administrative and academic control over all the schools in the State from the level of Pre-Primary education to Higher Secondary education including Teacher training institutes, Schools for special education, Schools for differently abled children and other agencies as directed by the Government. The Director may be assisted by Additional Directors as shown below:-
• Additional Director for Higher Secondary Education.
• Additional Director for Secondary Education.
• Additional Director for Primary & Pre-Primary Education.
• Additional Director for Public Examinations and Evaluation.
• 4. The Deputy Director of Education shall have administrate and academic control over all types of schools in the Revenue district from the level of Pre-primary education to higher secondary education and other institutes imparting Special Education and training. The Deputy Director of Education may be assisted by 2 or 3 Assistant Directors as shown below.
• Assistant Director for Higher Secondary Education.
• Assistant Director for Primary and Pre-Primary Education.
• Assistant Director for Secondary Education.
• The Block Educational Officer shall have administrative and inspectional control over Primary and Pre primary Schools in the Block. 
• The Principal with the prescribed qualification shall be the head of a Higher Secondary School. The Principal shall be the administrative head of the schools responsible for its proper management and maintenance of discipline. He shall be the drawing and disbursing officer and authority for sanctioning leave.
• There shall be a post of Headmaster in every Higher Secondary School. He shall assist the Principal in the discharge of duties especially with regard to Secondary classes.
• Note:- In the absence of a Principal the Headmaster of the School shall be put in full additional charge of the school as a purely temporary arrangement.
• The Headmaster of Secondary schools designated as Principal of Vocational Higher Secondary shall continue as such, till the Vocational Higher Secondary Education ceases to function.
• The Headmaster with the prescribed qualification shall be the administrative head of the following types of schools: -
• Secondary Schools
• Upper Primary Schools
• Lower Primary Schools
• Pre Primary Schools.
• 10. There shall be a post of Panchayat / Municipality / Corporation Educational Officer with the prescribed qualifications of the Principal. He shall co-ordinate and monitor all the academic activities in the schools from the level of Pre primary education to higher secondary education, in the Local Self Government Institutions concerned.