Application of SWOT Analysis at Various

Levels of Education
CONTENT
Previous Lecture Recap
Quiz
Introduction
Definitions of Components of SWOT Analysis
SWOT Analysis at Elementary and Secondary Level of Education
SWOT Analysis at Higher Secondary Level of Education
SWOT Analysis of Indian Higher Education
Learner Activity
Summary
Preparation for Next Session
References
PREVIOUS LECTURE
RECAP
 Strengths, Weaknesses, Opportunities, and Threats are referred to as
S.W.O.T.
 S.W.O.T. might be divided into two categories as a rule of thumb.
These are the well-known external and internal influences.
 External Factors are: Political, Economic, Societal,
Technological
 Internal Factors are Production capability, Market knowledge,
Management of distributors
 Application of SWOT Analysis in Formulating Strategies:
• Evaluate the Surrounding
• Identify the Strengths, Weaknesses, Opportunities and Threats
• Pair the SWOT factors to formulate strategies
• Evaluate the strategic options
• Selecting Strategic Options
QUIZ
Q1: What is SWOT Analysis?
Q2: What are the Pros and
Cons of using SWOT in
Strategic Planning?
 INTRODUC
TION
 In
order to prepare for a strategy of some
kind (which might include a report,
evaluations, inspections of quality, etc.),
directors, administration, educators, and
employees can use a SWOT analysis as a
tool to help them identify the aspects of the
educational institutions and processes that
are effective and ineffective.
 A SWOT analysis is truly applicable for
every planning or analytical task that carries
the potential to influence subsequent
administration, planning, and monetary
choices. It might make it possible for you
(the authorities and administration) to
conduct a more thorough analysis. We'll talk
about SWOT analysis in terms of
educational levels.
DEFINITIONS OF
COMPONENTS OF SWOT
ANALYSIS
Strengths: Completing the goals of education will certainly be aided by elements that will
make this happen.

Weaknesses: Factors that could potentially hinder (as well as have a detrimental effect on)
accomplishing the educational goals.

Opportunities: Outside elements that hadn't been considered but are very likely to have a
beneficial impact on reaching or exceeding the instructional objectives or aims.

Threats: External events and circumstances that are expected to make the goals of learning
outdated, impossible to achieve, or may have an adverse impact on accomplishing them.
SWOT Strength:
o Indiahas a sizable, undeveloped human capital pool that is both effective and
ANALYSIS innovative. This "untapped brainpower" could produce tremendous financial,
social, and cultural rewards for the nation if properly nurtured.
AT o India has one of the greatest possibilities in the world for producing profits from

ELEMENTA investments in education due to its affordable educational system. Smaller

investments in money and assets may result in considerable gains in educational

RY AND
quality and efficacy.
o The realistic and innovative work of pupils as well as educators can both rise
SECONDAR with the help of high-quality teacher preparation.

Y LEVELS
o There are numerous efficient and affordable methods of instruction available to
educate and quickly spread helpful abilities and expertise to those who require

OF
them the most.

EDUCATION
(STRENGHT
H)
SWOT Opportunities:
ANALYSIS
AT Most rural instructors have strong inherent capacities for
ELEMENTA imagination and aversion to novel ideas, frequently at a
level greater than those of urban educators.
RY AND Few efforts have been made by teachers in the nation to
SECONDAR promote rural schooling, where students are less motivated
to take class due to issues such as unfavorable parental
Y LEVELS influence, subpar facilities, and uninspiring instruction.
Students are very enthusiastic about learning and trying
OF new things. In the countryside of India, an appropriate
stimulus can unleash an explosion of innovation and
EDUCATION output.
Due to their greater assets, urban schools can be a catalyst
(OPPORTUN for the expansion of rural education. Thus, urban schools
must play an early role in building relationships. 
ITIES)
 SWOT  It
continued by encouraging learners to
make decisions for themselves, express
ANALYSIS themselves openly, develop self-
AT confidence, and safeguard and foster their
ELEMENTA creative minds.
RY AND  A solid educational framework provides
the ideal basis for the nation's future
SECONDAR growth. India might grow both
Y LEVELS economically and socially far more
OF quickly if it focused on finding new
solutions rather than simply copying what
EDUCATIO others have already done.
N
 SWOT Weaknesses:
ANALYSIS  Most schools offer a singular education that places an unhealthy
emphasis on grades. The end results of Indian schooling
AT frequently have narrow goals and are even self-centered.
ELEMENTA  Teachers typically lack a lot of expertise about how to
encourage kids to be innovative.
RY AND  Therefore, youngsters are taught bookish information. Students
SECONDARY have few chances to use their expertise in practical settings.

LEVELS OF  Hardly are kids encouraged to take part in volunteer

opportunities in the community, like helping underprivileged
EDUCATION people and the environment.

(WEAKNESS  Around 3 million educators are needed to fill the gap. Compared
to the 3–4 million who are currently employed, India requires 7–
ES) 8 million elementary and secondary school educators.
There are few or no outside investments to support rural
schools. The majority of the time, government assets are not SWOT
used properly.
ANALYSIS
More single-room, one-teacher institutions lack the capacity to AT
ELEMENTA
furnish even a very basic learning setting.

Students of different ages frequently attend in one classroom

due to inadequate class amenities, which causes tedium and
RY AND
indifference.
SECONDAR
Most educational institutions inhibit questioning, education,
implementation, and innovation in their instructional and
Y LEVELS
educational strategies. OF
Few top-tier inventors or unique ideas have been generated by
an educational system that prioritizes tests and grades ("factory
EDUCATION
method"). (THREATS)
 SWOT  Due to their access to the best personnel as well as
ANALYSIS educational institutions, Indians are recognized as the
wealthiest and most competent ethnic group in the
AT HIGHER world.
SECONDAR  Because higher education is heavily subsidized,
even the most destitute of the impoverished can
Y LEVEL attend.
OF  The equal opportunity for accessibility idea made
EDUCATIO higher education accessible to numerous individuals
who were financially isolated.
N  Higher education has demonstrated its efficacy as a
( STRENTH tool for social transformation.

GH)
SWOT ANALYSIS AT HIGHER
SECONDARY LEVEL OF EDUCATION
( WEAKNESSES)
Academic auditing is not offered at universities or colleges.

Lack of quest for quality in majority of institutions.

Uniform pricing framework, regardless of the learner's financial situation or capacity to

pay.

Learners are burdened with taking many entrance exams for comparable courses. No
assessments or comments from the students.

International institutions in higher education do not offer campus hiring or temporary

employment.
SWOT ANALYSIS AT HIGHER
SECONDARY LEVEL OF EDUCATION
( OPPORTUNITIES)
Another important indicator of an institution's achievement is the number of
students who pass the NET or SLET test.

Developments in technological innovation should be used to the sector's advantage

in education. Learners may be given some latitude in their curriculum choices.

Private educational institutions may be established, but their operations must be

supervised and supported by government organizations.

A connection between universities and society, the universities and the local
community, and the universities and industries.
 SWOT  Notwithstanding government involvement, there is a
ANALYSIS sizable amount of commercialization in higher
education.
AT HIGHER  Most learners have enrolled in conventional courses
SECONDAR merely out of need and a scarcity of options; they
have no desire to take them seriously.
Y LEVEL  Art and science courses are at risk of extinction, and
OF there aren't many people willing to take them on.
EDUCATIO  Several programmes are offered solely to ensure the
continued existence of certain departments and the
N lecturers' employment.
( THREATS  The state government, which has a bigger influence,
) has not done more to raise the standard of learning.
SWOT ANALYSIS
OF INDIAN
HIGHER
EDUCATION
Following the United States of America, India has the
second-largest and richest university system
worldwide. India is viewed as one of the countries that
will guide the future. There were 2,40,000 pupils
enrolled in 20 Universities and 500 Colleges at the
time of freedom. There are currently over 300
universities, 13,000 colleges, and over 10 million
students. In them, there are over 4,30,000 educators
actively educating. Just seven percent of Indian youth
between the ages of 17 and 23 are enrolled within
college or university institutions, compared to 15.22%
of young people in various nations if we look at higher
educational opportunities in comparison to other
established and resulting developing nations. The
majority of colleges and universities can be classified
as publicly owned since they have to be governed
directly through the state or federal governments and
receive significant subsidies from these bodies.
LEARNER ACTIVITY
Do a SWOT Analysis of any organization you like.
 In order to prepare for a strategy of some kind (which
might include an inspection, evaluations, quality assurance,
etc.), directors, administration, educators, and employees
can use a SWOT analysis as a tool to help them identify the
aspects of the educational institutions and processes that are
both successful and unsuccessful.

SUMMAR Most educational institutions offer a singular education that

places an unhealthy emphasis on grades. The end results of
Y Indian schooling frequently have narrow goals and are even
self-centered.
Just 7.5 percent of Indian youth between the ages of 17 and
23 have enrolled in college or university organizations,
compared to 15.22% of young people in numerous nations
as we look at higher education in comparison with other
established and leading developing nations.
END OF PRESENTATION

 BUSH, T., BELL, L., &
MIDDLEWOOD, D. (2019).
PRINCIPLES OF EDUCATIONAL
LEADERSHIP AND MANAGEMENT.
London: SAGE Publications Ltd.

REFEREN Okumbe, J. A. (1998). Educational

Management: Theory and Practice.
CES Nairobi University Press.

Pal, D. K. (n.d.). Educational

Management. New Delhi-: USI
PUBLICATIONS.