Scope, Need, Importance and Role of the Education in the Province of Sindha

 

Discuss the scope, need, importance, and role of education in the province of Sindh

Course: Educational Leadership and Management

Course Code  8605

Level: B.Ed Solved Assignment

ANSWER 

Department of Education Government of Sindh

i)  Secretary Education

In Principle, the functions of the Secretary of Education and the Government of Sind are the same as those of Punjab or any other province of the country. However, depending upon  the  structure and peculiar needs and  traditions of the province, the Secretary’s responsibilities would be laid down as follows:

i)  Administrative Matters

As chief executive of the education secretariat, these administrative functions include; meetings with Deputy  Secretaries,  attending to matters relating to accounts, staff, development projects, policies, etc.

ii)  Professional Matters

As the professional leader of Directorates,  Boards, and Bureaus, the Secretary holds meetings with Directors of Education, and heads of the Boards and Bureaus. Principals of Colleges, Vice Chancellors etc. on issues relating to academic facilities and services of the institutions.

iii)  Ceremonial/Political Matters.

As a representative of the Governor of the province and head of the entire educational system in the province, the secretary has the responsibilities of meetings with the Governor, Chief Secretary, and other Secretaries, external visitors, of crucial interest to education, and attending functions and ceremonies.

iv)  Directors of Education (School Education and College Education,)

There are two Directors of Education (Schools) and (Colleges) education respectively in the province, and each one of them is the administrative head of a region. Each director has the responsibilities for (lie direction, dimension, and quality of primary, middle, and high school education as well as adult literacy and rural education programs. The director is acceptable to the secretary of Education and the provincial government for the overall development of school education in his region.

The job of the director of school education focuses on the following.

a)  Provision, promotion, and maintenance of good quality school education in the region.

b)  Ensuring proper development of all persons (pupils and stall) in school education in the region irrespective of sex, social background, or creed.

c)  Promotion of adult community literacy in the region

d)  Overall control of school  education and college education, technical education respectively

e)  General administration of the services and facilities for school education.

f)  Supervision of personnel instruction and facilities improvement in school and college education.

v)  District Education Officer

Within the region, the District Education  Officer (D.E.O)  is responsible for the administration of school education in a District. There are separate district Education  Officers for boys and girls schools, but their functions are identical.

The D.E.O. is about the almost focal and strategic post concerning primary, middle, and high school education in the district.  He is responsible to the Director of School Education of the Region for the effective organization and demonstration of the District education office and for the development of primary, middle, and high schools in the district. In addition,  the D.E.O. is responsible for the supervision and control of all stalls in the district as well as for the effective utilization of all resources (funds,  personnel, equipment, buildings,  lands. educational programs, etc.), available or provided for school education in the District.

vi)  Deputy District Education Officer

The Primary functions of a Deputy District Education Officer (D.D.E.O) depend to a large extent on the specific duties assigned to him/her by the D.E.O. There may be more than one D.D.E.O in a District.

vii)  Sub-Divisional Education Officer

Within each District, there are several Sub-Divisional Education Officers (S.D.E.Os). The S.D.E.Os are responsible within their respective sub-division for instructional and staff supervision in the schools. His/her supervisory powers extend to the middle and high school as D.E.O directs.

In addition,  S.D.E.O. has full responsibility for the administration and management of sub-divisional education officers. The S.D.E.O assists the D.E.O on all matters about the promotion of school education in the district of which his/her sub-division is a part.

Scope, Need, Importance and Role of the Education in the Province of Punjab

Discuss the scope, need, importance and role of the education in the province of Punjab

Course: Educational Leadership and Management

Course Code  8605

Level: B.Ed Solved Assignment

ANSWER 

 Pakistan is a Federation of four Provinces-Punjab, Sindh,  Khyber Pakhtunkhwa and Baluchistan. According to the constitution, education is on the concurrent list, therefore policies are formulated at the national level i.e. Federal level and implemented at the provincial level but under the devolution of power programme, education has become the subject of district government and the provincial government is only responsible to facilitate and coordinate the district government for effective implementation of national and provincial education policies and programme respectively.

The Provincial Departments of Education are counterparts of the Federal Ministry of Education. In provinces, ministers for education are in charge of the  Provincial Ministries of Education.  Within a province, the Minister for  Education is responsible for policy matters concerning the department. He conducts the business of the department in the Provincial Assembly and submits cases to the Chief Minister to seek his approval on important decisions. The minister keeps the provincial Governor informed about important developments in the field of education.

 

Department of Education, Government of Punjab

The subjects allocated to the Education Department, Government of the Punjab include:

i)  School, College and university education,

ii)  Coordination of schemes for higher studies abroad

iii)  Grant of scholarships,

iv)  Education of handicaps,

v)  Promotion of scientific research, art and literature,

vi)  Production and distribution of education and scientific films,

viii)  Libraries,

viii)  Service matters, except those entrusted to services and General

Administration Department and District Governments.

See the organizational chart of the Department of Education, Government of the Punjab.

i)  Director Public Instruction (Colleges) Secondary Education and Elementary Education.

a)  They advise the  Provincial Government in the formulation of education policies relating to college education secondary school education and elementary education respectively and also see that the approved policies are implemented in their true sense and spirit.

b)  They assess the needs of the masses concerning the opening of new colleges, secondary schools elementary and primary schools and improvement of existing institutions in the province. They also direct for the preparation of development schemes/plans for approval of the Government.

c)  They also direct the preparation of the annual budget regarding expenditure of college, and school education and ensure that they are carefully and economically operated.

d)  They guide the heads of subordinate offices and institutions by paying personal visits for the removal of defects and bottlenecks in the smooth administration and functioning of the institutions.

e)  They are responsible for the effective enforcement of administrative,  financial and discipline rules in institutions and their subordinate offices.

ii)   Director Curriculum Research & Development CentreHis responsibilities are as follows:

a)  Control and supervision of the Curriculum Research and Development Centre.

b)  Planning of research projects.

c)  Planning of curriculum development

d)  Supervision of research projects, curriculum formulation and development by Deputy Directors and Research Associates.

e)  Planning and control of the financial aspects of the Curriculum Research and Development Centre.

f)  Planning and control of the financial aspects of the  Curriculum Research and Development Centre

g)  Liaison with the Ministry of Education. Provincial Curriculum centres. Universities, Boards of Secondary Education Directorate of Staff Development, Provincial Institute of Teacher  Education, Text-Book Board, UNICEF and Punjab Education Department.

h)  Administration of the Curriculum Research and Development Centre.

iii)  Autonomous Bodies

The following are the autonomous Bodies which are under the Department of Education:

i)  There are Six universities in the provinces plus there are four general universities like the University of Punjab, Lahore; the Bahauddin Zakaria. University, Multan, The Islamia University, Bahawalpur, Fatima Jinnah Women  University,  Rawalpindi and two professional universities. The University of Engineering  &Technology Lahore and Texila Rawalpindi. These Universities function as autonomous bodies of higher learning in tile province.

ii)   Boards of Intermediate & Secondary Education

At present there, are eight Boards of Intermediate and Secondary Education at Rawalpindi, Sargodha, Gujranwala,  Lahore, Multan, Faisalabad, Dera Ghazi Khan and Bahawalpur. The exclusive function of the Board of Intermediate and Secondary Education is to hold Secondary School Certificate and Intermediate Examination and award certificates. They also hold examinations from Adeeb, Aalim and Faazil certificates in Urdu, Persian and Arabic languages.

iii)  Board of Technical Education

There is one Board of Technical  Education in the Punjab. Its main responsibility is to hold examinations for associate engineers, diplomas in various technologies and SSC examinations. It also formulates the curriculum for these examinations.

iv) Text-book Board

The Punjab Textbook Board is responsible for the printing of textbooks for class 1-I

v)  District Education Officers (Male-Female)

a)  Duties of Drawing and Disbursing Officer in respect of his/her own office.

b)  Financial control of the budget of primary, Middle and High Schools in the District.

c)  Planning and development work of the district.

d)  To assist/guide the department in respect of academic matters.

e)  To attend all other matters as District Head of the education sector i.e. college education secondary education and elementary education respectively.

vi)  Deputy Education Officers

They assist the District Education officers in all matters and inspection of schools.

vii)  Assistant Education OfficerThey perform the following duties:  inspection,  supervision, and guidance of primary Schools.

viii)  Director Staff Development

He arranges refresher courses to guide the teachers in the new methods of teaching. He is an appointing authority in respect of incumbents in NPS-1 to NPS-15 in respect of his office. He controls the teaching staff in elementary colleges. He also arranges training programmes for the heads of institutions and district and Tehsils heads of education department.

Importance of Log Book, Cash Book, Fee Collection Register

 

Discuss the importance of a log book, cash book, and fee collection register.

Course: Educational Leadership and Management

Course Code  8605

Level: B.Ed Solved Assignment

ANSWER 

Log Book

Educational rules require also the maintenance of a log book. The logbook is a record of events, and as such it furnishes material for a history of the school. It should contain mention of special events, the introduction of new text-books, apparatus, or courses of instruction, and plan of lessons approved by the inspectors, the visits of the Inspecting Officers and other distinguished persons interested in education, closure, or changes in the working hours of school on account (if epidemic diseases, and any oilier deviations from the ordinary routine of the school. or any special circumstances affecting the school, that may deserve to be recorded for future reference or for any other reason.  The logbook is a school diary. It should contain only statements of facts and no expressions of opinion on the work or conduct of teachers, or remarks as to the efficiency of the school. The entries in the logbook should be made by the headmaster, as occasion may require. It is a permanent record for future reference.

Admission Register

The Admission Register is one of the most important school records, and the headmaster is personally responsible for therein. Alter satisfying himself that, the information furnished by the parents in the application for admission to the school is correct, the headmaster should state at the bottom of the form whether the pupil was admitted or rejected. All application forms received should be serially numbered and filed separately for reference. In the case of a pupil seeking admission after a course of private study a careful investigation concerning the pupil's previous educational career, as declared by the parent or guardian, should invariably be made before making admission.  The headmaster should resist the pressure or importance of parents to admissibility children by evasion of the rule.  Admission of pupils migrating from outside the jurisdiction of the local educational authority should not be made, even though the candidates may be eligible according to their transfer certificates until the certificates have been countersigned by the educational officer who should have administrative control over the school issuing the certificates,  and until the equivalence of standards has been determined. No such pupil should be admitted to a class higher than the first-year class when two or more classes constitute one unit from the point of view of the course of instruction.

Entries in the Admission Register should be made as 50011 as a pupil is admitted or, at any, rate, before the close of the day; and all the necessary particulars. as provided for in the register, should be noted. No admission or re-admission made at any pail of the year should be left out of the register. Successive numbers should be given to the pupils on admission, and each pupil should retain this number as long as he remains in the school. But a fresh serial number should be given to admissions each year; and whenever the admission number of a pupil is quoted, it should be given in the form of a fraction, with the scar to Inch the serial number belongs as the denominator thus,  54/55-56.  If a pupil leaves a school and rejoins it with a leaving certificate issued by another school, a new entry should be made in the register. But a  pupil,  whose name was removed for default in payment of tuition or other fees, or for continued absence, need not be given a fresh admission number if lie returns to the school on the same terms or within three months of the removal of his name;  but his original admission number should be given to him. In such cases, the collection of the re-admission fees should invariably be noted in the fee collection register and a brief note made against his number in the admission register to indicate the month or year of collection of the readmission fee. This entry may be briefly made thus: R.A. Nov.

No name should be removed unless a pupil applies for and has been granted a leaving certificate, or has been continuously absent for four weeks without permission, or has been a defaulter in the payment of fees till the end of the month during which they were due or has been dismissed as unworthy of continuing in the school. When a name is removed for any reason, the date of the last attendance should be entered in the admission register, with the cause of leaving if that is known.

In recording the date of birth of pupils in the admission register the exact day, month, and year of birth should be carefully ascertained and noted in the register. This date should be retained throughout the pupils’  educational career and should not be altered without the permission of the educational authority in charge of the institution. This entry as the date of birth is very important, as it is often required as evidence in important connections.

It should be desirable in large schools to prepare an alphabetical index of pupils admitted during the year for convenience of reference. Such an index may be prepared after all the admissions for the year have been made. At the end of each year, when the admissions for the year are over, an abstract should be prepared to show how many of the pupils admitted during the year left with leaving certificates, how many without certificates, and the number remaining in the school. In cases of pupils who leave the school without paying all or part of the fees due a remark should be made against their names in this register, so that a fee which is due may be recovered if and when they apply for leaving certificates. According to the departmental rules, the admission register should be preserved Permanently

Cash Book

A cash book is an important initial record in which details are entered of all financial transactions of the school occurring from day to day. It should be a bound volume, and the pages should be carefully numbered in print. The above form, indicating the number of columns and particulars to be noted in each column, is suggested for adoption:

In, column 1, the site on which the cash is received or paid is entered. Columns 5 and 8, marked L.F., are to show the number of pages of the subsidiary register where the corresponding entry appears. For instance, if on 1 September 1994, a sum of Rs. 1 580 is received as cash on account of salary and is credited to the cash account, there will be a corresponding entry in the salary book on a certain page. It is the number of this page in the salary book that is to be noted in the LF., column 5 of the cashbook. Similarly, the pages of the sports or Reading-room Fund Account on which the expenditure on sports of the reading room is noted will be entered in column 8. It should be clearly noted that all transactions to which a headmaster is a party in his official capacity must, without any reservation, be brought to account in the school cash book; and all money received should be paid in full, without the least possible delay, into a government treasury or the Bank, as the case may be: The term  “cash”  includes specific, currency notes, cheques, demand drafts, and remittance transfer receipts.

Whenever money is received a receipt must be issued, and the number of the receipt issued must be entered in column 4. Similarly, payments made from out of cash should be entered in the payment column, i.e. column 6, in the order in which the payments are made, the number of the voucher obtained from out of cash should be entered in the payments being noted in column 7. All transactions relating to the school, such as salary, fees, and fines, should be entered in this register. The cashbook should be written up from day to day,  the entry relating to each item of receipt and expenditure being made at the time of transaction. The balance at the beginning of each day called the opening balance, should be brought forward on the receipt side, as well as all the sums received in the day. The balance at the end of the day is called the closing balance, and it is entered on the payment side. It should be noted that  what is a  closing balance at the end of a  day is the opening balance at the beginning of the next day. After the day’s transaction is over, the account should be closed by striking the balance.

The balance should always be a plus. In no case should there be a minus balance. The particular items (head of accounts) working up to the cash balance at the close of the last working day of the month should be given in the manner detailed hereunderThere must be an agreement between the entries in the cash hook and the corresponding entries in the subsidiary registers namely, Contingent register, Games account register, Union account register, Admission fee register, Medical fee register, as also with the remittances and withdrawals in the passbook and the copies of the challans.

After closing the account for the day, the cash on hand should be counted by the head of the institution,  which should satisfy himself that it agrees with the book balance: and the day’s business should be closed with this dated signature. Failure to do this involves discrepancies and incorrect accounting. If any transaction is omitted from the cashbook on the day it takes place, it should be accounted for on the day the omission is noticed, with necessary remarks as to the omission.

The abstract of receipts and expenditures for the month and details of Union and Games fees, etc., collected, remitted, and spent during a month should be submitted to the inspecting officer, charge of the institution in the case of a  government institution, or to the management in the case of a private school, on or before the 4th of the month succeeding that to which the accounts relate.

A general ledger, containing a condensed and classified record of all the financial transactions in the form prescribed by the educational authority or management, facilitates the preparation of monthly and annual accounts. It gives an abstract of income, expenditure, and balance regarding each of the funds referred to in the cashbook. Entries may be made in the general ledger after each day’s transactions have been closed and entered in the cashbook and detailed ledgers

Importance and Role of the AV Aids and Library

Discuss the importance and role of the AV aids and library.                                   

 

Course: Educational Leadership and Management

Course Code  8605

Level: B.Ed Solved Assignment

ANSWER 

Audio-Visual Aids

An outstanding development in modern education is the increased use of supplementary devices by which the teacher through the use of more than one sensory channel helps to clarify, establish, and correlate accuracy, concepts, interpretations, and appreciation; increases knowledge; rouses, interest and even evokes worthy emotions and enriches the imagination of children.

Learning takes place at three levels-direct experiencing, vicarious experiencing, and symbolic experiencing. Thus, audio-visual materials are quite helpful in instruction. They supply a concrete basis for conceptual thinking; they give rise to meaningful concepts to words enriched by meaningful associations. Researchers have also recommended that in education we should appeal to the mind chiefly through the visual and auditory sense organs since 85 % of our learning may be absorbed through these,

i)  The Value of Audio-Visual Aids to Learning

Audio-visual aids are potent starters and motivators:

 When the child finds learning made easy, interesting, and joyful with the help of sensory he feels motivated. He 'cannot but attend to an interesting procedure going on before him. Direct, concrete, contrived,  dramatized experiences add zest, interest, and vitality to any training situation. As a  result, they enable students to learn faster,  remember longer, gain more accurate information, and receive and understand delicate concepts and meanings. Thus, learning becomes meaningful, enjoyable and effective.

ii)  Audio-visual aids give variety to classroom techniques:

They generally represent a rest from the traditional 'activities of the school. While using them, the child feels like experiencing something different. Variety is always attractive to the child as well as to the adult. Audio-visual aids provide a change in the atmosphere of the classroom. They allow some freedom from the formal instruction of the traditional type. While using sensory aids, the pupils may move about, talk, laugh, question, and comment upon, and in other ways act naturally as they used to do outside the classroom.

The attitude of the teacher should also be very friendly and cooperative. In this way, schoolwork is motivated when;  pupils work because they want to do it and not because the teacher wants them to do it.

iii)  Many of these aids provide the child with opportunities to handle and manipulate: 

opportunity to touch, feel, handle, or operate a model, specimen, picture, or map; pressing a button or turning a crank gives an added appeal because it satisfies, temporarily at least, the natural desire for mastery and ownership.

iv)  Audio-visual aids supply the context for sound and skillful generalizing:

Books lack the specificity, the warmth,  indeed some of the unutterable poignancy of concrete experiences. Through direct, purposeful, first-hand experiences and semi-concrete audio-visual experiences, we can supply the context for sound and skillful generalizing.

v)  Audio-visual aids educate children for life in this modern complex world:

There was a time when life was very simple-children learned through direct experiences the rudiments of knowledge. But ours is a complex world. We live in a pushbutton age when comfort has a terrific appeal, but there is no easy road to learning. There is no magic osmosis; effective learning is still the old-fashioned formula of nine-tenth perspiration and one-tenth inspiration. Naturally,  therefore,  more must be done to determine how teaching is accomplished easily and speedily. More is needed today than before.

vi)  Audio-visual aids can play a major role in promoting understanding: 

These aids can bring about mutual understanding and appreciation of cultural values and ways of living among the different nations of the world. Enlightened and sympathetic attitudes can be developed among school children through this media. Films and radio programs can be exchanged among different  countries. Colored slides on works of different countries lead to mutual appreciation of Eastern and Western cultural values.

To conclude in the words of Mckow and Roberts, “Audio-visual aids, wisely selected and intelligently used, amuse and develop intense and beneficial interest and so motivate to the pupil' learning. This properly motivated learning means improved attitudes, permanency of impressions, and rich experience and ultimately more wholesome living”

 

The Library

The importance of a library in a school is being realized now. The work of the school is to give the student knowledge of necessary things and to bring about such an all-round development of the student that he can lead a successful life. The Span of a man's life is not so big that he can learn everything through practical experiences. We can learn from the various experiences gained and accumulated by our ancestors. These 'experiences have been recorded in various books so that they may not perish. Man saves a lot of his own time with the help of the vast store of wisdom and experience accumulated by his forefathers and handed over to him as a legacy.  Knowledge of these experiences facilitates his work of acquiring new knowledge. Hence a library is a necessity (or a school and sufficient attention should be directed towards its proper organization, utilization, and development.

i.  Utility of the Library

Students cannot acquire knowledge only through textbooks or classroom lectures. They should refer to other books also, for then only will their knowledge widen. The best thing would be that a teacher should create an interest in each student in his subject and give the names of important hooks for reference. In this way, the students will learn to acquire knowledge themselves. The teacher should try to inculcate in the students varied interests that cannot be fulfilled only through class lectures or textbooks.

The library is of great help in the fulfillment of their wishes, ambitions, and inclinations, for it provides ample opportunities for acquiring knowledge. The knowledge gained through the class lectures of teachers may be easily forgotten after some time but that which the student acquires himself through self-study will be remembered by him even after leaving the school.

 

Students have different tests at different stages of life and when he can read he likes to read books according to his need and taste. The entire environment of the school contributes towards education and the library is of great help in creating a suitable environment for education. The library may help develop different tastes in the students. After reading one book the desire for another is created, thus a reading habit is formed.

The library does the work of a teacher for the students, It would not be wrong to say that the defects of classroom teaching can be rectified to a great extent through the library because the teacher cannot teach from the point of view of the interests of every student not can he develop his various interests fully. This is only possible through the library. The teacher should encourage students to read books according to their interests.

ii.  Organization of the Library

The aims of a library may be fulfilled only when it is well organized and the selection of books is made properly. The following things should be considered while organizing the library:

1.  The aim of the library is to enlarge and consolidate the knowledge acquired in the classroom.

2.  In a library there should be books according to the age, ability, and interests of the students.

3.  A library should help build up a suitable environment in the school. For this, there should be a reading room in the library where the students may sit and read.

4.  A library should help develop the knowledge and intelligence of students.

5.  The library should help enlarge the knowledge and help the work of both the students and the teachers.

The utility of a library depends upon its proper organization, which includes the distribution of books, their arrangement the situation of the library, etc. A library may be properly utilized only when all this is done. It should not be situated, in such a place, where the atmosphere is not peaceful. For this, it should be remembered that it is not situated near the lower classes. In schools, having doubles storied buildings; the library should be on the second floor.

Sufficient sitting places for the students should be provided. The room should be large enough to accommodate at least 15 percent of the students of the school. The yearly and monthly publications should be so arranged that the students might take them out to read as they wish and then replace them. The librarian should be able to give information about the books asked for by the students.

At present a library is not properly utilized in most of the schools. The library exists only in name and the students cannot easily get books from there. Books from these libraries are purchased without any reference to the interests abilities and standards of students. The principal does not even know what type of books is there in the school. Besides, in most of the school, the librarian is appointed from amongst the teachers and he has to teach also. If he is busy in teaching, how can lie take sufficient interest in the library'? He does not pay any attention to the proper management of the library and tries to limit the number of books taken by the students as far as possible. Such a library is quite useless. No taste for self-study can be developed in the students through such a library. Hence it is necessary to introduce reforms in school libraries.

It will be better if an experienced or trained person is appointed as a Librarian. If this is not possible, an interested teacher should be entrusted with this work. The teacher who is given this responsibility should get some consideration concerning the teaching load. Besides, it teacher-librarian should be given some extra payment in proportion to the work to be done.  This teacher should have all the necessary information concerning the various subjects and books. The books should be arranged in such a manner that the student himself may know what books he should read on a particular subject. This will be possible if the books are arranged according to classes and subjects, but this can be done easily only if the teachers of particular subjects also realize their responsibility. The teacher in a particular subject should assist in the arrangement of books. Apart from this the method of issuing books should be easier. If the assistance of some students in the class is taken, probably this job will be facilitated and the students will also get an opportunity to learn the ways of management and gain information about books.

Students of higher class can derive great benefit if the books are arranged according to subjects. The teachers of these subjects should inform the students about the books on the subject and encourage the students to read them. The distribution and issue of books should be done properly. There should be a rule of keeping a hook for a fixed period, for then only will the students get equal opportunities.

iii.  Class Library

There should be a central library in the school, but besides this, if there are class libraries, it will be easier for the students to get books from them. The class teacher is familiar with all the students in the class and he can guide the students about the books suitable for them. In the class-library books should be selected according to the abilities and interests of the students in the class.  Class libraries enable the students to get books easily and to avoid a waste of time.  Besides, the teacher by telling about different books helps to develop the student's varied interests. Class libraries will prove very useful for lower classes because at this stage the students are not of the age to have a complete knowledge of different subjects nor do they have any interest in this. Besides, in lower classes onIN1 the class-teachers can tell the students which books on different subjects are suitable for them. In the class library, the students should be given the facility of choosing the books for themselves.

Some students get books issued from the library but they often return them unread. Hence the teacher should find out whether the student has read the book or not. It will be good if a record is maintained showing the number of books a student reads during the year. All the hooks, that a student reads, should be listed on a page: which should also indicate the date of issue and return. Thus the teacher will be able to create a taste for reading in that student who does not have such a taste. The teacher should also see that the home task assigned by them should be as may require the student to read books from the library.

The student should have such notebooks in which they may note down the titles of the books they read summary of the book as also their own ideas about the same. The student should be provided with an opportunity to discuss in the class the books they have read. A student who properly reads the largest number of books in the year should be rewarded. The students must make a summary of the books read because if the important facts are not noted down they will soon be forgotten. It is necessary for the teacher;] to have knowledge of those books, that the students read, then only he will be able to understand the viewpoint of the students and participate in the discussion with them.

iv)  Classification and Arrangement of Books

The books in the library should be properly arranged and classified as they have as great an importance as the library itself. The importance does not consist in storing a large number of books as in having suitable hooks in a proper order. In this connection, attention should be directed towards the utility of books. For this, the teachers must consider the contest of the hooks. These books should be according to the capacity and ability of the student can understand a hook he feels encouraged to read other books as well.

The significance of a library does not lie in possessing such books of great authors, that the student cannot understand, but in the collection of such books, which the students of different levels can fully utilize. There should be more than one copy of the books, which are useful from the point of view of the students. It is found in some schools that the teachers who are preparing for some examination get those books for the library, which they need and which is neither up to the student nor of any use of them.  In the school library, there should not be a book for the teachers also but these should not be purchased from the funds for the books for students.

The following things should be considered in the collection of books.

1.  The books in a  library should be according to the interests, ages, and abilities of the students.

2.  At the time of collecting books it should be remembered that they should develop the knowledge of the students.

3.  The books should be such that they may be easily understood by the student and may develop in them the power of thinking and reasoning.

4.  The books should be useful to both the teachers and the students. After collecting the books these should be classified according to the subject, ability, interest, age, and class of the students in such a way that they may be utilized. The librarian should, with the help of other teachers in different subjects and classes, write down separately in a register the names of books on the different subjects and for different classes.  In this way, the students will easily know the names of necessary books and get them without difficulty. Thus they will also be able to make* full use of the hooks. At present our students cannot make full use of the school library. There are several reasons for this. Firstly, the library is not well organized and the books are not classified and arranged properly. Secondly, the students do not have any taste for reading books nor do they adopt the proper method of reading. It is necessary in the interest of the students to remove all these defects.

The principal should purchase the necessary hooks for the library because the library will prove useful only when its stock of hooks increases. It will be better if the schools earmark an amount for the library and do not decrease it in any way. The next question is how to decide how the arc of the hook is to be ordered. For this, the principal should form a committee of teachers, the librarian, and a few students. In this way, full attention can be directed towards enriching the library.

v)  Reading Room

Along with the library a reading room is also deemed necessary. There should be sufficient place for the students to sit and read in this room. There should be proper arrangements of Light and air in a library. In the reading room, there should the newspapers, magazines, etc. so that the students may read them and be updated. In the reading room a copy of the school magazine consisting of articles, stories, riddles, and jokes written by the students, others also get inspiration to write these. Only such magazines should be ordered for the reading room, which may cater to the interests of the students and help in the formation of their character.

If along with a library, there is a museum also, it will be an ideal thing.   These museums should belong to the school and articles of historical value beautiful paintings and sculptures should be stored

Purpose of School Discipline | Criteria for Student Classification

 

Discuss the purpose of school discipline and criteria for learners' classification

 

Course: Educational Leadership and Management

Course Code  8605

Level: B.Ed Solved Assignment

ANSWER 

 Purpose of School Discipline

The modern conception of discipline is a  very broad and inclusive one. It does not recognize the difference between mental and moral behavior for the purpose of control, no, in fact, for any other purpose. “The much and commonly lamented separation in schools between, intellectual and moral training, between the acquiring of information and growth of character, says Dewey, “is simply an expression of the failure to conceive and construct the school as a social institution, having social life and value within itself.” Every experience–intellectual, moral, civic, and physical has a value from the point of view of a pupil’s development as a member of society; and, conversely, the pupil’s social experiences have an effect on his personal development. In fact, the individual mind is conceived of “as a function of social life–as not capable of operating by itself but as requiring continual stimulus from social agencies and finding its nutrition in social purpose.”

The whole of the pupil’s life in the school  –  all his intellectual, social moral, and physical activities, so far as they are carried out in cooperation with others and are directed towards the realization of certain purposes – is disciplinary. The essential purpose of school discipline is the development in the pupils of attitudes, habits, and ideals of conduct through the medium of the social life of the school, organized on a cooperative basis and inspired by the higher ethical teachings of religion.

The purpose of discipline is to help an individual to acquire knowledge, habits, interests, and ideals which conduce to the well-being of himself, his fellow, and society as a whole. If this purpose is to be realized the school should be reconstructed on the lines of a democratic society in which membership implies the right of full and free individual development and conscious pursuit of common ends in a cooperative spirit, each member contributing to the common good by his special gifts. Life in a school thus organized becomes similar to, and continuous with, life in a democratic society, and discipline becomes co-extensive with the whole of school life.

  

Criteria for Student Classification

i)  History (Some Plans of Students Classification)

Since the purpose of school is to serve the needs of pupils, a major responsibility of the administrator is to organize the school and classify pupils to facilitate the achievement of this purpose. Even before schools were divided into grades, this adjustment problem was present. Dividing schools into grades helped solve some problems related to textbooks, facilities, materials, and methods, but at the same time, another problem was created. This new problem is the “lock step” system.

The “lockstep” system, including what is known as “grade standard”, has made it very difficult to meet the needs of individual pupils. Too often administrators have been content to make the individual try to adjust to the school – that is, to the teachers, methods of instruction, courses, grades, and standards of a particular grade or subject of adjusting the school to the pupil. Individual differences of pupils within any age group, subject class, or grade, make it necessary for the administration to provide some means for respecting those differences. Many innovations in curriculum, teaching methods, and organization have been tried. A few of these will be discussed here.

Winnetka Plan:

Around 1920, a plan of individual instruction for elementary school children within a grade was inaugurated at Winnetka, Illinois. The curriculum for each grade was divided into two parts – the common essentials and the group activities. The common essentials  –  the knowledge and the skills considered necessary for all pupils  –  were divided into units or “goals”.

Unit Plan:  

Another means of individualizing classroom work is the unit plan of teaching. The units of work are organized around a comprehensive and significant aspect of our environment of science, art, or conduct. The unit plan is a teaching procedure and requires no changes in school organization. There have been many adaptations of the unit method, such as the project, activity, and problem assignments. These methods are distinct departures from the traditional subject-matter recitation type of teaching. The unit method of teaching has had a great influence in elementary and secondary schools by focusing attention on the organization of the subject matter to meet the needs of individual pupils. The unit method has also had an influence on the curriculum being offered in many schools. Efforts have been made continually to change the curriculum in the schools to meet the needs of all youth.

Techniques of Instruction: 

Adjustments of the instructional program to meet the needs of the individual are possible not only through a changed curriculum but also through techniques of instruction. The following suggestions relate to instruction for meeting individual needs:

1.  Develop units on life problems rather than on abstract subject matter problems.

2.  Teach to focus on the satisfaction of needs recognized by the learners.

3.  Provide adequate counseling and guidance services.

4.  Utilize more fully teaching resources such as films, radio, television, teaching machines, and the local community environment.

5.  Use a wide variety of printed materials.

Summer School:  

Many school districts operate summer schools as a means of adjusting the schools to the pupils. These schools, however, are operated primarily for students who have failed or for those who wish to make additional credits to complete high school in three years. Some elementary and high school pupils attend summer school because they have not measured up to the

standard of the particular grade or subject. How well children succeed in summer school after having done poorly in the regular term is a question.  Some educators doubt the advisability of sending pupils to summer school because of failure in the regular term. Most summer schools emphasize such subjects are music, art, sports, and games, but in the last few years, there has been a pronounced trend toward the inclusion of more academic subjects, such as mathematics, science, and foreign languages.

Grouping:  

Grouping students by some means other than chronological age has been of interest to many educational leaders for the past three decades. It is rather unusual to find a professional book that does not have a treatise on homogeneous grouping. In most cases, homogeneous grouping has meant grouping pupils according to mental ability or achievement in subject matter.

Arguments for homogeneous grouping usually include the following:

1.  Homogeneous groups are usually taught by the same methods as heterogeneous groups.

2.  Grouping saves the teachers’ time and energy.

3.  More subject matter is covered in the same period.

4.  Poor students are not discouraged.

5.  Specially trained teachers can be employed for poorer pupils.

6.  A homogeneous group can be taught as an individual.

7.  The Brighter pupils are encouraged.

8.  Loafing on the part of superior pupils is reduced or eliminated.

There certainly are arguments against homogeneous grouping. Among such arguments are the following:

1.  No basis for grouping has been developed which is sufficiently objective.

2.  Unwholesome competition may be engendered.

3.  People are not strictly groped in their life occupations according to ability.

4.  Status distinctions, characteristic of a class society, may be fostered.

5.  Groups cannot be formed that are homogeneous in each curriculum area because the abilities of a single student vary from subject to subject.

6.  No practical way has been found to group based on special ability.

7.  Grouping according to ability often causes jealousy and resentment on the part of the pupils and parents.

Non-graded Elementary School:  

the non-graded elementary school is a movement that is slowly gaining supporters. This plan of classifying students is attributed to the results of the child study movement, which revealed that children differ in many ways, and to studies revealing the negative effects of non-promotion upon pupil achievement and adjustment. A non-graded elementary school classifies pupils according to levels rather than according to grade numbers. The levels are usually based on reading ability and usually consist of ten to twelve levels in the first three grades. The pupil progresses through the levels at his own rate without the usual stigma of lack of promotion or failure.

A pupil may complete the three years of work in two years or may take as long as four years. This plan has been used much more extensively in the primary grades than in the intermediate grades.

The non-graded elementary school offers three major organizational advantages in classifying students:

(1) A unit span of years that is adaptable to the lags and sports normally accompanying the  development of the child;

(2) progress level that permits a child to pick up after an absence from school at the point where he previously left off

 (3) a time range that permits children of approximately the same chronological age to remain together while progressing at different academic rates suited to individual capacities.

 

ii)  General Criteria for Student Classification

The grouping has been a feature of schools in all countries. In earlier times, a typical small community had about enough people of school age to  fill one classroom. The teacher handled all ages and all subjects as well as janitorial duties. When the student population grew too large for one teacher a second was hired and the students were divided between them.  Age was the common selection factor.  All students six through twelve years of age were assigned to one teacher, and all those from twelve up were assigned to the other. As the population grew, so did the number of classroom groups. Grouping based on age usually made no sign to the first grade, seven-year-olds to the second, and so on. If there were too many six-year-olds for one teacher, two first-grades were established.

The major purpose of grouping is individualization. Students are grouped so that the range of individual differences, and academic and social characteristics, the teacher has to contend with is narrowed. Age was used originally as the only selection factor because it does correlate with social characteristics and was all that was available to indicate academic characteristics until the introduction of standardized achievement testing in the early twentieth century. Age continues to be the major selection factor.

iii)  Common Patterns

Ungraded Grouping: 

Grade levels are abandoned. The early one-teacher schools were ungraded because they contained students of all grade levels in one classroom. Contemporary ungraded-grouping patterns usually distinguish between lower elementary and upper elementary, ungraded primary and ungraded intermediate. Students are assigned to an ungraded primary for at least their first three years of schooling. They are promoted to the intermediate group based on age, social maturity, academic ability, or some combination of three factors.  A school might have three or more ungraded primary classrooms. The teacher in a primary classroom might stay with the same group of students for the entire three years, thus assuring that the teacher becomes well acquainted with students.

Inter-Classroom  Subject Grouping:  Students are grouped according to the subject they are studying. This is the most common grouping pattern in junior and senior high schools. It is used in elementary schools when teachers trade for different subjects, such as when the two fourth-grade teachers agree that one will reach reading to both classes while the other teaches all the mathematics. During two hours, teacher A has reading Class A for the first hour and reading with Class B for the second hour. Teacher B follows the opposite schedule for mathematics. The pattern is also followed when special teachers are hired to teach all the music, art, and physical education.

Inter-Classroom Ability Grouping:  

Students are assigned to classrooms according to their performance on intelligence and achievement tests. For example, students might be assigned to one of the two sixth-grade classrooms based on their scores on a general achievement test. All those scoring grade level or higher are assigned to one classroom while all those scoring from grade level or below are assigned to another. A high school might use placement tests to assign students to different English and Mathematics courses, or even to totally different tracks. The assignment to ability groups may be for the entire day or only for special subjects, as when disabled readers or gifted students are pulled from their classes for instruction by special teachers. The term homogeneous grouping is sometimes used to refer to this grouping pattern.

Split-Day Grouping:  

Students are assigned to a split-day schedule as a means of reducing class size for critical subjects. It is commonly used for reading in the primary grades. For example, half of the class comes to school at 8:30 p.m. and receives reading instruction until 9:30 a.m. when the second half of the class arrives. At 1:30 p.m. the first half of the class leaves school, and reading instruction is provided the second half from 1:30 p.m. Until 2:30 p.m. then they go home. By having only half of the class present during reading instruction, the teacher can provide more individual help.

Intra-Classroom Ability Grouping:  

Within the classroom, students are grouped based on ability. The pattern is most common in reading where student are given a reading achievement test and then assigned to one of three groups according to their performance-a “high group,” a “middle group,” and a “low group”. This grouping pattern has been used at all grade levels from kindergarten through high school.

Special Ability  Grouping:  

Students are assigned for short periods and, based on their ability, to a special teacher. For half an hour each day a remedial reading teacher might work with students below a certain reading level and an enrichment teacher might work with students above a certain level. Remedial programs for disadvantaged students may use several intellectual, academic, and social factors in selection as might enrichment programs for gifted students.

Intra-Classroom Individualized Grouping:  

Instruction in the classroom is provided for one student at a time. Regarding programs called “individualized reading” (Veatch 1966) follow this pattern. The pattern has become more popular in the last ten years because of the availability of published, self-instructional materials. The best use of a continuous-progress selection of students into individual groups varies widely and sometimes none is used; students just work alone.

 

 

 

 

 

 

Types and Approaches of Educational Planning

 

Elaborate on the Types and Approaches of Educational Planning.

Course: Educational Leadership and Management

Course Code  8605

Level: B.Ed Solved Assignment

ANSWER 

Approaches to Education Planning

Educational planning till recently has been undertaken as a separate exercise having no substantial links with planning in other socio-economic sectors. The first linkages took place in a financial context since it was found necessary to reconcile expenditure on education with outlays in other sectors. Educationists found themselves forced to demonstrate that education was not only a consumption commodity rather it has presented an investment or pre-investment which is vital for economic development. The economists on their part began to take interest in education and conducted basic studies on the economic role of education. Such studies attempted to quantify the contributions of educated manpower to increases in national incomes and productivity.

The first indication of a link between education and the economy was a result of attempts to match training facilities to the forecasts of manpower requirements of various sectors of the economy. Later, more comprehensive approaches were evolved to adopt education to general development. Education plans were thought out and prepared in conjunction with other planning activities. Some of the most familiar approaches are briefly described. Planners have developed formal methodologies for planning. The three most common methodologies are

(i)                  The Social Demand Approach:

(ii)                The Manpower  Requirements Approach; and

(iii)               The  Rate of Returns Approach.

i)  The Social Demand Methodology

This aims at planning education to meet the demands of the society for education. It views education as something good in itself and required by every individual. If this methodology is adopted, educational institutions and facilities will be located wherever they are needed. Societies where this approach is used are mostly; those which aim at social equality or culture or the spread of an ideology; and those (especially political leaders) who have respect for public demands. The Social Demand Approach requires a rational method of location and distribution of educational facilities so that they will respect the population distribution (by numbers, age, sex, geographical densities, etc.). Thus this methodology emphasizes equitable distribution mostly by universalization of some levels of education. The problem with this methodology is that it easily gives rise to over-expansion, poor facilities, irrelevant curricula and consequently poor quality (falling standards).

ii)  The Manpower Requirement Methodology

This approach focuses on the objective of using education to produce the required manpower for development. This approach adopts several methods to forecast or project the numbers, types, levels and distribution of manpower so that educational plans, content and programmes should focus on those identified manpower needs. Some of the methods used include

(a) The Employers’ Opinion Method (by which employers furnish data on their manpower needs for the future, as these figures are used to project the manpower requirements by levels, skills, etc.)

 (b) the Incremental Labour Output Ratio (ILOR) Method, by this method a fixed relationship is assumed to exist between the increment of a certain category of labour (e.g., or Middle Level) and the growth of output of an economic sector or national income,

(c) The International Comparison Method: which involves using data or equations based on other developed and developing countries to forecast the manpower requirements in another country by processes of Analogy, or the Harbison’s Rule of Thumb (e.g. that an increase of 1% in normal output should be accompanied by an increase of 2% in the Senior, and 3% in the International Manpower):

(d) the Density Ratio Method (an estimation of stable ratios between different categories of manpower).

iii)  The Rate of Returns Methodology

This method attempts to determine the private and public costs of education of various types and various levels with the projected benefits or returns (using cost-benefit analysis) to such education. This methodology takes the view that education is essentially an investment, which like other investments should be capable of yielding some profits over time, after discounting or adjusting for unemployment, wastage ability variables, and labour force participation. The problem with this methodology is that most of the effects or benefits of education (e.g. changes in values, attitudes and other ‘spill-over effects) are not amenable to precise computation.

In most of the developing countries, the tendency has been to adopt different methods at different times and for different levels depending on the imperative needs of society. Thus many such countries may be said to be using a synthetic approach (which implies a methodology that takes a bit of each of the above methodologies. For example, Primary and Middle School Education.

iv)  Unit Costs

Average, total, unit costs, etc.

v)  Equality and Disparity Issues

Access to Educational System by age, sex, geographical distribution, spatial dispersal, etc.

vi)  Organizational Structures

Communication flows along with the distribution of power, authority and functions.

vii)  Demographic Factors

Age, sex, geographical distribution, population dynamics, migrations.

viii)  Political Factors

Political commitments, policy and administrative support.

ix)  External Efficiency:

Relevance, responsiveness

x)  Occupational Needs

Present and future which should be according to various levels of education and different sectors of the economy.

 

Types of Educational Planning

1.  Imperative or Centralized Planning

The planning which is done at the federal level or by the central body like the planning commission of the government is called imperative planning. The targets and resources for the completion of plans are allocated by the federal government. The implementers are the provincial authority.

2.  Indicative Planning or Local Level Planning

This type of planning is done at the local level or at the grassroots level of the society. Local people determine priorities. They prepare projects with the help of experts. Funds are allocated for the completion of local projects by the government. Pakistan has started this type of planning with the help of district Nazims of the concerned areas.

3.  Sect Oral Planning

In this type of planning, projects are prepared by each sector separately. Funds are allocated to the secretary of the department for the implementation of the projects. Here at a time all the departments/Ministries are busy completing the developmental activities. There is a lesser cooperation among the departments. Every department determines its own priorities. The developmental works are scattered all over the country. This type of planning covers all areas of the country. The pace of development is slow in this type of planning.

4.  Integrated Planning

In this type of planning a pilot area is selected for development. All the departments concentrate on the development of that specific area. They prepare projects according to the needs of the area. All the projects have approved funds with are provided at the same time to all the agencies responsible for implementation. In this way, the development of that area is ensured with all the facilities. However, there is a weakness in this type of planning, the needy areas are ignored and their turn comes after a long time

Purpose of Inspection | Qualities of Supervision |

Discuss the purpose of the inspection. Also, highlight the qualities of supervision.

Course: Educational Leadership and Management

Course code  8605

Level: B.Ed Solved Assignment

ANSWER 

Inspection

Adams and Dicey describe the” inspection, as a procedure of giving direction to and providing critical evaluation of instruction task.

Supervision in its earlier form was merely confined to the inspection of the work of teachers and the person who was responsible for this job popularly known as a  school inspector. Inspection was used to be in an authoritarian style which was intended to ascertain whether or not teachers were performing their normal duties and also to replace the unsuitable teachers with suitable ones. This term is still vague in supervisory in many Western and Eastern countries.

Qualities of an Effective Supervisor

Various attempts have been made by researchers to prepare the lists of professional qualities of supervisors and administrators. It is expected by the supervisor to possess all conceivable attributes. it is hard to find or produce a supervisor possessing all the qualities and virtues and yet be a human being.

Before discussing some of the personal qualities that a supervisor for primary education must have, it should be stressed that these qualities are not the product of seniority or teaching experience in a school but these have to be consciously cultivated.  Furthermore, these qualities are not fixed but can be reinforced or modified by study and practice.

According to Swearingen (41:83-86) essential personal qualities of a supervisor, "which can be nurtured intentionally." Are under:

a)  Approachability

A supervisor who is accessible to teachers is a friendly person. But he must be able to move naturally and freely from informal talk to a deeper level of conservation. He should encourage and welcome new ideas and try them in actual situations. He must also be a good listener and find time to discuss with teachers what they want to discuss individually or in groups.

b)  Perceptiveness

A high level of awareness enables q supervisor to notice significant elements in a situation, in materials in the behavior of others, and even in his own action. Without awareness of what is and what ought to be, the supervisor will be unable to help teachers work productively.

Perceptiveness also implies sensitivity to other people, their needs and purposes, giving them respect, and finding something worthy in their work. It also enables the supervisor to anticipate responses and to have foresight of how events and actions may look to others. Finally, it helps the supervisor to identify maladjusted teachers and their needs for assistance.

c)  Aspiration and Faith

“Aspiration, vision, and faith should characterize instructional leaders.” The supervisor should be articulate about his aspirations and faith. Unless the supervisor keeps himself abreast of new knowledge and developments and believes in what he professes, he can neither inspire others nor face unexpected challenges.

d)  Becomingness

The Concept of continued growth is germane to supervision. Teachers, supervisors, Headmasters, and educational administrators are all in the process of growing, or, what Gordon All port calls,  “becoming,”  constantly striving to become better. The supervisor must be a growing individual, always making keen and enthusiastic efforts to keep himself abreast of new knowledge, new techniques, and new trends in education. Then and only then it may be hoped to play his role effectively and to serve as a living example of the "becoming" process for the teachers with whom he works.

“Becomingness”  also implies adaptability and flexibility in problem-solving situations, trusting new experiences, undertaking new experiments, and relishing opportunities for possible growth for self and others.

e)  Imagination and Resourcefulness

The supervisor must be imaginative and resourceful. Efforts to improve instructions and human relations often fail for want of imagination and resourcefulness. Fresh preparations, seeing new uses for familiar materials and procedures, noticing previously unnoticed elements in a situation, and willingness to take a calculated risk, are all characteristics of good leadership. "Persistence resilience and willingness to try with good cheer another way when a first way is blocked should be part of the standard equipment for supervision."

The possession of these qualities, though essential, is not itself enough. The supervisor must, in addition, acquire skills and knowledge appropriate to his task.

Related Topics

Aims, Objectives and Importance of Educational Administration

Purpose of Inspection, Qualities of Supervision

 Types and Approaches of Educational Planning 

 

Aims, Objectives and Importance of Educational Administration

Describe the aims, objectives and importance of administration. Also, highlight the approaches of educational administration.

Course: Educational Leadership and Management

Course code  8605

Level: B.Ed Solved Assignment

Aims and  Objectives of Administration

Administration is a machinery through which any organization or institution can be managed. It is a mean set-up for a smooth and efficient working of educational structure. Educational administration is the direction, control and management of all matters about school affairs. direction is the leadership within the community and the school system. Control and management are the means for the realization of purposes defined in educational planning. Education is in the control of the state as certain controls are at the state level in the form of constitutional provisions, enactments and also as executive activities.

Management designates a broad function, which the responsibilities related to the school, pupils, teachers and other affairs related to the school. Russel T. Gregg defines, “Educational administration is the process of utilizing appropriate materials in such a way as to promote effectively the development of human qualities. It is concerned not only with the development of children and youth but also with the growth of adults and particularly with the growth of school personnel.

Good’s Dictionary of Education defines educational  administration as, “All those techniques and procedures employed in operating the educational organization by established policies.”

Educational administration is concerned with dealing with and also coordinating the activities of groups of people. It is the dynamic side of education. Educational philosophy sets the goal; educational psychology explains the principles of teaching and educational administration deals with educational practices. It is planning, directing controlling, executing and evaluating the educative process.

The scope of educational administration is very vast. It includes every thesis regarding the efficient functioning of educational institutions, securing the greatest benefits to the greatest number through the adoption of practical measures. It interprets and clarifies the functions and the activities of educational programmes in fruitful relationships and also harmonises their mutual action. It ensures sound educational planning, good direction and efficient and systematic execution.

A good administration is one, which exhibits human activity at its best. The ingredients of good administration are:

1.  Associated performance beings work in close collaboration and there is a sharing of responsibilities.

2.  Organized purpose-well-defined purposes are achieved through the sharing of responsibilities.

3. Creativity through a dynamic approach. The group proceeds towards its goal.

4.  Achievement – the feeling of achievement makes an administrator to take more effort to achieve perfection. Administration also involves different kinds of activities to achieve its purpose and to perform the functions related to it.

 

Importance of Educational Administration

The purpose of educational administration is to enable an organization or an institution to carry out its functions with maximum efficiency. It also enables the right pupils to receive the right education from the right teachers at a cost which should be within the means of the state, and which will enable the pupils to profit from their learning. The basic purpose is to bring students and teachers together under such conditions which will successfully promote the end of the education. The major purposes are:

i)  To frame well-defined policies and programmes so that teaching, and learning situation results in the growth and development of human beings.

ii)  To make use of appropriate materials to bring about the effective development of human qualities.

iii)  To execute the programmes and activities of the organization so that its objectives may be achieved.

iv)  To assure the growth of children and adults and all the people involved in the management.

 

 Approaches to Educational Management and Administration

In one sense, administration is one of the most ancient factors of all human endeavours. The Egyptians organized and administered vast complex enterprises that required sophisticated planning, complex organizations, skilled leadership and detailed coordination, at least two thousand years before the birth of Christ.

Similarly, the Chinese are known to have had highly systematic, large-scale systems at about the same time as the pyramids were built, which used many of the management concepts, which are still in use today. Nearer to us in time and better known to most of us are the ideas and concepts that underlay the establishment of the reputed civil services of Europe and Great Britain in the nineteenth century.

Two key nations provided the essential rationale for civil services.

1.  The idea that administration is an activity that can be studied and taught separately from the content of what is being administered.

2.  The belief that decisions about the policies and purposes of government belong to the realm of political action but that these decisions are best implemented by civil servants whose jobs are not dependent on the whims of politicians and who are free to develop good administrative procedures.

In the United States in the nineteenth century, the term administration was used in the context of the government and the idea it represented gave rise to the growth of public administration, although civil service in America tended to connote a system which is designed to ensure honesty and fairness rather than the expertise associated with the European and British systems.

The Industrial Revolution brought about a change in the concept of general administration, which, in turn, reflected in educational management and administration.

Fredrick W. Taylor developed what later became known as his four principles of scientific management. They were:

1.  Eliminate the guesswork of the rule of thumb. Try to find out the approaches in deciding how each worker has to do a job by adopting scientific measurements, to break the job into a series of small, related tasks.

2.  Use more scientific, systematic methods for the selection of workers and training them for specific jobs.

3.  Establish the concept that there is a clear division of responsibility between management and workers, as management has to do the goal setting, planning and supervision and workers executing the required tasks.

4.  Establish the discipline in which management sets the objectives and the workers cooperate in achieving them. These became enormously popular not only in industry but also in the management of all kinds of organizations, including the family

Related Topics

Aims, Objectives and Importance of Educational Administration

Purpose of Inspection, Qualities of Supervision

Types and Approaches of Educational Planning

Purpose of School Discipline and Criteria for Student Classification

Importance and Role of the AV Aids and Library

Importance of Log Book, Cash Book, Fee Collection Register 

Scope, Need, Importance and Role of the Education in the Province of Punjab