8605 Assignment Autumn 2017

Q.1 Describe the scope of administration in the educational context. How the principles of
administration can be applied in educational institutions to improve the system of education in
Pakistan.

Education administrators are employed in universities and colleges, schools, preschools, and daycare
centers. They manage routine activities and provide instructional leadership at these institutions. They
may also be employed at businesses, museums, correctional facilities, and community service
organizations to direct their educational programs.

What does an Education Administrator do?

School administrators work in every level of education. They may direct programming, hire and
supervise staff, manage budgets, and make decisions that affect the academic community. They are also
in charge of developing a direction and mission for the facility at which they work.
The actual specific job functions for an education administrator will vary depending on the institution
of employment. For schools, this job is usually the role of a principal or assistant principal. For private
schools and businesses, the job may be as a director of programs or head master. Libraries and
museums often employ administrators as instruction coordinators. For colleges and universities,
education administrators are employed at all levels of the management structure — as admissions
officers, department heads, and as deans and provosts.
Making policies and procedures and setting educational aims and standards is the responsibility of an
education administrator. They act as a supervisor for managers and support other faculty, such
as librarians, coaches, teachers, and aids. In small organizations, such as a daycare, there may be only
one administrator in charge of all these duties. At larger institutions, such as universities or large school
systems, several administrators share the workload, each having a specific responsibility.

Education administrator's responsibilities include:

1. handling relations with parents, students, employers, and the community
2. managing budgets and ensuring financial systems are followed
3. overseeing record-keeping
4. managing student services such as guidance programs
5. training, supervising, and motivating faculty including teachers and auxiliary staff
6. working on committees including academic boards, governing bodies and task groups
7. assisting with recruitment, public or alumni relations and marketing activities
8. providing administrative support to an academic team of lecturers, tutors or teachers
9. drafting and interpreting regulations and dealing with queries and complaints procedures
10. maintaining high levels of quality assurance, including course evaluation and course approval
procedures
11. contributing to policy and planning
12. purchasing goods and equipment, as required, and processing invoices
13. liaising with partner institutions, other institutions, external agencies, government departments
and prospective students
14. organizing and facilitating a variety of educational or social activities

What is the workplace of an Education Administrator like?

Education administrators are employed by public and private schools, school districts, colleges, and
universities to plan and oversee educational policies. Administrators are also hired by private
preschools, museums, and libraries to manage curricula and educational programs.

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Day-to-day activities of education administrators generally include meetings with teachers, parents, and
school staff. Work is completed in an office environment, with paperwork often being necessary. While
the job has a typical work day and work week, after-hours meetings and attendance at school events is
often necessary.

Ways to improve the structure of Pakistan’s education system

Universal primary education in Pakistan is contingent on several factors, such as the existence of cost-
effective schools, better curricula, and awareness among parents, especially in rural areas, of the
importance of education. However, the single most important factor in getting children to complete
primary school is improving the structure of Pakistan’s school system.
Currently, there exist many obstacles on the road to a smoothly functioning system. These include
political interference, corruption, over-centralization, a lack of school autonomy, underdeveloped
managerial capacity and poor information systems.
However, there are five institutional reforms that can help improve Pakistan’s educational structure so
that it can achieve the goal of universal primary education.
The first reform is the decentralization of decision-making, which improves education administration.
Presently, Pakistan educational system is highly centralized even though it is widely understood that
basic education is better provided in a system that is administered at the district and village level.
A highly centralized system does not respond as effectively to local needs. The bureaucracy interferes
with the flow of resources and information. It also means higher level administrators have less time to
devote to important issues like program design, implementation, and monitoring.
This decentralization means governments must develop partnerships with communities, NGOs, and the
private sector to delegate responsibility effectively in order to achieve universal primary education.
A second step necessary for improving the system is greater autonomy for the schools. Currently, school
principals have a limited decision-making capacity. In addition, schools do not have control over issues
like curriculum, teacher appointment, discipline, and evaluation. There are virtually no opportunities for
local staff development programs or resource mobilization.
By giving schools more independence, principals would have the authority to appoint personnel and
determine crucial issues that affect the day-to-day affairs of schools. Principals, not upper-level
bureaucrats, are in a better position to make these decisions since they deal with the daily realities of
school life.
A third important reform is providing better support to, supervision of, and coordination of the school
system at the district and provincial level. By making the district the key level for planning and
management, state-level and central education bodies can focus more on policy-making, resource
management and regulation.
One way to do this is by promoting good principals and teachers at the school level to enhance the
institutional capacity of district level organizations. The lack of sufficient manpower is the most serious
problem at the district and sub-district level.
A fourth necessary reform is to encourage decision-making be based on educational, not political,
considerations. At present, politicians hand out teaching jobs as patronage appointments. Federal and
provincial funds provided for education sometimes remain unused, especially in rural areas, since feudal
landowners are opposed to educating “their” people.
The final necessary reform is to expand the information and research base of education in Pakistan.
Effective management and administration of the education system depends on the quality of the
information system. Without reliable information, decision-makers cannot improve education policy and
programs at the national, district and school levels.

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One way of collecting reliable information about the state of education is to conduct standardized
testing that measures student performance against national curriculum goals. These can be used to
compare learning achievement across schools, districts and regions over time.
There is also a need for better research. Pakistan currently has one institution that conducts research on
educational issues, the Academy of Educational Planning and Management, which conducts research on
basic education. However, its abilities are hampered by inadequate funds, no institutionalized basis for
collecting, processing and analyzing data, no technical support staff and little influence in policy making.

Q.2 what are the major differences between administration and management in the context of a
school? Compare the concept of Islamic administration and the general concept of administration.

Meaning of Educational Administration

Educational Administration is a discipline within the study of education that examines the administrative
theory and practice of education in general and educational institutions and educators in particular. The
field ideally distinguishes itself from administration and management through its adherence to guiding
principles of educational philosophy.
The concept of educational administration may not be totally different from what we are familiar
with in the concept of administration. Education at different levels has its objectives; the most
important of the objectives that cut across all the levels of education is teaching and learning. It is the
function of the school to produce educated and enlightened human beings who would be able to
contribute positively to the development of the society. This formed the opinion of Olaniyi (2000) who
describes school as a social institution which does not exist in a vacuum. He said further that a school is
a micro-community, existing within a macro community to mould the habits, interest, attitudes and
feelings of children and transmit from one generation to another. The school also comprises certain
personnel i.e. teaching and non-teaching staff as well as the students. These human resources in the
school work with some materials, such as instructional materials, equipment, and financial resources in
order to achieve the objectives of the school.
Administration is very germane to the realization of the school’s objectives – indeed; the success
of the school system depends largely on the administration of the school it handled.
The teachers, students, non-teaching staff and resources must be efficiently arranged, monitored and
controlled, so that they would work harmoniously according to (educational plan). Even the National
Policy on Education emphasizes the success of the entire educational system on proper planning,
efficient administration and adequate funding. School administration is the process by which principles,
methods and practices of administration are applied in educational institutions to establish, maintain
and develop such institutions in line with the goals of the institutions. Akinwumi & Jayeoba (2004)
define school administration as the scientific organization of human and material resources and
programs available for education and using them systematically and meticulously to achieve educational
goals.
Basically, educational administration implies the arrangement of the human and material
resources and program available for education and carefully using them systematically for the
achievement of educational objectives.

Functions of School Administrators

Obemeata (1984) referred to a school head as an administrator who is responsible for running a school
and also responsible for policy decisions, and determining the direction and objectives of the school. The
function of a school head, according to Obemeata, is more than mere controlling the staff of the school,
its finances and curriculum; it also includes the management of resources towards the achievement of
educational goal. Fadipe (1990) however, highlighted the major functions of the school head as:

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interpretation of policy, execution of instructional programs and the selection, induction and retention
of personnel, and in Cranston (2002), the duties of the school administrators include: the demonstration
of a variety of management and leadership abilities and, making complex decisions in collaboration with
other staff in the school.
The function of the school administrators could be summarized as follows:
1. production and management of resources (human and materials) needed to support
organizations and its program
2. supervision of instructional activities in the school system
3. obtaining and training personnel
4. providing leadership for curriculum
5. maintaining peaceful co-existence between the school, the community and the external
agencies
6. influencing staff behavior
7. discerning and influencing the development of goals and policies
8. evaluating the effectiveness and efficiency or otherwise of the school
9. initiating work activities
10. grouping the tasks into activities
11. defining the task to be done
12. taking remedial action if the objectives are not being met
13. Supplying incentives to stimulate productivity.

Some differences between administration and management

1. The difference between administration and management is rather very thin. However while
management is the process of working with and through groups or individuals to accomplish
organizational goals, administration is concerned with directing and controlling life in a social
system.
2. The second difference is that administration deals with establishing a policy that guides
decision-making laws and regulations. Management deals with implementation of laws and
regulations.

Educational administration and educational management

From the above definition, it is quite clear that educational administration and educational management
are applied fields of study. Educational management is an applied field of management. One can
therefore deduce that educational management refers to the application of theory and practice of
management to the field of education or educational institutions. The same concept applies to
education administration.
According to Okumbe (1999), educational administration is a process of acquiring and allocating
resources for the achievement of predetermined educational goals. Educational administration is the
operation and management of learning institutions such as public schools, child care centers, colleges
and universities. From small preschools to prestigious universities, educational administrators manage
organizational structure, administrative processes and educational programming. Because it involves
children, educational administration contains a wide range of ethical standards and customary practices.

Islamic Administration of Education

Education is the foundation upon which Islamic society is built, and it is the division that makes the
Muslims differ in their lives from the rest of the paths of disbelief.
The previous Ba'athist and Shi'a governments tried to deviate the Muslim generation from their path
through their educational programs that concord with their governments and political whims.

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The programs focused on glorifying the ruling authorities and discarding differences between sects,
stripping Sunnis of their identity.
And among the most important of their goals were:
1. Focusing on glorifying and eternalising the leaders and taking refuge in God and inserting them
into hidden shirk [idolatry] through immortalising ephemeral, temporary personalities.
2. Spreading the aims of their parties and their ideas whilst distancing the nurtured from Islamic
thought, because the ruling party considers itself the pulse of society and the symbol of its
endurance, while Islamic principles are for the mosque only and between man and his Lord with
severe proceedings against all those who tried to do away with party thinking or modify it.
3. Discarding the difference with the disbelieving sects, and considering co-existence with them as
the true societal bond that the Ummah [Islamic nation] must operate in accordance with in
order to preserve its goals, while in reality protection is implemented for the rights of all the
communities of disbelief while oppressing the Sunnis and their principles.
4. Spreading the culture of moral dissolution by promoting it through expressions of civilization
and exchanges of cultures with the West.
And thus it was that the Ummah entered into labyrinths of confusion that made it forget its glory, its
strength and its past, while the prior Islamic Caliphates were portrayed as being a foreign occupation
that arose on the basis of ignorance and the decline of the Ummah and nationalism.

And among the aims of the Islamic program in the Islamic State:
1. Implanting Islamic values in society as well as sound, Shari'i societal manners and customs.
2. Correcting the erroneous narrations that the prior programs had implanted about the prior
Caliphs and Imams.
3. Developing Islamic society on the basis of manners and on a Shari'i and thought basis.
4. Raising a knowledgeable Islamic generation capable of bearing the Ummah and its future
without needing the expertise of the West.
So it is also that the Islamic school is one of the houses of worship, whose aims are confined to acquiring
knowledge also, but also it is an educational nurturing ground that raises the individual with
comprehensive development of mind and body.
And in it there should be training facilities for mind, body and vocation, as successful programs cannot
rely on what is written between the lines, without practical training on all given subjects.
Also it is the case that the interest in the Arabic language and its use in daily life for the individual is an
important matter in the Islamic State as is distancing from vulgar expressions that were put forward in
society in a well-considered plan to guarantee the forgetting of the Islamic identity for society.

The general concept of administration

Meaning:
Educational Administration is regarded as the process of integrating the appropriate human and
material resources that are made available and made effective for achieving the purposes of a program
of an educational institution.
The term “Administration” doesn’t refer to any single process or act. It is like a broad umbrella
encompassing a number of processes such as: planning, organizing, directing, coordinating, controlling
and evaluating the performance. The same situation occurs in the field of educational administration.
The concept of educational administration is applicable in case of an educational organization which has
certain purposes or goals to fulfill.
In order to achieve these purposes or goals, the head of the educational organization plans carefully
various programmes and activities. Here the educational organization may be a school, college or
university. The head of the school/college/university organizes these programmes and activities with co-

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operation from other teachers, parents and students. She/he motivates them and co- ordinates the
efforts of teachers as well as directs and exercises control over them. He/She evaluates their
performance and progress in achieving the purposes of the programme.
He provides feedback to them and brings modification, if required in the plans and programmes of the
school or college or university. So the totality of these processes which are directed towards realizing or
achieving the purposes or goals of the school/college/university is called educational administration.

Basic Functions of Educational Administration:

The prime concern of administration of any programme is proper accomplishment of the pre-fixed
purposes and goals. This becomes possible through adequate utilization of both human and material
resources with the purpose of bringing qualitative improvement of the programme. For this there is the
necessity of different aspects of management which are accepted as the functions of administration. In
order to simplify it we can be said here that proper management of a programme needs various aspects
that are regarded as the functions of administration.
These are:
1. Planning
2. Organizing
3. Directing
4. Coordinating
5. Supervising
6. Controlling and
7. Evaluating
In the field of educational administration, the educational authority as the administrative authority
exercises its functions in relation to the above mentioned aspects. But it is essential to mention that the
functions of educational administration can be studied under two major perspectives. One is in general
perspective and the other is in contextual perspective. Let us discuss these functions one by one.

Q.3 Discuss the application of fundamental principles of management in the context of Pakistani
elementary school level. Identify the problems of management in public sector schools of Pakistan.

Principles of School Management

1. The policies of the school have been developed according to educational principles, government
policies and the goals of elementary school education.
2. Reinforce administrative organization, maintain job responsibilities and boost work efficiency.
3. Follow a democratic approach, make personnel, funds, opinions, rewards and punishment public in
an attempt to lead the school toward united and harmonious direction.
4. Strengthen personnel management, increase employees’ motivation. Look, listen and understand
more. Promote a focus on mobile management.
5. Emphasize delicate campus planning, improve working environment, and inspire employees’
professional spirit.
6. Encourage in-service teacher education to improve teaching methods and counseling skills in order
to more effectively implement educational functions.
7. To respect and serve rather than manage
8. Focus on teachers’ sense of honor and responsibility
9. Focus on research, experimentation, innovation and the teaching profession. Invigorate teachers’
spirit and stimulate educational renovation.

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10. Enhance teaching equipment and make good use of social resources in order to create modern well-
developed citizens.
11. Incorporate the five main themes of education, and teach students in accordance with their
aptitudes to maximize their talents.
12. Focus on the planning and delivery of special education services.
13. Strengthen life education, moral education, and traffic safety education in order to develop a
harmonious atmosphere.
14. Develop good relationships with communities, make use of social resources, and continue school
development in order to make the school a center of community development.
Principles of Management
What is principle? It is a generation that is widely accepted as true system. Principles always are to be
considered helpful for several reasons.
First: They help to make more accurate decision, applying in any situation and eliminating guesswork.
Second: it saves time. Principles provide guidelines for actions.
Third: principles enable the people to pass information from one generation to another.
There are few Principles which are to be adapted in management.
1. Planning Principles
1. Principle of the Primary Objectives
2. Principle of adequate alternative
3. Principle of contingencies

2. Organizing Principles
1. Unity of Command principle
2. Adequacy of authority principle
3. Scalar (chain-of-command) principle
3. Staffing Principles
1. Principle of developing a successor
2. Principle of manager evaluation
3. Principle of management development
4. Directing Principles
1. Principle of harmony of objective
2. Principle of manager’s example
3. Principle of motivation
5. Controlling Principles
1. Principle of standards
2. Principle of measurement of performance against standards
3. Principle of corrective action

Issues Related to Privately Managed Institution

It is undeniable that the role of private sector is pivotal in all spheres of life without any exception. It
has improved quality and quantity of education too. This sector has actually sharing the state burden as
well as social burden. Currently the growth of private sectors in education is tremendous; a regulatory
control can streamline and improve the academic and structural improvement. Society at large has
welcomed its role and functioning. The severe criticism by the society is on fee structure which is going
up with price hike. It is true but the problem lies with the facilities as what they provide is never beyond
their fee limit. Secondly the access to education by poor students is a very serious issue, it is needed to
have legal framework for matching the facilities with fee ratio and poor student admission. With all

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these things these schools manages their resources and they do not take grant from the state. The state
itself or the provinces do not developed or designed any type of thing to regulate fee structure and it is
imperative to find ways and means that could attract private investors at one side and at other there
should be a mechanism to provide relief to the poorer families. Danish schools system is an appreciable
effort by the provincial government for inducting poor but talented student in a world class institution.
These private schools have more attraction as they claim to have English as a medium of instruction but
actually they run it with mixture of first and foreign language. In the policy 1979 Urdu was adopted as
medium of instruction in schools which later on changed and English has been made a medium of
instruction. This switching over must be stopped and state should decide once and for all about it. Some
of the schools are still following Cambridge education system and their students appear in O, and A level
examination which also creates a class distinction in the society. The concept of universalisation of
education cannot be realized until and unless private sectors schools are allowed to set up and expand
their networks in other areas. Another allegation is that these schools are mostly set up in urban area
while they are needed in rural areas but we can see that this trend has changed and now there many
schools which are opening their campuses in urban areas too. The allegation about serving elite class
purpose is again baseless as many schools are set up in less developed areas and current studies of
World Bank show that there is huge difference in students’ academic quality among private and public
schools as the private sector performance is three times higher than the public sector. The selection is
another objection but I believe that courses are selected on the basis of quality only. The text books
published by the board are in poor quality in material and contents whereas foreign author and
publisher books are far better than them. A regulatory body just as NACTE should be established to
monitor the teaching learning process with course contents and curriculum development comparing it
with advanced countries for improvement and enhancement.

Q.4 Discuss the concept of education planning. Critically compare the utility of different
approaches to educational planning.

Concept of education planning.

Planning
1. Adesina (1990) defines planning as ‘a way of projecting our intentions, that is, a method of
deciding what we want to accomplish’.
2. Ejiogu (1990) holds that ‘to plan, means to project, forecast, design or make or chart our
course’.
From these views, it can be summarized that ‘planning refers to the act of deciding in advance what is to
be done, how and when to do it, where and who is to do it in order to achieve the goals or objectives of
the system’.
• A plan is a detailed scheme, program or method worked out before hand for the purpose of achieving
a set objective. There are three basic elements in a plan, it deals with the future involves action and
identifies who is to implement the future action.
• Planning bridges the gap between where we are and where we want to be.

Educational Planning
• Educational planning can be defined as ‘the process of setting out in advance, strategies, policies,
procedures, programmes and standards through which an educational objective (or set of objectives)
can be achieved’.
• Educational planning is a detailed and systematic process: it just does not happen by chance.
• It is goal-oriented: it is directed at achieving a set educational objectives.

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THE EDUCATIONALPLANNING PROCESS

1. Plan survey and deliberations
2. Definition of goals and objectives
3. Programs design and specification
4. Program provision;
5. Implementation and control;
6. Plan Evaluation and plan regeneration (Peretomode, 1991).

Characteristics of Educational Planning

• Primacy of Planning
Planning is the first step in management. It takes precedence over all the other managerial functions.
Everybody plans even though not everybody plans well. As a teacher, you plan your lessons before you
go to teach them.
• Planning is pervasive:
By this, we mean that planning cuts across all levels of management and all the other managerial
functions. Whether at the primary, secondary or university level of education, planning is done. For
example the managerial functions of organizing, staffing, etc involve some planning.
• Planning is Mission - Oriented:
Planning involves the mapping out or charting of activities in such a way that it helps to satisfy human
wants. Thus, planning is goal-directed i.e. planning is directed at achieving a specified goal or a set of
goals.
• Planning is Future-Oriented.
Planning as said earlier on, is a process of deciding in advance what should be done in future, how it is to
be done, who will do it, when and where to do it. This process takes into consideration past trends and
present experiences in order to project into the future.

USESOF EDUCATIONALPLANNING
• Identification of Objectives and strategies:
By this we mean that educational planning helps in identifying and defining the objectives and the
strategies, programmes, procedures, policies and standards which education needs to be more effective
and efficient.
• Proper Distribution of Scarce Resources:
By scarce resources, we mean the limited resources which are available to satisfy our wants (needs).
• Educational Planning aids decision making:
Educational Planning helps decision makers at all levels to reach a better and well informed decision

THE NEED OF EDUCATIONALPLANNING

• Resources are limited:
Thus the need to determine in advance a program of action for the attainment of the goal within a given
time.
• To achieve maximum effectiveness, efficiency:
Adequate plans help to direct and co-ordinate the actions of employees in order to achieve maximum
effectiveness, efficiency and productivity.
• Help in administrative decisions:
Planning is necessary for administrative decisions in education, for it aims at putting into action what
educators deems to achieve.
• Clear choices:
Planning enables a nation to make its choices clear in terms of the aim and objectives.

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• Optimum Utilization of Resources:

Educational plans are designed to avoid imbalances and enormous wastes and replenish the steadily
aggravated shortage of teachers.

Different approaches to educational planning.

1. SOCIAL DEMAND APPROACH
The first approach, which may be called the social method is in general use, but is scarcely a method at
all, and is a starting point from which improvements must be devised. This method takes educational
needs in terms of the current demand for education at the different levels and projects them on the
basis of population increase, age distribution, long-term national or social goals (inarticulate or defined)
and on the basis of what is known about state and consumer preferences for education. Among such
goals and preferences are universal literacy, universal compulsory primary education, and cultural
objectives. The stress is upon education as social infra-structure for development purposes, and as an
end in itself. The financial implications of these targets are then considered. The usual result is that the
funds required for the educational expansion are found to be larger than those available either to
launch or to sustain it, on the basis of projections of national income and revenue. A compromise is
struck, and what is deemed to be a feasible plan emerges, cut down to the funds expected to be
available. This is the traditional approach, and may work satisfactorily in high-income countries,
although even in these, concern over flagging rates of growth and ever-increasing competition in export
markets is leading to increased emphasis on the contribution of education to technological progress and
productive efficiency.
2. MANPOWER REQUIREMENT APPROACH
The second approach, which we may call the manpower approach, is based on the fact that, as we saw
earlier, the main link of education with economic development is through the knowledge and skills it
produces in the labor force. To the extent that the educational system produces qualified people in the
right numbers and places, the major part of the economic and social contribution of educational
planning is achieved, provided that in so doing the educational system has not consumed so great a
proportion of resources as to set back the development plan itself. Various methods exist of estimating
future manpower requirements and the demand they will make on the education system. But various
difficulties hamper this approach as Professor Harbison recognizes. First, manpower forecasts can
seldom be made with reliability beyond short-term periods of five to eight years. The time perspective
required by educational planning as a whole is fifteen to twenty years, though it is possible to influence
over shorter periods the supply in the ‘pipe-line’. Secondly, the educational component of different
occupations changes with technological progress and the rise of educational standards.
3. EDUCATION-OUTPUT RATIO METHOD
The third method is based on the capital-output ratio approach and might be called the education-
output ratio method. It relates the stock of educated people and the flow of children and students
completing education at the different levels directly to the national output of goods and services
without passing through the intervening stage of making manpower forecasts. A series of linear
equations are set up relating the stock of persons who have completed a given level of education, and
the number of students at each level, to the aggregate volume of production. These equations will show
how the structure of the educational system should change with different growth rates of the economy.
This method is developed by Professor Tinbergen. Every method has its difficulties and limitations. The
problem here is that assumptions have to be made about teacher-student ratios and about the
adequacy of the relations of the education ‘mix’ to the product ‘mix’ at the base from which the
projection is made. If these assumptions are incorrectly made they will invalidate the conclusions.
Further, the differences of rates of growth in the different economic sectors, and increases of
productivity, need to be included. The range of assumptions as to the technical coefficients is very wide.

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None the less this method, used with good informed judgment, is a useful exercise to be set alongside
the other approaches.
4. AGGREGATE METHOD
The fourth is the aggregate method. This method tries to relate educational needs to the whole demand
of society for education rather than to the level of output or to manpower, and is based on norms and
patterns which emerge from an empirical study of the educational situation in countries at different
stages of development. Among them are
(a) The proportion of GNP devoted to education globally and (if possible) by sector;
(b) The proportion of public expenditure devoted to education and its different sectors;
(c) The proportion of over-all investment devoted to education;
(d) The proportion of the population enrolled at the different educational levels;
(e) The above information corrected by estimates of wastage;
(f) The proportions of the school-age and student population enrolled at different levels.
5. COMPREHENSIVE APPROACH
Fifth, there is what we may call the human resources assessment approach which is a comprehensive
one. It was developed by Professor Harbison. It starts from the position that education is one of the
main sources of human resource formation, other sources being measures in the fields of manpower,
employment, training and health. The strategy of human resource development consists of integrating
these factors with general economic and social development planning. It takes into consideration such
factors as the scale of development feasible considering the availability of specialized manpower, the
scale of development needed to absorb the backlog of unemployed and the new entrants to the labor
force, the extent of in-service training in industry, the pattern of investment priorities envisaged in the
plan and the broad economic, social and educational goals of development planning.

Q.5 Explain the nature and characteristics of supervision in detail. Compare the basic objectives of
supervision with administration.
Meaning of Supervision:
In the modern educational system expansion of education relies on increasing number of educational
institutions, teachers and students as well as providing all sort of facilities which are essential for proper
progress of education. It will never be sufficient if we will not yield or achieve our returns or results to
an adequate extent in qualitative perspective. From this description it is quite evident that quality
assurance of education at any level is the prime concern of the modem educational practices. For this
there is the need of quantitative expansion as well as qualitative improvement of education at all levels.
This will be determined by the very concept, supervision.
Now-a-days the concept of supervision has been changed. It is not concerned merely with improvement
of teachers as it was conceived in the previous days, when the supervisory activities were directive and
prescriptive. But now according to some experts, supervision requires a super plus vision a superior
perspective attended by special preparation and position. To them the primary function of supervisors
of all types is leadership, encouragement and recognition of leadership in any other person either in the
professional staff or among the community participants.

Scope of Educational Supervision:

1. Educational process: The scope of modern supervision extends to the entire educative process or the
whole teaching-learning situation. The various elements of this situation in order of their importance
may be categorized as the learners, the teachers, the curriculum and the socio-physical environment.
2. Provision and Management of Teaching-Learning: Educational administration provides and manages
these various elements of the teaching-learning situation and the business of educational supervision is

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to assess continuously their adequacy and to bring about necessary improvement of course, within
reasonable and realistic limits.
3. Educational activities: the scope of educational supervision extends to all the areas of educational activity
with the larger purpose of improving the product of education through the upgrading to the quality of
instruction and other school practices.

Principles of Educational Supervision:

1. Functionally related to Administration: Even though supervision is assigned quite specific tasks within the
area of administration it is considered an integral part of it. Supervision must be primarily a non-managerial
service within the total responsibilities of administration. It is clear that two are closely and functionally
related. Good administration and good supervision both have the some function.
2. Based on Philosophy: This means that the policies, plans, purposes, values and meaning of supervision
should be determined by the philosophy or the way of life of the society whose education is to be
undertaken.
3. Scientific: All activities, plans, procedures and techniques should be based on the scientific attitude and
method. Supervision should emphasis experimentation, observation and inference, objectivity and reliability.
It should utilize the finding of research, standardized tests and statistical analysis.
4. Creative: supervision should promote free expression among all persons participating in the group
discussion for problem-solving. Creativity means offering new suggestions, devising new procedures
inventing and producing new things; and all these are necessary for development and progress.
5. Progressive: this means that supervision should aim at the promotion of pupils’ and teachers’ growth and
through them the improvement of society. Supervision should coordinate, and integrate all available
resources, materials and efforts. It should develop those conditions of satisfaction and security which release
the spirit of creativity and joy of achievement.

Characteristics of Educational Supervision:

1. It is creative and dynamic expert technical service.
2. It provides leadership with extra knowledge and superior skills.
3. It promotes cooperative educational effort in a friendly atmosphere.
4. It gives coordination, direction and guidance to teachers’ activities.
5. It improves instruction and teaching-learning process.
6. It helps achievement of appropriate educational aims and objectives.

Compare the basic objectives of supervision with administration

Both, educational supervision and administration are part of the educational system and they complement
each other. Although it is commonly understood that administration encompasses supervision, they have
different purposes. In order to evaluate the differences between them, it is necessary to clear up what they
are. But first, it is important to understand that schools at any level are organizations.
Organizations are functional structures established to achieve goals. To be able to achieve them, they must
rely on several people who are part of it. Administrators and supervisors are some of them. Through their
activities, duties and tasks they achieve the goals and quality work determines quality results. It is also well
known that organizations have an undeniable impact in human life.
The main differences between educational administration and supervision are related to their scope and
goals. Administrators organize and control the resources, represent and guide the instructional communities.
Supervisors visit, diagnose, evaluate and survey instructional methods, teachers and learners, as well as
overall climate.
Although educational supervision and administration differ in many ways and may vary for different
educational systems, there are some common features and goal they both share. Both of them try to deliver
and improve the education in general with the best conditions.

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