An Analysis Of Mission Statements Of CBSE Schools

AN ANALYSIS OF MISSION STATEMENTS OF CBSE
SCHOOLS TO UNDERSTAND COMPONENTS, THEMES
AND VALUE OF THESE STATEMENTS IN PLANNING
AND IMPLEMENTATION OF TEACHING AND
LEARNING ACTIVITIES
RESEARCH PROJECT MESP 001
SUBMITTED BY
MR. ABHISHEK SHETTY
ENROLMENT NO. 178697450
UNDER THE GUIDANCE OF
DR. POOJA BIRWATKAR
DISSERTATION SUBMITTED ON
APRIL, 2019
SCHOOL OF EDUCATION
INDIRA GANDHI NATIONAL OPEN UNIVERSITY
IN PARTIAL FULFILLMENT FOR THE DEGREE OF
MASTER OF ARTS IN EDUCATION
INDIRA GANDHI NATIONAL OPEN UNIVERSITY
MAIDAN GARHI
NEW DELHI - 110068

2
Declaration
I hereby declare that the Dissertation MESP - 001 entitled AN ANALYSIS OF MISSION
STATEMENTS OF CBSE SCHOOLS TO UNDERSTAND COMPONENTS, THEMES
AND VALUE OF THESE STATEMENTS IN PLANNING AND IMPLEMENTATION OF
TEACHING AND LEARNING ACTIVITIES submitted by me in partial fulfilment for the
award of the Degree of the Masters of Arts in Education (MAEDU) to Indira Gandhi National
Open University (IGNOU), New Delhi is my original work and has not been submitted earlier to
IGNOU or to any other institution for fulfillment of the requirement for any course of study. I also
declare that no chapter of this dissertation either in whole or in part is lifted and incorporated.
Place: Mumbai Signature
Date:
Name of the Candidate: ABHISHEK ASHOK SHETTY
Enrolment No: 178697450
Address: A/501, Dheeraj Apartments, Natwar Nagar,
P.P. Dias Compound, Jogeshwari East,
Mumbai, 400060

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Certificate
This is to certify that Mr. ABHISHEK ASHOK SHETTY, a student of Masters of Arts in
Education (MAEDU) from Indira Gandhi National Open University, New Delhi, was working
under my supervision and guidance for his Dissertation for the course MESP-001. His Dissertation
entitled, “AN ANALYSIS OF MISSION STATEMENTS OF CBSE SCHOOLS TO
UNDERSTAND COMPONENTS, THEMES AND VALUE OF THESE STATEMENTS IN
PLANNING AND IMPLEMENTATION OF TEACHING AND LEARNING
ACTIVITIES”, which he is submitting is his genuine and original work.
Place: Mumbai Signature
Date:
Name:
Dr. (Mrs.) Pooja Birwatkar
Address of the Supervisor:
K.J Somaiya Comprehensive
College of Education
Training and Research
Vidyavihar - East
Mumbai

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Acknowledgements
I would like to thank my mother, father and sister for their patient support and encouragement that
was instrumental in the completion of this dissertation. I would like to thank my friends, Prakriti
and Harshit for proof reading, editing and discussing various drafts of the dissertation with me
over endless cups of coffee and biscuits.
I am deeply indebted to Dr. (Mrs) Pooja Birwatkar, who is the dissertation supervisor for this
study. She was tireless in her support and encouragement. Her constant feedback was pivotal to
ensure this study achieved its outcome. I will always be thankful to her for the confidence she
instilled in me to pursue and complete this thesis. I am very grateful to Dr. (Mrs) Sarla A. Santwani,
the honorable Principal of K.J. Somaiya Comprehensive College of Education, Training and
Research, Mumbai for granting me the opportunity and support to accomplish the dissertation
work in her esteemed institution.
A very special and heartfelt thanks to the school leaders and principals that enthusiastically
participated in this study by sharing their valuable time and insights.
A special thanks to the teaching and non-teaching staff to K.J. Somaiya Comprehensive College
of Education, Training and Research, Mumbai who work hard to provide us rooms and faculty
time to complete our syllabus for the MA Education course in time. I am also grateful to the staff
at the IGNOU Regional Center in Mulund for their cooperation during the proposal design and
submission stage for this dissertation thesis.
Above all I am grateful to the teachers and students that bring joy to the process of learning and
teaching in classrooms around the country and the world day in and day out.
Abhishek Shetty

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Table of Contents
CONTENTS PAGE
Acknowledgements 4
List of Figures 8
List of Tables 9
List of Abbreviations 10
CHAPTER 1: INTRODUCTION 11 - 37
1.1. Introduction 12
1.2. Rationale of the Study 12
1.3. Definition of the Key Terms 12
1.4. Objectives of the Study 13
1.5. Delimitation of the Study 13
1.6. The Central Board of Secondary Education (CBSE) in India 13
1.7. The History of the Central Board of Secondary Education (CBSE) in India 14
1.8. Purpose of Education in India 15
- 1.8.1. Education Policy in India 16
- 1.8.2. Educational Administration in India 27
- 1.8.3. Educational Philosophy in India 30
1.9. What is a Mission Statement? 33
1.10. Why do schools need to create Mission Statements? 35
1.11. Mission Statements in CBSE Schools 36
- 1.11.1. Why are Mission Statements important to CBSE schools? 36
- 1.11.2. Why should CBSE schools create a Mission Statement? 36

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- 1.11.3. What is the process to be followed by a CBSE school to design a
mission statement?
36
CHAPTER 2: REVIEW OF RELATED LITERATURE 38-51
2.1. Introduction 39
2.2. Review of Studies conducted around the World 39
2.3. Summary 51
CHAPTER 3: RESEARCH METHODOLOGY 52-56
3.1. Research Method and Design 53
3.2. Rationale for Selection of a Qualitative Methodology 53
3.3. Operational Definition 54
3.4. Objectives of the Study 54
3.5. Research Questions 54
3.6. Population of the Study 54
3.7. Sample of the Study 54
3.8. Research Design 55
3.9. Tools of the Study 55
- 3.9.1. Coding Rubric for Analysis of Mission Statements of CBSE
schools
55
- 3.9.2. Interview Schedules for School Leader/Principal Interview 56
CHAPTER 4: DATA COLLECTION AND ANALYSIS 57 - 77
4.1. Content Analysis of School Mission Statement 58
- 4.1.1. Rationale for Content Analysis 58
- 4.1.2. Content Analysis Methodology 59
- 4.1.3. Content Analysis Findings 61

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4.2. School Leader/Principal Interviews 67
- 4.2.1. Rationale for School Leader/Principal Interviews 67
- 4.2.2. Interview Schedule and Questions 67
- 4.2.3. Analysis of Responses 68
CHAPTER 5: SUMMARY AND CONCLUSION 78 - 82
5.1. Research Methodology 79
5.2. Population of the Study 79
5.3. Sample of the Study 79
5.4. Tool of the Study 79
5.5. Findings of the Study 79
5.6. Discussion 80
5.7. Recommendations and Suggestions for Further Study 82
5.8. Conclusion 82
REFERENCES 83 - 87
APPENDIX 88-124
Appendix I - Dissertation Research Proposal 89
Appendix II - Approval of Dissertation Proposal 102
Appendix III - Email Request for Participation in Study 105
Appendix IV – Sample Content Analysis of School Mission Statement 107
Appendix V - Sample Interview with School Leader 110
Appendix VI - CBSE Academic Circular on School Mission Statement 113
Appendix VII - CBSE Guidelines regarding design of School Mission Statement 116
Appendix VIII - Curriculum Vitae 122

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List of Figures
Figure
No.
Figure Description Page
1.1 Expenditure on Education by Education Department as % of GDP in
India
26
1.2 Four Schools of Thought on Educational Philosophy
Image Source - Narayanamurthy and Subramanian (2014, pg. 5,6)
31
1.3 Four types of Educational Philosophy
32
4.1 Coding Rubric for Content Analysis developed by Stemler et al.
(2011, pg. 400).
60
4.2 Horizontal Bar Graph depicting grade levels of schools participating in
Interview Session.
70
4.3 Horizontal Bar Graph depicting themes/components of mission
statements of schools participating in Interview Session.
71
4.4 Pie Chart depicting relationship between the themes presented in
national policy documents and the themes included in the school
mission statement of schools that participated in the Interview Session.
74
4.5 Pie Chart depicting relationship between the themes presented in state
policy documents and the themes included in the school mission
statement of schools that participated in the Interview Session.
75
4.6 Pie Chart depicting relationship between the themes presented in CBSE
documents and the themes included in the school mission statement of
schools that participated in the Interview Session.
76
4.7 Horizontal Bar Graph depicting medium/platform where school
stakeholders engage with school mission statement.
77

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List of Tables
Table
No.
Table Description Page
1.1 Comparison of Countries by percentage of GDP spending on general
education
27
1.2 Comparison of Boards of Education in India 28
4.1 Percentage of Schools (US) by State Endorsing Each of 11 Major
Themes in Their School Mission Statement based on Content
Analysis using coding rubric developed and conducted by Stemler et
al. (2011, pg. 400)
59
4.2 Number of Schools (India) by State endorsing each of the major 11
themes as per the coding rubric created by Stemler et al. (2011, pg
416).
62
4.3 Percentage of Schools (India) by State endorsing each of the major 11
themes as per the coding rubric created by Stemler et al. (2011, pg
416).
63

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List of Abbreviations
CBSE Central Board of Secondary Education
ICSE Indian School Certificate Examination
IB International Baccalaureate

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1.1. Introduction
This study aims to analyse Mission Statements of CBSE Schools to understand components,
themes and value of these statements in planning and implementation of teaching and learning
activities in schools.
1.2. Rationale of the Study
The researcher observed a gap in terms of data available in an Indian context about the purpose of
a mission statement in schools, the main components of these statements, the values promoted
through these statements and the subsequent impact of these mission statements on teaching and
learning activities in schools in India.
The reason this study decided to select schools affiliated to the CBSE Board is because CBSE is
an important national board of education in India and there is a presence of CBSE schools in almost
every state in India (large population and wide representation). Another important reason is that
every school affiliated to the Central Board of Secondary Education in India needs to upload their
school Mission Statement to the CBSE website as per an academic circular released by the board
on 4th March, 2016. This is a mandatory requirement for schools affiliated to the Board.
Through the above methodology the dissertation study analysed the mission statements of schools
affiliated to the CBSE to understand components and values promoted by these statements,
educator perceptions of these mission statements and its use in planning and implementation of
teaching and learning activities. Building on the work done by educational researchers in various
international contexts, this dissertation study created a local body of knowledge that helps
administrators, school leaders and teachers in India to understand the value of mission statements
in the planning and implementation of teaching and learning activities at their institution.
1.3. Definition of the Key Terms
● Mission Statement - A formal written summary of values and goals to clearly outline what
the school represents and what its goals are.
● CBSE Schools - This includes schools affiliated to the Central Board of Secondary
Education (CBSE).
● Components - Aspects of mission statements that are to be categorised for further analysis.
● Themes - Aspects of mission statements that are to be categorised for further analysis.
● Educator Perceptions - The attitudes and beliefs of school leaders towards the use of
mission statements in implementing teaching and learning activities at the school.
● Teaching and Learning activities - These are those activities that occur inside an
institutional context

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1.4. Objectives of the Study
● To analyse main components and themes that emerge from the Mission Statements of
CBSE schools in India.
● To study the use of mission statement in implementation of teaching and learning activities
in CBSE schools.
1.5. Delimitation of the Study
This study is delimited to only schools affiliated to the CBSE board in ten Indian states. This study
is delimited to perceptions of school principals of only CBSE schools. This study is delimited to
only the tools prepared by the researcher.
1.6. The Central Board of Secondary Education (CBSE) in India
The Central Board of Secondary Education in India is a national board of education in India that
accredits K-12 schools across the country. The major objectives of CBSE as a national board of
education:
● To define appropriate approaches of academic activities to provide stress free, child
centered and holistic education to all children without compromising on quality.
● To analyse and monitor the quality of academic activities by collecting the feedback from
different stakeholders.
● To develop norms for implementation of various academic activities including quality
issues; to control and coordinate the implementation of various academic and training
programs of the Board; to organize academic activities and to supervise other agencies
involved in the process.
● To adapt and innovate methods to achieve academic excellence in conformity with
psychological, pedagogical and social principles.
● To encourage schools to document the progress of students in a teacher and student friendly
way.
● To propose plans to achieve quality benchmarks in school education consistent with the
National goals.
● To organize various capacity building and empowerment programs to update the
professional competency of teachers.
● To prescribe conditions of examinations and conduct public examination at the end of Class
X and XII . To grant qualifying certificates to successful candidates of the affiliated
schools.
● To fulfill the educational requirements of those students whose parents were employed in
transferable jobs.
● To prescribe and update the course of instructions of examinations.

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● To affiliate institutions for the purpose of examination and raise the academic standards of
the country.
Statistics of CBSE Schools
As per statistics provided on the CBSE website, the number of schools affiliated to the board are,
“...From 309 schools in 1962, the Board as on 17-07-2018 has 20299 schools in India and 220
schools in 25 foreign countries. There are 1123 Kendriya Vidyalayas, 2953 Government/Aided
Schools, 15837 Independent Schools, 592 Jawahar Navodaya Vidyalayas and 14 Central Tibetan
Schools…”
1.7. The History of the Central Board of Secondary Education
(CBSE) in India
The history of the Central Board of Secondary Education has been described as follows on the
official CBSE website,
“A trail of developments mark the significant changes that took place over the years in shaping up
the Board to its present status. U P Board of High School and Intermediate Education was the first
Board set up in 1921. It has under its jurisdiction Rajputana, Central India and Gwalior. In response
to the representation made by the Government of United Provinces, the then Government of India
suggested to set up a joint Board in 1929 for all the areas which was named as the 'Board of High
School and Intermediate Education, Rajputana'. This included Ajmer, Merwara, Central India and
Gwalior. The Board witnessed rapid growth and expansion at the level of Secondary education
resulting in improved quality and standard of education in institutions. But with the advent of State
Universities and State Boards in various parts of the country the jurisdiction of the Board was
confined only to Ajmer, Bhopal and Vindhya Pradesh later. As a result of this, in 1952, the
constitution of the Board was amended wherein its jurisdiction was extended to Part-C and Part-
D territories and the Board was given its present name 'Central Board of Secondary Education'. It
was in the year 1962 finally that the Board was reconstituted. The main objectives were to serve
the educational institutions more effectively, to be responsive to the educational needs of those
students whose parents were employed in the Central Government and had frequently transferable
jobs”.
As seen in the above statement there are four different dates to be noted that led to the creation and
evolution of the Central Board of Secondary Education which are:
1. 1921 - Setting up of the U P Board of High School and Intermediate Education that had
under its jurisdiction Rajputana, Central India and Gwalior.

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2. 1929 - UP Board of High School and Intermediate Education was converted into the Board
of High School and Intermediate Education, Rajputana which was a joint national board of
education for the areas of Ajmer, Merwara, Central India and Gwalior
3. In response to the representation made by the Government of United Provinces, the then
Government of India suggested to set up a joint Board in 1929 for all the areas which was
named as the 'Board of High School and Intermediate Education, Rajputana'. This included
Ajmer, Merwara, Central India and Gwalior.
4. 1952 - Jurisdiction of board extended to Part C and Part D territories and the board given
its present name ‘Central Board of Secondary Education’
5. 1962 - The Board was reconstituted and it main objectives included serving the educational
institutions more effectively, to be responsive to the educational needs of those students
whose parents were employed in the Central Government and had frequently transferable
jobs.
Thus the Central Board of Secondary Education (CBSE) became a national level board of
education in India for public and private schools, officially reconstituted in the year 1962 and
controlled and managed by Union Government of India.
1.8. Purpose of Education
As per the CBSE guidelines, “A Mission Statement is a statement of a school’s core purpose to be
achieved within a specified time duration. The statement should be meaningful, memorable and
inspiring. It also has to be realistic and concrete, although the mission may be accomplished within
a shorter or longer time duration. A Mission Statement can even be changed according to the
emerging demands of the society. Above all, the statement declares the practical commitment and
actions that a school believes are necessary to achieve its vision”.
Thus mission statements help schools identify their purpose. CBSE is a well recognised national
board of Education in India that provides affiliation to K-12 schools across the country. Each
CBSE school is expected to design a mission statement that clearly outlines its purpose.
To understand why mission statements are now an essential component of CBSE schools it is
important to understand the purpose of education in India that is articulated through a school’s
mission statement. To do this we need to develop an understanding of the following three aspects
that greatly influence the purpose of education in India:
● Educational Policy in India
● Educational Administration in India
● Educational Philosophy in India and the World

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In the next three sections we analyses each of the above three aspects in greater detail from historic,
economic, philosophical and social angles. It allows us to develop a stronger understanding of the
evolution of education in India and the role of mission statements in shaping the future of education
in the country.
1.8.1. Education Policy in India
Education Policy in India from 1813 to 1882
The researcher will first conduct an analysis of national policy documents published in India from
1813 to 2013 to understand how they played an important role in laying out the objective of
teaching and learning activities at the school level in India. This analysis is primarily focused on
national policy documents related to school education and not higher education. This is relevant
in the context of this study because the recommendations and resolutions passed in these national
policy documents are interpreted and utilized by national and state boards of education to
determine the vision and mission of Education in India as laid out in the guidelines stated in their
affiliation documents.
Schools across the country that are affiliated to these national and state boards of Education then
create institutional structures to bring these guidelines to life. The mission statements created by
schools in India fall in line with larger objectives of national and state boards of Education across
the country. For the purpose of this study we are primarily going to focus on studying schools
affiliated to the Central Board of Secondary Education (CBSE) in India, which is a national board
of Education in India. Developing an understanding of the evolution of education policy in India
from 1813 to 2013 will allow us to better understand the role of the CBSE in the Education
Landscape in India.
The Charter Act of 1813, was one of the first important central legislations related to education
policy in India that stated that, “a sum of not less than one lakh of rupees in each year shall be set
apart and applied to the revival and improvement of literate and the encouragement of the learned
natives of In-dia and for the introduction and promotion of a knowledge of the sciences among the
inhabitants of the British territories in India”.
In a subsequent statement titled Macaulay’s Minute of 1835, the British official representing the
government in power stated that, “to sum up what I have said. I think it clear that we are not
fettered by the Act of Parliament of 1813, that we are not fettered by any pledge expressed or
implied, that we are free to employ our funds as we choose, that we ought to employ them in
teaching what is best worth knowing, that English is better worth knowing than Sanskrit or Arabic,
that the natives are desirous to be taught English, and are not desirous to be taught Sanskrit or
Arabic, that neither as the languages of law nor as the languages of religion have the Sanskrit and

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Arabic any peculiar claim to our encouragement, that it is possible to make natives of this country
thoroughly good English scholars, and that to this end our efforts ought to be directed. In one point
I fully agree with the gentlemen to whose general views I am opposed. I feel with them that it is
impossible for us, with our limited means, to attempt to educate the body of the people. We must
at present do our best to form a class who may be interpreters between us and the millions whom
we govern, --a class of persons Indian in blood and colour, but English in tastes, in opinions, in
morals and in intellect. To that class we may leave it to refine the vernacular dialects of the country,
to enrich those dialects with terms of science borrowed from the Western nomenclature, and to
render them by degrees fit vehicles for conveying knowledge to the great mass of the population”.
In 1854, Charles Wood, a British Liberal politician and Member of Parliament sent the “Wood’s
despatch” to the Governor General Lord Dalhousie. This was approved and as per this despatch
an education department was to be set in every province, Universities on the model of the London
University be established in big cities such as Bombay, Calcutta and Madras, at least one
government school be opened in every district, affiliated private schools should be given grant in
aid and the Indian natives should be given training in their mother tongue also.
The main recommendations proposed by the Hunter Commission released in 1882 can be
paraphrased as follows,
● Responsibility of imparting primary education was fixed on local bodies.
● Curriculum should be framed according to local needs.
● Mother Tongue should be the medium of instruction at primary stage.
● Recommended the establishment of government high school in each district.
● Two types of courses were recommended at secondary stage, Type A courses was to be
pursued upto university level and Type B courses for providing vocational education.
● Increase number of training schools for primary school teachers.
● Creation of a fund for development of Education in the country.
● Emphasis on indianisation of education.
● Government institutions banned from imparting religious education.
● Education of Muslims and backward classes given due recognition and efforts to meet
demands put in place in this regard.
Education Policy in India - 1883 to 1950
The Government of India Resolution on Indian Education Policy of 1913 criticized the complete
withdrawal of government from state education, advocated the introduction of vocational courses
at the secondary stage which would be free from the domination of Matriculation requirements
and stressed the need for expanding primary education starting lower primary schools where only
three R’s were taught and upper primary schools at suitable places as well by creating local board
schools in place of private aided schools.

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The Government of India Act of 1935 established a “Federation of India” made up of British Indian
Provinces (Governor’s Province and Commissioner’s Province) and Indian states which might
accede to be united. The effect of this Act on education in India is seen in the statement below
“As we have already seen, the Act of 1919 made education a subject which was “partly all-India,
partly reserved, partly transferred with limitations and partly transferred without limitation. But
the act of 1935 improved upon this anomalous position considerably and divided the educational
administration into two categories only - Federal or Central and State or Provincial” (Ghosh, 2013,
pg. 162).
Based on recommendations of the Hartog Committee the Central Advisory Board of Education
(CABE) was revived in 1935. In December 1935, the Board held its first meeting and passed and
adopted the following resolution that set the direction and goals for education in India for the next
few decades,
“a radical readjustment of the present system of education in schools, to be made in such a way as
not only to prepare students for professional and university courses but also to enable them to be
diverted to occupations or separate vocational institutions after completion of appropriate stages.
The separate stages mentioned by the CABE resolution consisted of three stages: Primary, Lower
Secondary and the Higher Secondary. While the aim at the primary stage was to ensure permanent
literacy by providing at least a minimum of general education and at the Lower Secondary Stage
to prepare students for higher education or specialised practical courses by providing a self-
contained course for general education, the Higher Secondary Stage was to aim at preparing
students for admission to arts and science courses of the universities. It also aimed at raising a
number of trained personnel in agriculture as well as teaching in rural areas, in selected technical
subjects in consultation with prospective employers and in the clerical works which might be
available in government and non-government establishments. The CABE resolved in this context
that the first public examination should take place at the end of the Lower Secondary Stage and
decided to seek expert advice in connection with its resolution to reconstruct education in British
India, as outlined in its first resolution” (Ghosh, 2013, pg. 162, 163).
The Wood Abbott Report published in 1937 then stated that, “English should be a compulsory
language in high schools while the mother tongue should be the medium of instruction as far as
possible. The high schools should obtain a supply of qualified teachers in Fine Arts to teach the
subject, and there should be a training course of three years duration for the teachers of primary
and middle schools immediately after they had completed the middle school course” (Ghosh,
2013, pg. 163,164).

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Mahatma Gandhi was appointed the chair of the first conference on National Education in Wardha
on 22nd and 23rd October 1937. His thoughts on education were laid out by him in his articles in
the Harijan and he suggested “a scheme of universal compulsory education for all children in the
age group of 6 to 13 through the medium of mother tongue which would be self supporting leading
to all round development of the pupils. In other words industrial vocations such as the processing
of cotton, wool, and silk, paper - making and cutting, book-binding, cabinet making etc., taught at
the primary schools should serve a double purpose. They should help the pupils to pay for their
tuition through the products of their labours while developing the human qualities in them through
the vocations learnt at these schools. This primary education which Gandhi later described as Basic
Education should equip the boys and girls to earn their bread with some support from the state”
(Ghosh, 2013 pg. 166).
The main resolutions adopted at the Wardha Conference whose participants were heavily
influenced by Gandhi and his views on Education can be paraphrased as follows,
1) Free and compulsory education should be provided on a national scale for seven years.
2) Medium of Instruction should be the mother tongue.
3) Process of education throughout this period should center round some form of manual
productive work.
4) System of education will gradually be able to cover the remuneration of the teachers.
The Zakir Hussain Committee Report and the Kher Committee Report were published in 1938 and
advocated the views of Gandhi presented at the Wardha Conference. But the arrival of World War
II affected the work of the Congress ministries who were in power in the seven provinces of British
India. They were asked to resign on 29th and 30th October,1939 and with that the hopes of
educational reconstruction under provincial autonomy were also lost (Ghosh, 2013 pg. 169).
The Sargent Report published in 1944 towards the end of the second world war laid out the post
war educational development plan in India in vivid detail. Education was not a priority of the
Indian leaders in power at the time, who were more concerned with post war development plans
for nation building. But this report laid out some important guidelines for post war development
that can be paraphrased as follows,
● Provision of pre primary education for children between 3 and 6 years of age.
● Provision of free and compulsory primary education for all children between the ages of 6
and 14, divided in two stages - Junior Basic (6-11) and Senior Basic (11-14).
● High School education should be meant for select children between ages of 11 to 17.
● Creation of All India Body for coordinating activities of the various universities in Great
Britain on the model of the University Grants Committee.
● Requirements of Industry would determine the amount, type and location of each type of
institution, namely, Technical, Commercial and Art Education.
● Arrangement for education of adult illiterates between the ages of 10 to 40.

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● Sufficient provision for training of teachers.
● Compulsory physical education and medical inspection.
● Special institutions for education of physically and mentally handicapped children.
● Creation of an employment bureau to advise students on career opportunity.
This plan was used as a blueprint for most policy making related to Education in post war India. It
was to be implemented over a forty year period through seven smaller five year programmes
between 1947 to 1987.
India achieved independence on 15th August, 1947. At independence the population of India was
around 406 million (Ghosh, 2013, pg 175). But the statistics on the state of primary education in
India were grim as seen below
“Immediately after Hartog Committee’s recommendation which argued for quality rather than
quantity, elementary schools declined in number from 1.89 lakhs in 1936-37 to 1.67 lakhs in 1944-
45 and then rose to 1.72 lakhs in 1946-47. Despite the decline in the number of elementary school,
there was an increasing enthusiasm among the growing population for primary education and this
could be seen in the ever increasing number of pupils attending elementary schools. Thus the
number of pupils increased from 1.05 crores in 1936-37 to 1.14 crores in 1944-45 and by 1946-47
it had reached 1.30 crores. By 1946-47 the total expenditure on primary education has also shot up
from 6.98 crores in 1936-37 to 15.48 crores” (Ghosh, 2013, pg 176).
There was also need of major development and reform to improve the numbers in secondary
education
“In secondary education there was a steady increase in the number of institutions in the number of
institutions- from 13,410 in 1937-38 to 16,017 in 1943-44 and by 1946-47 the number had reached
17,258 mark. From the statistics of high schools and middle schools we can also detect a steady
increase in enrollment - the number of students rose from 23.93 lakhs in 1937-38 to 36.06 lakhs in
1946-47. The expenditure on secondary education also increased from Rs 9.6 crores in 1937-38 to
17.9 crores in 1946-47- almost a double increase” (Ghosh, 2013, pg 176).
India adopted a constitution that was finalized by a Constituent Assembly on 26th January 1949.
The constitution of India laid down some important guidelines that ended up making Education a
State subject and divided the educational responsibility between the Centre and the States. The
main constitutional provisions that had an impact on education policy at the national and state level
included:
● Article 15 prohibits discrimination on grounds of religion, race, caste, sex or place of birth.

21
● Article 15 (3) states that, “Nothing in this article shall prevent the State from making any
special provision for women and children”.
● Article 15 (4) states that, “Nothing in this article or in clause (2) of article 29 shall prevent
the State from making any special provision for the advancement of any socially and
educationally backward classes of citizens or for the Scheduled Castes and the Scheduled
Tribes”.
● Article 21A states that, “The State shall provide free and compulsory education to all
children of the age of six to fourteen years in such manner as the State may, by law,
determine” [Inserted by the 86th Amendment in December, 2002 and passed by the
Parliament in July, 2009. The provisions of the Act came into force from 1st April, 2010].
● Article 25 (1) of the Constitution guarantees all the citizens the right to have freedom of
conscience and the right to profess, practice and propagate religion.
● Article 26 (1) states, “Any section of the citizens, residing in the territory of India or any
part thereof, having a distinct language, script or culture of its own, shall have the right to
converse the same”.
● Article 28 (1) states, “No religious instruction shall be provided in any educational
institution if wholly maintained out of state fund”.
● Article 28 (2) states, “Nothing in clause (1) shall apply to an educational institution which
is administered by the State but has been established under any endowment or Trust which
requires that religious instruction shall be imparted to such institution”.
● Article 28 (3) states, “No person attending any educational institution by the state or
receiving aid out of state funds, shall be required to take part in any religious instruction
that may be imported in such institutions or to attend any religious worship that may be
conducted in such institution or in any premises attached thereto unless such person or, if
such person a minor, his guardian has given his consent thereto”.
● Article 29(1) states “No citizen shall be denied admission into any educational institution
maintained by the State or receiving aid out of State funds, on grounds only of religion,
race, caste, language or any of them”.
● Article 30 states, “The state shall not, in granting aid to educational institution maintained
by the State or receiving aid out of State funds, on grounds only of religion, race, caste,
language or any of them”.
● Article 45 of the Directive Principles of State Policy states that “the state shall endeavour
to provide within a period of ten years from the commencement of this Constitution, for
free and compulsory education for all children until they complete the age of 14 years”.
● Article 46 of the Constitution, states that the federal government is responsible for the
economic and educational development of the Scheduled Castes and Scheduled Tribes and
lays out the responsibility of the state to “promote with special care the educational and
economic interests of the weaker sections of the people and in particular, of the Scheduled
castes and Scheduled Tribes and shall protect them from social injustice and all forms of
exploitation”.

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● Article 350 A directs, “It shall he endeavour of every state and every local authority to
provide adequate facilities for instruction in the mother-tongue at the primary stage of
education to children belonging to linguistic minority groups”.
The National Policy Documents that laid out the macro level framework for the implementation
of Education in post independent India were heavily influenced by the provisions regarding
education laid out in the Constitution of India.
In 1948, The Radhakrishnan Education Commission also known as the University Commission
recommended that secondary education be reorganized as prerequisite condition for the
development of university education.
Education Policy in India - 1951 to 2013
In 1952, The Mudaliar Education Commission also known as the Secondary Education
Commission then submitted its report with the following important recommendations (Ghosh,
2013, pg 176) that changed the way secondary education was regulated in the country in the post
independence period.
1. Reduce the total duration of the school course from 12 years to 11 years.
2. Transferred the control of secondary school leaving examination from the Universities to
the specially constituted Boards of Secondary Education.
3. Establishment of multipurpose schools which would provide terminal courses in
technology, commerce, agriculture, fine arts and home science.
In 1966, the Kothari Education Commission submitted its report and suggested a complete
reconstruction of the education system with the following recommendations.
1. Greater emphasis must be placed on vocational subjects, science education and research.
2. Continue efforts to provide free and compulsory education for all children up to the age of
14.
3. Social and National Integration is an important objective of a national system of education.
4. Education must be related to productivity to increase national income.
5. Emphasis on the cultivation of social, moral and spiritual values among student.
In 1968, the National Education Policy document was published which was an important
development for the Education Sector in India. The resolutions included:
1. Free and Compulsory Education - Continue to seek and aim to provide free and compulsory
education for all children up to the age of 14.
2. Status, Emoluments and Education of Teachers - Increase emphasis on inservice education
of teachers.
3. Development of languages - At the secondary stage, the state Governments should adopt
and vigorously implement, the three language formula which includes the study of a

23
modern Indian language, study of national language and study of an international language
(mostly English).
4. Equalisation of Educational Opportunities – Provide good educational facilities in
backward and rural areas and reduce regional imbalances in provision of educational
facilities.
5. Identification of Talent - Provide stimulus for development of talent.
6. Work - experience and national Service - Promote work experience opportunities and
national service opportunities including participation in meaningful and challenging
programmes of community service and national reconstruction.
7. Science Education and Research - Science education and research should receive high
priority.
8. Education for Agriculture and Industry - At least one agricultural university in every state.
9. Production of Books - Steps should be taken for the production of high quality textbooks
for schools and universities.
10. Examinations - Improve the reliability and validity of examinations and to make evaluation
a continuous process.
11. Secondary Education - Extend secondary education to areas and classes which have been
denied in the past.
12. University Education - Increase research, Strengthen Centres of Advanced Study,
Adequate provision of funds for starting of new universities.
13. Part - time Education and Correspondence Courses - Part - time education and
correspondence courses should be developed on a large scale at the university stage.
14. Spread of Literacy and Adult Education - Employees in large commercial, industrial and
other concerns should be made functionally literate as early as possible.
15. Games and Sports - Improve the physical fitness and sportsmanship of the average student.
16. Education of Minorities - Protect the rights of minorities but to promote their educational
interests
17. The Educational Structure - Broadly uniform educational structure in all parts of the
country. The ultimate objective should be to adopt the 10+2+3 pattern with the higher
secondary stage of two years being located in schools, colleges or both according to local
conditions.
In 1986, the National Educational Policy was published that included the following main
resolutions:
1. Elementary Education - Universal access and enrolment, Universal retention of children
up to 14 years of age and a sustainable improvement in the quality education to enable all
children to achieve essential levels of learning.
2. Secondary Education - Improvement of the quality of secondary education and efforts to
be made to provide computer literacy in as many secondary level institutions.

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3. Vocational and Informal Education - The educational policy as highlighted in the N.P.E.
also emphasized on enhancing and promoting the vocationalisation of education, adult
education, education for the mentally and physically challenged persons, non-formal
education, open universities and distance learning, rural university, early childhood care
and education.
4. Role of Education - The basic objectives of the National Policy of Education of 1986 and
Programme of Action of 1992 emphasized that education must play a positive and
interventionist role in correcting social and regional imbalance, empowering women, and
in securing rightful place for the disadvantaged and the minorities.
In 2009, the final Report to the Nation was brought out by the National Knowledge Commission
(NKC) as a compilation of all the reports brought out by the group from 2006 to 2009. The National
Knowledge Commission (NKC) was a high-level advisory body to the Prime Minister of India,
with the objective of transforming India into a knowledge society. The National Knowledge
Commission had a designated time-frame of three years: from 2nd October 2005 to 2nd October
2008. The final Report to the Nation by NKC was one of the most important policy documents
regarding education in India that was published in the new millenium. In its endeavour to transform
the knowledge landscape of the country, the National Knowledge Commission submitted around
300 recommendations on 27 focus areas during its three and a half year term. The implementation
of the NKC's recommendations are currently underway at the Central and State levels. Some
recommendations that had a significant impact on school education are stated below:
1. Share the existing educational material, equipment and facilities available in the limited
number of centres of excellence with a large number of universities and technical,
agricultural and medical institutions throughout the country (NKC, 2006, pg. 9)
2. A model Right to Education Bill was circulated to all state governments (NKC, 2006, pg.
14)
3. NKC has proposed alternative delivery structures to expand capacity, meet the increasing
demand for skilled workers and provide training to workers in the informal and
unorganized sectors. These include public-private partnerships, computer-based training,
distance learning and a decentralized model that takes local needs and aptitudes into
account (NKC, 2006, pg. 14).
4. The medium-term macro-objective for higher education would be to increase the gross
enrolment ratio to 20%. This would imply more than doubling the scale of higher education
in the next few years (NKC, 2006, pg. 14).
5. There is also an unprecedented opportunity with regard to open courseware (open
education course content and material available on the web). There have already been great
developments in broadband and internet infrastructure needed to facilitate the spread of
open courseware, and this needs to be further developed in the country. A repository of
such material could be developed by national experts for use across institutions (NKC,
2006, pg. 15).

25
Many recommendations of the NKC were converted into actual programs, bills and policies like
the Right to Education Bill, The National Programme on Technology Enhanced Learning Open
Courseware Platform of content from top Indian Universities, National Skill Development
Corporation, creation of new IIT’s and IIM’s. Thus the recommendations of the National
Knowledge Commission were influential in determining the direction of policy formulation and
implementation with regards to Education in India between 2000 to 2018. A proposed National
Policy on Education was to be released in 2016 by the MHRD (yet to be released as of 2018).
Public Expenditure on Education in India - 1951 to 2013
On 26th January 1950, India was proclaimed a republic, and in the same year a decision was made
to develop the country in a planned way by instituting a Planning Commission at the centre. This
commission was given the responsibility of creating a five year plan for national development
(which included education). The first five year plan began in 1950-51 with Rs 169 crores as an
outlay on education. The second five year plan began in 1956-57 with Rs 307 crores as an outlay
on education. The planning commission would allocate money in its five year plans based on the
amount of money allocated to Education in India according to the Union Budget of India. The
amount of money allocated to public education at the national and state level in India is determined
in the month of February each year during the presentation of the Union Budget of India, also
referred to as the Annual Financial Statement in the Article 112 of the Constitution of India. This
is the annual budget of the Republic of India that determines public expenditure on Education in
India each year.
Education funding thus is another source that could influence the purpose of schooling in India. A
majority of schools in India are funded by the government. As per data presented on the MHRD
website regarding public expenditure on education, here is a macro level analysis to observe the
change in expenditure of education as percentage of GDP in India between the years 1950 to 2012
in Figure 1.1 below.

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Figure 1.1 Expenditure on Education by Education Department as % of GDP in India
As seen in Figure 1.1, the expenditure of education as percentage of GDP has increased from
0.64% in 1950 - 51 to 3.09% in 2011-12. This allocation by the Government of India for
development in the education sector is still significantly low in comparison to several other
countries. In a joint statistical publication of BRICS nations released in 2017, India’s public
education spending was considerably lower than its peers for the period between 2008 to 2014 as
seen in Table 1.1.

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Table 1.1 - Comparison of Countries by percentage of GDP spending on general education
Image Source - Pradhan, B. (2018). Need Faster Growth? Spend More on Educating India's Children. Bloomberg. Retrieved from
<https://www.bloomberg.com/news/articles/2018-02-02/need-faster-growth-spend-more-on-educating-india-s-children>
1.8.2. Education Administration in India
There are six main boards of Education that regulate and administer school education in India.
These include:
1. State Boards of Education
2. Central Board of Secondary Education, CBSE
3. Council for the Indian School Certificate Examinations, ICSE / ISC
4. National Institute of Open Schooling (NIOS)
5. International Baccalaureate (IB)
6. Council of International Examinations (CIE)
This image from a post by First Crayon (2017) titled, ‘The Essential Guide to Education Boards
in India’ gives you a good overview about the main characteristics of each of the above boards of
Education in India.

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Table 1.2 - Comparison of Boards of Education in India
Credit - First Crayon (2017)
Retrieved from https://blog.firstcrayon.com/the-essential-guide-to-education-boards-in-india-940f32eddc4e
Thus a parent that wants to enroll their child in a school in India at the K-12 level has to make a
choice between these six boards. The common characteristics and roles of each of these boards
include:
1. Educational Curriculum from the 1st Grade to the 12th Grade.
2. Formative and Summative Assessment Strategies from the 1st Grade to the 12th Grade.
3. Minimum Teacher Qualifications for Teachers from the 1st Grade to the 12th Grade.
4. Minimum School Leader Qualifications for School Administrators and Principals.
5. Minimum Educational Infrastructure for a school offering education from the 1st Grade to
the 12th Grade.
6. Maximum and minimum fees to be charged from students studying at school from the 1st
Grade to the 12th Grade.
7. Qualifying Examination at the end of the 10th Grade for admission into Junior College.
8. Qualifying Examination at the end of the 12th Grade for admission into Higher Education
Institutions.

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9. Affiliation to schools that want to offer course of studies for students from the 1st Grade
to the 12th Grade.
These boards of education can be further classified into:
A. State Boards of Education
At the state level, school education in India is regulated by the following State Boards of Education
across the 29 states and 7 union territories of the country:
● Andhra Pradesh Board of Secondary Education (1953)
● Andhra Pradesh Board of Intermediate Education (1971)
● Andhra Pradesh Open School Society (1991)
● Board of Higher Secondary Education Delhi (1962)
● Assam Higher Secondary Education Council (1984)
● Assam Sanskrit Board
● Assam State Open School
● Bihar Board of Open Schooling and Examination (2011)
● Bihar Sanskrit Shiksha Board
● Bihar School Examination Board (1952)
● Chhattisgarh Board of Secondary Education (2001)
● Council Of Secondary Education Mohali (2008)
● Goa Board of Secondary & Higher Secondary Education (1975)
● Grameen Mukt vidhyalayi shiksha sansthan (GMVSS)
● Gujarat Secondary Education Board (1972)
● Haryana Board of School Education (1969)
● Himachal Pradesh Board of School Education (1969)
● Himachal Pradesh State Open School
● Jammu and Kashmir State Board of School Education (1975)
● Jammu and Kashmir State Open School
● Jharkhand Academic Council (2003)
● Karnataka Secondary Education Examination Board (1964)
● Kerala Higher Secondary Examination Board (1990)
● Kerala State Open School
● Board of Secondary Education, Madhya Pradesh (1965)
● Madhya Pradesh State Open School
● Maharashtra State Board of Secondary and Higher Secondary Education (1965)
● Meghalaya Board of School Education (1973)
● Mizoram Board of School Education (1975)
● Nagaland Board of School Education (1973)
● Odisha Board of Secondary Education (1953)

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● Odisha Council of Higher Secondary Education (1982)
● Punjab School Education Board (1969)
● Board of Secondary Education, Rajasthan (1957)
● Rajasthan State Open School
● Tamil Nadu Board of Secondary Education (1975)
● Telangana Board of Intermediate Education (2014)
● Telangana Board of Secondary Education
● Tripura Board of Secondary Education (1976)
● Board of High School and Intermediate Education Uttar Pradesh (1921)
● Uttarakhand Board of School Education (2001)
● West Bengal Board of Madrasah Education (1927)
● West Bengal Board of Primary Education (1990)
● West Bengal Board of Secondary Education (1951)
● West Bengal Council of Higher Secondary Education (1975)
● West Bengal Council of Rabindra Open Schooling
● West Bengal State Council of Vocational Education and Training (2005)
B. National Boards of Education in India
At the national level, school education in India is regulated by the following Boards of Education:
● Central Board of Secondary Education, CBSE
● Council for the Indian School Certificate Examinations, ICSE / ISC
● National Institute of Open Schooling (NIOS)
C. International Boards of Education in India
At the international level, school education in India is regulated by the following Boards of
Education:
● International Baccalaureate (IB)
● Council of International Examinations (CIE)
1.8.3. Educational Philosophy in India and around the World
Cuban (1984) described Educational philosophy as including the, “beliefs about why, what and
how you teach, whom you teach, and about the nature of learning.
Narayanamurthy and Subramanian (2014, pg. 3) described Educational philosophy as consisting
of a, “set of principles that guides professional action through the events and issues teachers and

31
teaching system face daily. Sources for educational philosophy includes life experiences, values,
environment of living, interactions and awareness of philosophical approaches”.
Narayanamurthy and Subramanian (2014, pg. 3,4) further said that the five broad philosophical
schools of thought on education that provide the root or base from which the various educational
philosophies are derived are Idealism, Realism, Pragmatism (also called as Experientialism),
Existentialism and Scholasticism.
Cohen and Manion (2000, pg. 181-190) further elaborated on the four broad philosophical schools
of thought of education by stating that they are accompanied by the, “four major educational
philosophies namely Perennialism, Essentialism, Progressivism, and Reconstructionism, which
focus heavily on the curriculum aspect i.e. what to teach”.
Narayanamurthy and Subramanian (2014, pg. 5,6) created the following two tables to describe the
schools of thought and the educational philosophies in his paper titled, ‘Benchmarking Education
Objectives of Private Schools: An Empirical Examination of Vision and Mission Statements’.
Figure 1.2. Four Schools of Thought on Educational Philosophy

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Figure 1.3. Four types of Educational Philosophy
In contrast to these western schools of thought on educational philosophy, Srivastava (2017, pg
12) describes the salient features of Indian philosophy as based on, “the quest for spiritual values
which stresses upon the unity of existence, the divinity of man and harmony of creeds and
religions. On the other hand, western traditions of educational philosophy stresses upon the
pragmatic view of life to measure the value of the man in accordance to his/her utility in the society
(Dupuis & Gordon, 2010). Indian philosophy of education gives importance to the essence of
creating a sense of universal humanhood and spirituality. Tagore reiterates in his philosophy of
education, the need to evolve the pattern of life encapsulated by the realisation of the sense of
universal humanhood”.
Srivastava (2017, pg. 14) described that in Vedic educational philosophy attainment of Moksha or
liberation was of utmost importance. The author (2017, pg. 14) stated that, “the educational
philosophy in Upanishad is more closely tied to the social and cultural traditions. It emphasised
on the all round development of a person, prioritising the development of personality and
character, accountability towards national integration, knowledge of social roles and status and
development of one’s vocational efficiency. The pedagogic methods involved included
questioning, induction and deduction, discussion, descriptions, illustrations, practical and
narratives demonstration”.
Kumara (2016, pg 151-157) discussed educational philosophy in the Medieval period as
witnessing strong influences of Jainism, Buddhism and Islam. Based on core principles such as
non-violence and the law of Karma, these schools, albeit with differences in their epistemic,
ontological and metaphysical realities spoke of the ultimate goal of liberation, that is, the
emancipation from the cycle of death and birth. Cessation of miseries (dukhanirodha) is important

33
to achieve liberation and the learner should be aware of the ways to get rid of miseries (dukha-
nirodh-marg). Jainism and Buddhism aspired, to a large extent to personify an individual God,
provide greater assertion on morality, the aspirations of the common man and offer rational
interpretations of the meanings of human life.
Bhatia (1992) stated that the educational philosophy that was derived from the Islamic education
system aimed to understand discourses from the Quran and sought to bring into focus, the
development of practical skill for the cultural, economic and social cohesion. The author stated
that a typical syllabus from a medieval institution would include subjects as diverse as philosophy,
mathematics, logic, literature, history, geography, medicine, agriculture, grammar to name a few
included under their gambit. In terms of focus areas, developing reading, writing and arithmetic
were of importance.
In the modern period the four main philosophers whose writing and thinking played an important
role in defining educational philosophy in an Indian context were:
1. Mahatma Gandhi (1869 to 1948) - The chief tenets of Gandhi’s model of education
included free and compulsory primary education, craft centered education, self-supporting
education, education in mother tongue and education based on principles of non-violence.
2. Rabindranath Tagore (1861 to 1941) - His philosophy of education is largely based on
naturalism, humanism, internationalism and idealism.
3. Sri Aurobindo (1872 to 1950) - According to Aurobindo for education to be complete it
must have five principal aspects related to the five principal activities of human beings
which are physical education, vital education, mental education, psychic education and
spiritual education.
4. Swami Vivekananda (1863 to 1902) - The main elements of his philosophy of education
from the transcendental point of view included the view that education is defined as the
manifestation of the perfection already in man. The main elements of his philosophy of
education from the empirical point of view included the view that education is defined as
that kind of training and skill by which man’s will power is bought under control and
becomes conductive to the good of humanity as a whole.
1.9. What is a mission statement?
Mission statements help schools to clearly specify their plan to achieve their goals and objectives
that are aligned with the vision for education laid out in documents related to the educational
policy, educational administration and educational philosophy of the country.
CBSE (2016) published an academic circular on its website where they defined a mission
statement as a formal written summary of values and goals to clearly outline what the school
represents and what its goals are.

34
Al Ani & Ismail (2015, pg. 2) said that a mission statement helps to identify the purpose of work
in terms of meeting social and psychological needs, contributing to personal dignity, developing
relationships with others, and aligning practice with organizational purpose.
Ketterer (2015, pg.4) defined a mission statement as an overarching statement that clearly defines
the purpose and goals of an organization.
Slate et al (2008, pg. 19) wrote that additional desirable characteristics for mission statements
include being clear and sharply focused, providing direction (e.g., describing available
opportunities), matching the organization’s competence, and inspiring personnel.
Abrahams (1995, pg.38) commented on the usefulness of a mission statement by stating that it is
an enduring statement of purpose for an organization that identifies the scope of its operation in
product and market terms, and reflects its values and priorities. In addition to this a mission
statement also helps a company to make consistent decisions, to motivate, to build an
organizational unity, to integrate short-term objectives with longer-term goals, and to enhance
communication.
Rough (2008, pg.1) described a mission statement as an organizational document declaring the
purpose of an institution and its reason for existence.
Morphew and Hartley (2006, pg 456) describe how a clear mission helps organizational members
distinguish between activities that conform to institutional imperatives and those that do not. A
clear mission statement also provides, a shared sense of purpose, has the capacity to inspire and
motivate those within an institution and to communicate its characteristics, values, and history to
key external constituents.
Brown and Yoshioka (2003, pg.6) described mission statements as formal declarations of
organizational values.
Bart (1997, pg.9) described a mission statement as a formal written document designed to capture
and convey a firm’s unique and enduring purpose.
George Steiner (1979, pg.160) wrote that mission statements are not designed to express concrete
ends, but rather to provide motivation, general direction, an image, a tone and a philosophy to
guide the enterprise.

35
1.10. What do schools need to create mission statements?
Mission statements help schools to achieve their goals and objectives that are aligned with the
vision for education laid out in documents related to the educational policy, educational
administration and educational philosophy of the country.
Boerema (2006, pg. 182) commented that the school mission arises from a set of values that answer
fundamental questions about the purpose of education and how the educational program should be
carried out. The school mission provides the context for governance decision making and the way
the school is managed.
According to Morphew and Hartley (2006, pg. 457) the role of the school mission in
implementation of teaching and learning activities is primarily targeted towards achieving two
potential benefits which are that, ‘first, it is instructional. A clear mission helps organizational
members to distinguish between activities that conform to institutional imperatives and those that
do not. Second, a shared sense of purpose has the capacity to inspire and motivate those within an
institution and to communicate its characteristics, values, and history to key external constituents’.
Herman (1989, pg. 83) stated that the school mission statement should, ‘clearly state the purpose
of the school. In other words, it should state what the school is about – its reason for being’.
Brown and Yoshioka (2003, pg. 6) stated that for a school the mission statement is more than
just a symbol or statement but its larger role is as, ‘a tool that provides a clear, compelling
statement of purpose that the organization disseminates both internally and externally’.
Analoui and Karami (2002, pg. 13) feel that an important reason for a school to have a mission is
to promote the shared expectations and beliefs of the organization. The authors (2002, pg. 15)
further state that the mission must transcend departments, individuals, and leaders, while still
bringing them all together to build a strong culture.
Sibley (1986, pg. 96-97) stated that mission statements must comprehend how broad, general
policy objectives are finding actual expression in the classroom and laboratory, how the enterprise
is actually functioning, and what the institution is really choosing to do by "marrying" the
overarching principles of the institution with the specific actualities. The authors also point out
that this would allow a pattern to emerge which could then the assist them in decision making.
Clawson (2003, pg. 161) stated that a mission statement is a, ‘concise declaration of the reason for
the organization’s existence and of the kind of activity the organization will pursue ... . [it] is about
what we do and why we exist today where we are’.

36
1.11. Mission Statements in CBSE Schools
1.11.1. Why are Mission Statements important to CBSE schools?
It is a mandatory requirement for schools affiliated to the CBSE to publish a mission statement on
the school website and to upload it to the CBSE website according to the academic circular (CBSE,
2016) released by the board. The mission statement was defined as follows in the circular,
‘A Mission Statement is a formal written summary of values and goals to clearly outline what the
school represents and what its goals are.’
This Academic Circular further described the importance of a mission statement to these CBSE
schools as follows, “When schools are building and working to sustain their image, one of the
important considerations is their mission. A well thought out and well drafted mission statement
provides them the focus, direction and motivation to achieve excellence through their curriculum.
It also represents the values, and thereby, influences the work culture for students, teachers and
stakeholders.”
Every school affiliated to the Central Board of Secondary Education in India needs to upload an
official School Mission Statement to the CBSE website as per an academic circular released by
the CBSE on 4th March, 2016. These schools often use mission statements to guide the teaching
and learning activities at their respective institutions. This study aims to understand how schools
affiliated to the Central Board of Secondary Education (CBSE) in India use mission statements in
planning and implementation of teaching and learning activities.
1.11.2. Why should CBSE schools create a Mission Statement?
In the annexure to this circular a set of important guidelines were provided to the school that laid
out the rationale for designing a school mission statement which went as follows,
“School is a place where all concerned work together to achieve the goal of preparing students in
view of the needs of the society and nation as a whole. Every school functions in its own context
with its set goal and target. A mission statement for the school will help school administrations,
teachers, parents, students and community members to have a common understanding of the
purpose and outcome of their efforts for the school.”
1.11.3. What is the process to be followed by a CBSE school to design a mission
statement?

37
The process to be followed by the school as they designed a mission statement was also stated in
the annexure and included the following four steps,
1. The mission to be achieved by the school demands the collective effort of the teachers and
should be developed in consultation with them.
2. The School Head should convene a meeting of the school’s stakeholders and take up certain
issues to raise awareness about their roles in the school, such as: who they are, what they
value, and the future goals for the school. Their responses will help to develop a realistic
mission statement.
3. Students and teachers are invited to suggest mission statements for the school or conduct a
competition for students to select a realistic and creative mission statement. A Mission
Statement is a statement of a school’s core purpose to be achieved within a specified time
duration. The statement should be meaningful, memorable and inspiring. It also has to be
realistic and concrete, although the mission may be accomplished within a short or longer
time duration. A Mission Statement can even be changed according to the emerging
demands of the society. Above all, the statement declares the practical commitment and
actions that a school believes are necessary to achieve its vision.
4. The following needs to be kept in mind while finalising the statement. It should: Be simple.
Reflect values that the school represents for society. Be in a language which is understood
by its students, teachers and the community. Be expressed clearly and concisely.
The CBSE also provided the affiliated schools a tentative timeline and a series of exemplar
statements to assist them as they initiated the process of designing a mission statement for their
institution.

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CHAPTER 2
REVIEW OF RELATED LITERATURE

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2.1 Introduction
This chapter identifies the research studies and issues closely related to the focus of this study and
presents an overview of the relevant research in this regard.
2.2 Review of Studies conducted around the World
Al-Ani and Ismail (2018) conducted a study titled, ‘Can mission predict school performance? The
case of basic education in Oman, School Leadership & Management’. This study examined the
relationship between the mission statements and performance of Basic Education Schools in
Oman. A sample of 161 mission statements were randomly collected from the Ministry of
Education’s school mission database. The researcher adopted a mixed method research design that
included qualitative analysis of content of statements and interviews that was conducted with
school principals. An important primary finding of the study was that, “School principals spent
great efforts on designing school mission statements that directed schools towards achieving their
purpose and improving their performance” (Al-Ani & Ismail, 2018, pg 1). The study also reported
that, “while a school’s vision and mission help staff to focus attention on what they are actually
intended to accomplish, they also provide the conceptual framework that can be useful for the
school’s internal and external operation and their harmonization with the government structures to
which they are formally responsible” (pg. 1). The school mission statement also fulfills the
following purpose as per the researcher which was, “to identify the purpose of work in terms of
meeting social and psychological needs, contributing to personal dignity, developing relationships
with others, and aligning practice with organizational purpose” (pg. 1). They made the following
recommendations regarding main themes to be included in mission statements of high performing
schools in Oman which included: Academic Achievement, Use of Technology, Creativity, Social
Partnership, National Identity, Professional Development, School Environment and Islamic
Values (pg. 15). The authors of this study concluded that, “School mission statements are actively
used to improve a school’s performance. They also reflect schools’ desires and needs concerning
their internal and external environment. They particularly help principals to focus their efforts on
reforming their schools. Hence, a mission statement is now a requirement of all Omani schools.
Principals must outline – in coordination with the staff and parents – their schools’ mission, vision
and goals and post them in all their main offices. They must thus articulate and publicize their
views on what their schools can become, establish the trust of all stakeholders, and encourage them
to consider the schools’ situations and identify problems” (pg. 15).

40
Tariq et al. (2012) conducted a study titled, ‘A Comparative Study of Public and Private Schools
Headteachers Vision for School Improvement’. This was a comparative study of public and private
schools headteachers’ vision for school improvement. The sample size included two schools and
interviews were conducted with the headteachers of both these schools. The population of the
study was thus limited to the headteachers of these two schools. One of the selected schools was a
public primary school and other selected school was a private primary school. Both these schools
were located in Jamshad Town Karachi and are situated in the same vicinity. The students of same
socio-economic status were being enrolled in the both schools. The purposive sampling technique
was used. A self made questionnaire consisting 07 closed-ended was used to collect the data.
Qualitative and quantitative analysis was conducted on the data collected. The authors reported
that, “Successful school improvement requires establishing a clear educational vision and a shared
institutional mission, knowing how well the school is accomplishing that mission, identifying areas
for improvement, developing plans to change educational activities and program, and
implementing those plans or new program effectively” (pg 176). The results of the study support
the fact that, “improving school management requires a clear vision, communicating it to students
and making it visible on a school’s wall and notice boards. Without this, there might arise an
imbalance between the allocation and use of available resources” (pg. 174).
Bebell, Stemler and Ann Sonnabend (2011) conducted a study titled, ‘Using school mission
statements for reflection and research’. This study aimed to explore the utility of school mission
statements as a data source for comparing and systematically reflecting on the core purposes of
schools nationwide. Mixed methods research design was implemented as the methodology in this
study. In study 1, a true random sample of 50 high schools were selected from 10 different states
yielding a total of 421 mission statements that were coded and quantitatively compared. In study
2, structured interviews were conducted with principals from diverse high schools to evaluate their
perspectives on the usefulness of school mission statements. The first primary finding of the study
was, “that mission statements can be reliably coded quantitatively and that schools vary
systematically and sensibly with regard to both the number and types of themes incorporated into
their mission statements” (pg. 383). The second primary finding of the study was that, “consistent
with prior research, the qualitative results showed that principals generally regard mission
statements as an important tool for shaping practice and communicating core values” (pg. 383).
The authors stated that the importance of the school mission statement in helping a school to
understand its purpose, “Theoretically speaking, the answer to the question of school purpose
should influence, in a predictable way, how resources are allocated, which programs are
implemented, and a host of policy decisions made by the educational community and policy
makers” (pg. 384). The study also lays emphasis on the role of the administrators of the local
school in determining the institution’s objectives based on recommendations of external bodies
and policy statements as follows, “However, despite the numerous examples of theoretical and
philosophical commentary, as well as research representing views on the purpose of school from
parents, citizens, philosophers, politicians, researchers, historians, and corporate leaders, we found

41
surprisingly little empirical research considering the perspective of the schools themselves. The
perspective of the schools themselves is important because schools are not simply passive
recipients of declarations by external organizations but possess a long history of self-determination
of their own purposes via the tradition of in loco parentis, local control of schools” (pg. 384).
Based on their analysis the authors concluded that, “School mission statements are a valuable
source of data that can be quantified for educational researchers and administrators interested in
reflecting on school purpose, comparing schools with regard to their core mission, and monitoring
changes in school purpose over time” (pg. 384)
Rough (2009) conducted a study titled, ‘An Analysis of the Mission Statements of K-12 Christian
Schools: Their Components and the Value They Hold for the Organizational Leader. This study
aimed to analyse the components of mission statement in K-12 Christian Schools and the value
they hold for the Organizational Leader. The investigation examined a sample size of 44 school
mission statements’. The investigation also included interviews with 33 CEO’s of these schools.
In the study the author described the purpose of a mission statement as, “An organizational
document declaring the purpose of an institution and its reason for existence. The mission
statement can help an organizational leader to make decisions, to motivate him/herself and others,
to build toward organizational unity, to integrate a philosophical purpose with practical goals, and
to enhance communication across the organization. A well crafted mission statement can be a vital
tool for the organizational leader as he/she establishes and maintains an organizational culture that
reflects the purpose of the institution” (pg. iii). Another aspect of this study was the focus on the
organizational leader. The study explored the following three aspects related to the organizational
leader 1) the level of importance the CEO placed on the mission statement 2) how the CEO uses
the school’s mission statement in his/her ministry of leadership 3) investigation into the CEO’s
perspective of the impact that the mission statement has on the faculty of the school. The author
concluded that the content of the mission statements reflected 13 major themes namely: purpose,
education, students, God, lifestyle, spiritual emphasis, excellence, academic focus, social
consciousness, partnership relationships, truth, organizational culture, and motivation (pg. 191).
The author also made the following conclusion based on interviews with the CEOs, “The responses
of the CEOs demonstrated a high value rating of the impact of the mission statement on the day-
to-day program of the Christian school organization. Seventy-nine percent of the leaders rated the
statement as extremely important and 97% (all but one CEO) rated the value as either extremely
important or somewhat important. The one administrator who rated the value as somewhat
unimportant affirmed the value of the statement in theory, but did not observe the statement having
an impact on the day- to-day activities of the school” (pg. 196).
Slate et al. (2008) conducted, ‘School mission statements and school performance: a mixed
research investigation’. This study aimed to determine the themes that were present in the mission
statements of 100 elementary schools in the State of Texas. Following the identification of themes,
a second aim was to ascertain the extent to which the mission statements of high performing

42
elementary schools differed from the mission statements of low performing elementary schools.
The sample size included mission statements of 100 elementary schools in the State of Texas which
were downloaded from their websites. The methodology adopted was a mixed research analysis
was conducted in which themes were generated from these 100 schools’ mission statements
(qualitative) and then these were converted into numbers (quantitative) for statistical analysis. The
authors reported that, “Qualitative analysis identified 15 themes in the mission statements of 100
elementary schools in Texas” (pg. 25). These themes included Academic Success, Caring
Environment, Challenge, Citizenship, Collaborative, Commitment, Empower, Life-Long
Learning, Opportunity, Partnership, Physical Development, Productive, Responsible, Safe
Environment and Social Development. They also commented on the difference between high
performing and low performing school when they wrote that, “the most important difference,
however, was that the mission statements of Exemplary schools had missions that focused on
providing a challenging environment that focused on academic success” (pg. 26). The authors
concluded that, “the mission statement should explicitly acknowledge the need for the school to
work in partnership with parents and other constituencies in the broader society to accomplish the
overall mission. Once written, the mission statement must become a living document that informs
all day-to-day practices of the administration, teachers, and students. Too often mission statements
exist only on paper rather than being a lived philosophy and commitment to the ongoing
development of an effective educational institution” (pg. 27).
Louis (2007) published this paper titled, ‘Trust and Improvement in Schools’. This paper examined
how trust affects teachers’ willingness to work with innovations introduced by central office
administrators. The sample included five schools that were studied over a period of three years to
analyze the centrality of trust to teachers’ willingness to work with administrators to implement
continuous improvement and quality management practices for their schools and classrooms.
Interviews were conducted with these stakeholders. These interviews were then coded using a
qualitative data analysis software for spontaneous comments that addressed trust. The authors
defined trust as, “as confidence in or reliance on the integrity, veracity, justice, friendship, or other
sound principle, of another person or group” (pg. 2). Based on their analysis the authors reported
that in, “high trust schools, vision statements were taken very seriously, and it may well be that
the process used to develop ‘trust’ enables teachers to explore moral purpose, develop value
congruence and increase work meaning and motivation”.

43
Morphew and Hartly (2006) conducted a study titled, ‘Mission statements: A thematic analysis of
rhetoric across institutional type’. This study on mission statements in higher education institutions
aimed to understand what these institutions actually say in their missions and by exploring the
relationship between these rhetorical elements and institutional type. In the study they randomly
selected over 300 mission statements from a representative sample of American four-year colleges
and universities. The focus of the study was twofold: first, how do college and university mission
statements differ in content; and second, are any differences reflective of recognized differences
between institutional types. They identified 118 distinct elements that appeared in the mission
statements and then concluded that no two institutions had the same configuration of elements.
The authors reviewed the research on mission statement in higher education institutions by stating
that, “more recent research on postsecondary mission statements has produced a more nuanced
understanding of the role that ideology and purpose play in organizational life. This literature
suggests that the process of articulating an institution’s mission has two potential benefits. First, it
is instructional. A clear mission helps organizational members distinguish between activities that
conform to institutional imperatives and those that do not. Second, a shared sense of purpose has
the capacity to inspire and motivate those within an institution and to communicate its
characteristics, values, and history to key external constituents” (pg. 457). They also presented an
alternative perspective of the school of thought that were unable to see value in the use of school
mission statement when they stated that, “Of course, other practitioners and scholars see the
mission statement glass as half-empty. They view mission statements as a collection of stock
phrases that are either excessively vague or unrealistically aspirational or both. From this
perspective, mission statements ultimately fail to follow through on or convey any noteworthy
sense of an institution’s current identity (Davies, 1986; Chait, 1979; Delucchi, 1997). A majority
of those who have conducted what little empirical analysis exists of college and university mission
statements reside squarely in this camp. They argue that mission statements, rather than providing
focus to colleges and universities, offer precisely the opposite. Instead of direction and constraint,
college and university mission statements provide a means to an uncertain end. More specifically,
the language in mission statements is intended to evoke an all-purpose purpose” (pg. 457, 458).
The major finding of the study as reported by the authors was that, “schools are using mission
statements to communicate particular messages to specific audiences” (pg. 467).

44
Boerema (2006) conducted a study titled, ‘An analysis of private school mission statements’. This
study aimed to provide insight into both the diversity of private schools and the goals that these
schools have for their educational programs through a content analysis of mission statements from
private schools. In this study a sample of 12 vision/mission statements was initially read and
analyzed. The mission statements were mainly taken from private schools in British Columbia,
Canada, that provided instruction to Grade 12 students. These mission statements were analyzed
to explore the diversity that lies within the private school sector. Based on the analysis a set of 120
themes emerged from these statements. The authors of this study grouped the themes that emerged
from the analysis into the following five major categories namely, “concepts that declared the
school’s distinctive beliefs, concepts that presented the school’s goals and objectives, and concepts
outlining the environment, services offered, and parental involvement. It was found that there is
considerable diversity between private school groups in the school distinctives and in the goals
and objectives pursued by the schools” (pg. 180). The diversity of the private schools based on
their mission statements was reported as follows, “the analysis of the private school mission
statements provides a picture of schools that were founded to address the needs of a community,
whether that be faith based, class based, or special interest. The statements in many cases provide
notes to a rich history, and in some cases, struggle. The faith-based schools (evangelical, Catholic,
and Calvinist) reflect a desire to provide training in a school environment that arises from the
communities’ beliefs and desire to pass on the faith to the next generation. The First Nations
schools are focused on rebuilding and maintaining a community after hundreds of years of
colonization, while at the same time preparing their children for roles in the larger society. The
British-style preparatory schools provide a strong academic training that focuses on preparing for
university and socializing their students to carry out leadership roles in the community.
International schools are businesses that are filling a market niche of providing English language
teaching for international students” (pg. 199). The results of the study based on analysis of the
mission statement samples was that, “there is considerable diversity between private school groups
in the school distinctives and in the goals and objectives pursued by the schools” (pg. 180).
Bart (1998) published a paper titled, ‘A Comparison of Mission Statements and their Rationales
in Innovative and Non- innovative Firms’. This was based on a study that involved 72 senior
managers from some of North America's largest industrial companies. In the study 25 mission
statement components were analysed to determine if there were any differences between
innovative and non-innovative organizations. The author described the purpose of the mission
statement at the start of the study as follows, “In its most basic form, a mission statement is a
formal written document intended to capture an organization's unique purpose and practices. It
should answer some fairly fundamental questions such as: 1) Why does this organization exist? 2)
Why is this organization here? 3) What is this organization trying to accomplish?” (pg. 65). The
authors further described the benefits associated with mission statements as follows, “The
traditional major rationales and benefits associated with mission statements have been cited as: a)
Better control over the behaviour and actions of employees (resulting from their inspired

45
commitment to achieving the mission); b) More focused resource allocation; and c) A better
balance between the interests of competing stakeholders (e.g., customers. employees, shareholders
and society)” (pg. 65). The mission statement rationales were operationalized (pg. 68) by the
authors as follows, “Mission statement 'rationales' have been defined as those forces motivating
the development and use of a firm's mission statement in the first place. In reviewing the mission
literature, numerous reasons have been given for having a mission statement. Those cited most
frequently were adopted as the basis for operationalizing the mission statement drivers. They
included:
● to create a common purpose for the organization.
● to define the scope of the organization's activities and operations to allow the CEO to exert
control over the organization.
● to create standards of performance for the organization.
● to help individuals identify with their organization. its aims and its purpose (and to
encourage those who do not to leave).
● to promote shared values among organizational members.
● to promote the interests of external stakeholders.
● to motivate and/or inspire organizational members.
● to help refocus organizational members during a crisis.
● to provide a sound basis for the allocation of organizational resources.”
The authors concluded that, “The findings presented in this paper are consistent with the emerging
theory surrounding mission statements i.e., that mission statements do indeed vary between
different types of firms and according to the circumstances in which they are found” (pg. 73).
Subramanian and Narayanamurthy (2014) conducted this study titled, ‘Benchmarking Education
Objectives of Private Schools: An Empirical Examination of Vision and Mission Statements. This
study aimed to benchmark and understand the status of current objectives targeted with the best
practices proposed in education philosophy. This is was one of the first studies conducted in India
with respect to analysis of school mission statements. The methodology adopted by the authors
was that current objectives targeted by schools are compared to the objectives proposed in
education philosophy. The sample included mission statements of 68 private schools. Objectives
targeted by these schools were identified by performing content analysis of the vision, mission and
philosophy statements. The eight objectives of education codified by the author based on review
of philosophical tradition of education were: 1) Economic Sustainability 2) Emotional
Development 3) Intellectual Ability 4) Global Awareness 5) Individuality 6) Spiritual Orientation
7) Inclusive Education 8) Social Orientation (pg. 15). The authors reported the following primary
finding from this study, “Eight objectives were identified from the philosophy of education
literature and the current objectives were benchmarked with them. Two new objectives evolved
from the analysis of the vision and mission statements. Post-analysis of the private school
statements, frequency of appearance of different objectives in the statements were tabulated and
discussed. From the results, it was noticed that skewed orientation exists towards certain objectives

46
such as emotional development and intellectual ability, neglecting other essential objectives such
as global awareness and inclusive education” (pg. 1). The authors discussed the results and
findings of the study as follows, “Vision, mission, and philosophy statements were analyzed as per
the coding scheme developed and frequency of appearance of codes were tabulated...Emotional
development was observed to be with highest frequency occurring in 53 of 68 schools. This
supports the earlier finding in literature that purpose of school is emotional development at the
early levels (Stemler and Bebell 1999)...Second maximally targeted objective in the sample
analyzed was intellectual ability scoring 74%...The next highly targeted objective was society
orientation occurring with 59% frequency...Individuality and spiritual orientation appeared in 43%
and 35% of schools. Remaining three objectives namely economic sustainability, inclusive
education, and global awareness were found in less than 25% of schools vision, mission and
philosophy statements analyzed” (pg. 15, 16). They commented on these results by sharing the
following observations, “Contrary to the conventional understanding that education system
stresses more on economic sustainability objective, our study revealed lower frequency for this
objective. As expected we found lower frequency values for the inclusive education objective as
private schools primarily focus on providing high quality education to people who can afford and
the onus of providing inclusive education is usually seen as the objective of public schools. Less
frequency of global awareness objective can be expected to increase in near future with the present
schools attempting to implement curriculums followed at international level. While analyzing the
objectives, it was found that there was a great deal of variability across schools regarding the
number of objectives incorporated. Most of the schools were found to emphasize three to five
objectives. It was also interesting to observe that schools existed without stating any of the
objectives identified from philosophy of education and also no school was stating all the eight
objectives identified” (pg. 15, 16).
Saley (2006) conducted this study titled, ‘Defining Quality Education: A Content Analysis of
Alberta High School Mission Statements’. This study focused on exploring two aspects related to
school mission statements; Firstly to understand whether the content and presentation of mission
statements correlates with the traditional and established categories of educational authority.
Secondly to understand whether there are some visions and missions that are more effective than
others. The sample size for this study was the mission statements of 38 secondary schools in
Alberta, Canada. Mission statements were gathered from the school websites. Both quantitative
and qualitative analysis techniques were used to investigate the content and manner of presentation
of high school mission statements. These mission statements were mainly analyzed for content,
clarity and motivational tone to achieve the above two objectives of the study. Independent
variables include mainly the sources of authority defining school systems. Dependent variables
included four groups: (1) those relevant to stakeholders in the educational process; (2) those related
to the philosophy of education; (3) those concerned with strategic planning; and (4) those of
presentation (pg. 3). The methodology adopted for analysis of statement was described by the
author as follows below, “Techniques of earlier researchers were enhanced to examine the

47
statements for content items (dealing with relevance to stakeholders, philosophy of education,
strategic planning) and for presentation (through Flesch Reading Ease, Gunning’s Fog Index,
Flesch-Kincaid Grade Level, lexical density, word counts and tone scores). Statistically significant
differences were observed between the five institutional categories studied—public, separate
Catholic, separate Protestant, private secular and private Christian” (pg. 106). The first main
finding of the study was that, “it was found that mission statements of high schools reflect
significant differences between sources of educational authority. Significant differences were
found for 12 of the 15 components tested. Among the five readability measures tested by
grammatical analysis, three out of five tests showed significant differences. Among the content
variables, all except one (geographic area) showed significant differences. In addition, there is a
noticeable correlation between the character of the components of mission statements and the types
of institutional sources of authority. This adds weight to the argument that the sources of authority
have characteristic differences” (pg. 106, 107). The second main finding of the study was, “that
characteristic mission statement components and source of institutional authority correlate with
the academic success of an educational enterprise...It seems that the differing kinds of educational
institutional authority produce correspondingly different qualities of mission statements which in
turn are related to predictably differing qualities of education (at least from the point of view of
academic success)” (pg 107).
Orwig and Finnery (2007) conducted this study titled, ‘Analysis of the mission statements of
AACSB accredited schools’. This study aimed to understand the common components among the
mission statements of high performing International Association for Management Education
(AACSB) accredited business schools. The methodology adopted included content and statistical
analysis to describe components of mission statements at AACSB-accredited business schools.
The sample size included 299 mission statements of accredited business schools. The authors
reported the following 8 findings regarding the common components of AACSB-accredited
business schools’ mission statement:
1. Length - “Of the sampled universities only 6 percent had a statement of 25 words or fewer.
About 47 percent had fewer than ten lines with 42 percent having between ten lines and
one page. A little more than 4 percent were greater than a page” (pg. 266).
2. Stakeholders - “The stakeholders examined in the sample were students, faculty, parents,
alumni, and business/society. Mission statements identified students as stakeholders most
of the time (88 percent). Two groups were mentioned about half the time, faculty (47
percent) and business/society (53 percent)” (pg. 266).
3. Strategic Perspective (visions, goals/objectives and values) - “Surprisingly, 97 percent of
the mission statements did not mention vision. When referenced, vision was frequently
under its ovm heading. Similarly, less than 15 percent of the schools directly included goals
and objectives in the mission statement. Only 18 percent of the mission statements included
values. Many universities placed these variables in separate sections” (pg. 266).

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