NAME: Sania azhar

FATHER Muhammad azhar

NAME:
ROLL NO: Ch646615
COURCE 8605
CODE:
COURSE EDUCATIONAL
NAME: LEADERSHIP AND
Management
TUTER NAME: Ali hussain

ASSIGMENT NO 1 b.ed autumn 2020

Question No.1
Discuss the principles of administration and approaches of educational
administration and explore which approach is to be used by our
administrator.

Answer :

Principles of Educational Administration

a) Principle of Democratic Leadership

Leadership is derived not from status or power under the law but from the situation by
showing ability to deal with the problems. The supervisor, as a leader, does not impose his
whims but arrives at certain conclusions through group thinking and cooperative decision-
making. “It means a sharing responsibility for achieving a successful outcome rather than
throwing the weight of authority behind a wrong judgment”.

In this principle there is a fact that teacher should be involved in full, fair and frank
discussion based upon a mutual recognition of the personal worth of the other person. Such
a discussion must reach specific conclusions and concrete proposals, set down in writing so
that the teachers and the supervisor can check progress from time to time.

b) Principle of Co-operation
Co-operation implies:
i. Participation in an activity to attain a certain goal, and
ii. A sense of responsibility on the part of the teacher that he is a coworker, not a
slave. It assumes that the best solution of any problem is not known to any single
person but it can be knows through mutual help and discussion. Even if the
supervisor knows a better method of teaching a unit or organizing a class of pupils,
he does not hand it down to the teacher dogmatically. He simply discussed the
problem with the teacher, thinks with him of the various possible solutions, helps
him to make a choice and encourage him to implement the decision which they
have mutually arrived at. Such a cooperative effort raised teacher’s morale
encourages creativity and develops a sense of responsibility on his part. It also
develops a climate in which teachers tend to change.
c) Principle of Scientific method
This principle focuses attention upon getting the facts, upon analyzing the situation, as it
exists and upon drawing objective conclusions. The supervisor should use the scientific
method in making decisions as well as in determining needs, examining resources, planning
procedures and evaluating results.

d) Principle of Coordination
This principle assumes that a school or a group of schools is so such organized that all
teachers work as coordinated parts rather than individuals. It, however, does not mean that
the individuals should lose their identities. There is need for coordinating instructional
work and other activities in a certain subject through all the schools classes as well as in
various subjects in the same classes. Without such an effort on the part of the supervisor the
main purpose of education, i.e.
balanced development of child’s personality cannot be achieved.

Another important implication of this principle is that school and community efforts to
provide formal and non-formal learning experiences to the children, who should also have
the same focus and direction. Supervision must play an important role in coordinating
school and community efforts as well.

e) Principle of Flexibility:
This principle implies that rules, procedures and standards should be adjustable to meet the
requirements changing conditions. Not only that each individual is different from the other
but the same individual may reach a goal with different ways in similar situations and at
different times. The supervisor must recognize and respect individual differences in
teachers, as should the later do in respect of children. He should also adjust supervisory
activities according to the individual needs of teachers.

The principles of flexibility do not mean lowering the standards; it simply means an
adjustment of an arrangement or method so as to create a more favourable environment for
an individual’s growth and improvement. It also means that the teacher should be provided
with a variety of instructional aids and materials, that the standards and the procedures
should be so modified as to fit different schools and communities (in urban and rural
 areas), and that supervisor must be fully aware of the personal and professional problems of
every teacher to be able to provide individual guidance.

f) Principle of Planning
Successful accomplishment of the objectives of an organization implies planning. Planning
involves both deciding what to do and determining how this is to be done i.e. identification
of the objectives and laying out of the alternatives for the achievements of the objectives.
Effective supervision, too, depends, for its success, on careful planning. Planning is a
cooperative enterprise. Besides clear vision of goals and foresight of consequences,
planning must be based on the thinking of the persons concerned, their needs and
aspirations.

To quote Ayer, “a supervisor without a plan has no point of departure and no destination”
some of the reasons given by him for supervisory planning are that:

1. The supervisor should have thought the situation, analyzed it selected for his
attention the weak sports new needs;
2. He has conceived before-hand professional activities directed to the
achievement of certain definite objectives.
3. He has provided for the coordination o the work of all; and
4. He has developed a basis for evaluation

g) Principle of Evaluation
Evaluation is one of the basic functions of supervision. It is more than testing pupils or
rating teachers. It aims at the improvement of persons, and products involved. It is a process
of making judgment by which more planning for improvement is possible. To be effective
the supervisor must be able to evaluate school situations as well as his own role in the
professional growth of teachers. He should have developed evaluative criteria with the
cooperation of teachers to assess teaching, learning and supervision
Approaches to Educational Management and Administration

In one sense, administration is one of the most ancient factors of all human endeavors. 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 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.

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 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 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 organization,
including the family.

At the same time that Taylor’s ideas and their application were having such enormous
impact on American life; a French industrialist was working out some powerful ideas of his
own. Unlike Taylor, who tended to view workers as the extensions of factory machinery,
Fayol focused his attention on the role of manager rather than the worker. He clearly
separated the process of administration from other operations in the organization, such as
production, and emphasized on the common elements of the process of administration of
different organizations.

Fayol believed that a trained administrative group was essential for improving the
operations of organizations, which were becoming increasingly complex. He defined
administration in terms of five functions: planning organizing, commanding, coordinating
and controlling.

A German sociologist, max Weber, produced some of the most useful, durable and brilliant
works on administrative system: it seemed promising at that time and since from that time
has proved indispensable: bureaucracy. According to Weber, the bureaucratic apparatus
should be very impersonal, minimizing irrational, personal and emotional factors and thus
leaving bureaucratic personnel free to work with a minimum of friction or confusion. This,
he concluded would result in expert and impartial service to the organization’s clients.

Since the concept of scientific management called for the scientific study of jobs to the
performed, professors of educational administration undertook to describe and analyze
what role was played by school superintendents on the job. As the study of problems of
organization, management and administration became established more and more firm, the
principle of scientific management received increased attention, also faced challenges from
scholars and practitioners.

Luther Gulick and Lyndall Urwick stand out among many scholars who attempted to
synthesize what is now known as the classical formulation of principles, which would be
useful in developing good functional organizations. They advocated that elements of the
organization could be grouped and related according to function geographic location or
similar criteria.

The work of May Parker Follett was unique in the development of management thought.
Her ideas were rooted in the classical traditions of organizational theory but matured in
such a way that she, in effect, bridged the gap between scientific management and the early
industrial psychologists. Her ideas were instrumental in modifying the trend toward rigidly
structuralize views in classical management theory and provided a rationale that was
helpful in ushering the human relations movement which pioneered conceptualizing about
what today is called contingency theory. Folett, first, viewed management as a social
process and second, saw it inextricably enmeshed in the particular situation. She did not see
authority as flowing from top of the organization’s hierarchy to be parceled out among
those in lower levels. In 1932, she sought the summaries her views by developing four
principles of sound administration. The first two were coordinated by direct contact of
responsible people and coordination in early stages. The third was coordinated as the
reciprocal relating of all the factors in the situation and, finally, coordination as a
continuing process which recognized that management is an ever changing dynamic
process in response to emergency situations, sharp contrast to traditional, static, classic
views that sought to codify universal principles of action.

In the time when the principles of scientific management were applied to industry with
greater care, a need to be more precise about the, effect of human factors on production
efficiency was felt. Elton Mayo along with other investigators made available to the
administrators the five concepts: Morale, group dynamics democratic supervision, personal
relations and behavioral concept of motivation. These human relations, particularly the
group dynamics movement attracted social and behavioural scientists, who had already
been studying the phenomena whether human behaviour of individuals is interacting with
one another in groups.
Robert Bales was the first man to document that successful groups tend to have people in
them who always play two key roles: It is necessary for someone to keep the group focused
in accomplishing its task and at the same time, it is necessary for every successful group to
have someone to see that the group is paying attention for maintaining productive human
relations within the group. These two dimensions of group behaviour-task orientation and
maintenance orientation have proved to be of lasting value in understanding the dynamics
of group functioning.

Leadership was of great interest for those concerned with organizations and social scientists
did not take too long in realizing that, unlike the classical view, leadership is not something
that “great people” or individuals with formal legal authority do to their subordinates, but
rather, is a processor which involved dynamic interaction with subordinates.

Classical or bureaucratic concepts of organizations are sometimes said to focusing on

organizations without people. There is such great emphasis on formal organizational
structure and high rational logic control that people are often viewed as those who can fit
into the structure on the organization’s terms. Human relationship concepts, on the other
hand, are often said to be deep within the organization. Because
management/administrative science always an effective performance for goal seeking, and
formal organization as its central focus. Organizational behavior is also closely linked with
that of science also. Management and administration necessarily must bear the
responsibility for establishing internal management of the organizations so as to achieve
maximum effectiveness.

A new concept of acceptance developed among students of educational administration,

which recognized the dynamic interrelationships between the structural characteristics of
the organization and the personal characteristics of the individual. Using his insight,
students of organization began to conceptualize organizations such as school system and
schools’ social system. Unlike informal human social systems, the school systems and
schools may be classified as follows:

a) They are specifically goal-oriented.

 b) The work to be done so as to achieve goals is divided into subtasks and
assigned as official duties to established positions in the organizations.
c) These positions are arranged hierarchically in the formal organization and
authority relationships are clearly established.
d) General and impersonal organizational rules govern, to a large extent, what
people do in their official capacity and also, to a large extent, shape and delirnit the
interpersonal interactions of people in the organizations.

In the years 1955-1970, there was a great outpouring of theorizing and research in
educational administration which explored public school systems and schools.
Denial Giffith’s initiated landmark work on decision-making in educational administration.
Research in the field of educational administration revealed the importance of behavioural
perspectives, that is, the Human Resources Management (HRM). Here the educational
organizations are characterized not by their order, rationality and system inheritance in
classical thinking, but by ambiguity and uncertainty in their fast changing environments,
unclear and conflicting goals, weak technology, fluid participation and loose coupling of
important activities and organizational units. However, non-instructional activities of
educational organization, such as financial accounting, pupil accounting and the
transportation system, are commonly managed by using bureaucratic perspectives and
techniques. Thus, HRM schools and other educational organizations are understood to be
dual organizational systems.

Conclusion

Educational administration becomes as essential as education: it is the practical side of

education, which has a scientific basis. The contribution of administration:
1. To implement the policies and other decisions of the legislative body.
2. To clarify and pursue the predetermined objectives, directions and priorities
of the enterprise.
3. To assemble and insure the prudent use of resources.
4. To help increase the productivity of all employed personnel.
5. To unify and coordinate human efforts and material resource use.
6. To monitor progress towards the realization of objectives.
 7. To create desirable organizational climate and professional working
relationships within the organization.
8. To appraise the quality and effectiveness of strategies selected and personnel
employed to pursue various objectives.
9. To help project the image of the institution and its personnel as effective,
productive and dynamic entities.
10. To report to the legislative body and the people on the stewardship of
authority and responsibilities.

Question No .2
Elaborate the objectives, level and terms of management.

Answer :

Meaning of Basic Elements of Management

The term management has two meanings;

1. Management as a group of functional people
2. Management as performance/process/activity

1. Management as a Group of Functional People

The term management refers to the personnel in an organization who have the right and
responsibility to make decisions and run the enterprise efficiently within the policies
defined in this way. The primary purpose of management is to make possible the
accomplishment of above state objectives with the human material resources available to
them. Usually the management of a company, organization or institution is described as
“Board of Directors,” “Council” or “Board of Governors”.

2. Management as Function/Process/Activity
The term management is also used to refer to the functions or activity of managing resources,
tasks and other persons in order to achieve the defined objectives. Thus defined management
refers to human activities related to planning, organizing, directing, coordinating,
communicating and controlling
Objectives of Educational/School Management
Aims and objectives of school management are same which are determined by the
Government of Pakistan in education policies. As per National Education Policy 1979
following are the aims of education:
1. To foster in the hearts and minds of the people of Pakistan in general and the
students in particular, a deep and abiding loyally to Islam and Pakistan and living
consciousness of their spiritual and ideological identity thereby cause
strengthening of unity of the outlook of the people of Pakistan on the basis of
justice and fair play.
2. To create awareness in every student that he, as a member of Pakistan nation
is also a part of the Universal Muslim Ummah and that it is expected of him to
make a fair contribution towards the welfare of fellow Muslims inhabiting the
globe on the one hand and to help the spreading the message of Islam throughout
the world on the other.
3. To produce citizens who are full conversant with the Pakistani movement, its
ideological foundations, history and culture so that they may feel proud of their
heritage and can display firm faith in the future of the country as an Islamic state.
4. To develop and inculcate in accordance with the Quran and Sunnah, the
character, conduct and motivation expected of a true Muslim.
5. To provide and ensure equal educational opportunities to all citizen of
Pakistan and provide minorities with adequate facilities for their cultural and religious
development enabling them to effectively participate in overall national effort.
6. To impart quality education and to develop fully according to their capacity,
each individuals potentialities, through training and retraining and to develop the
creative and innovative faculties of the people with a view to building their
capability to effectively manage social, natural and productive forces, consistent
with the value system of Islam.
7. To provide a minimum acceptable level of functional literacy and
fundamental education to all citizens of the country particularly the young,
irrespective of faith, caste and creed in order to enable them to participate
productively in the total effort.
 8. To create interest and love for learning and discipline among the youth and to
ensure that every student is imbued with the realization that education continuous
and a lifelong process.
To promote and strengthen scientific, vocational and psychological education, training and
research in the country and to use this knowledge for socio-economic growth and
development thereby ensuring a self-reliant and secure future for the nation

Levels of Management
Management may be classified under three main levels: top, Middle and Lower (or
supervisory) management.

i. Top Level of Management:

At the top management level relatively few technical skills are utilized. The emphasis here
is on planning and conceptual activities and there is notably less effort original in
relation to working with people to carry out specific activities. The greater concern is
for the further rather than the present. For example major areas of activity include
long range objectives and policies.

ii. Middle Level of Management:

Managers are concerned about ongoing activities as an observer and director of daily
operations necessary to produce the goods or services. The middle manager typically
is reasonable for supervision of wage and salary systems, motivating subordinates,
conducting meetings for purpose of training, control or coordination, conducting
appraisals and counseling. Personnel oriented activities are common in this group. In
 short, the middle managers are responsible for the day-to-day results of the long range
objectives.

iii. Lower/Supervisory Management:

Lower or supervisory managers plan and put into effect day to day activities making
certain plans that they should be carried out by the workers.

The above levels of management have effect on the organizational performance or

functioning. We are referring to the management between and within the levels as structure.
The more rigid or long the structure, the more difficulty will be of decision making,
communication, coordination, motivation. On the other hand if it is less rigid and shorter
structure, the faster the decision making process will be. Though there is a chance that
supervision and control may gets weekend

Question No 3)

Differentiate the kinds of supervision. Which kind is better and why?

Discuss.

Answer:

Kinds of Supervision

There are various varieties of educational supervision each of them reflecting certain
objectives and perspectives which concerns teaching, learning situation, school
organization and curriculum. Hence the adoption of a particular type of supervision
depends upon the educational pattern and philosophy followed by the country, the type of
government, and the education and training of the education officers who are responsible
for supervisory work.

Therefore Burton and Bureckner (1955.pp 5-13) presented the following types of
supervision.

• Inspection
• Laissez-Faire
 • Coercive
• Training and guidance
• Democratic

i) Inspection
Supervision in its earlier form was merely confine' to the inspection of the work of
teachers and the person who was responsible for this job and popularly known as a
school inspector. Inspection was used to be in authoritarian style which was intea4id
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 in vague in
supervisory in many western and eastern countries.

ii) Laissez-Faire
The laissez-Faire type of supervision is actually not constructive supervision at all. It is a
policy of letting each teacher teach as lie pleases, without reference to efforts. Little
effort is made to assist teachers to improve the instructional programme, or to develop
any consensus among teachers philosophy practice. Precisely this style lets, the
worker to make all decisions and principles but just possesses wait and see attitude.
This type attributes the lower to non interference of the principal and there is just
much consumption of time for accomplishing the task.

iii) Coercive Supervision

It is an authoritarian concept, which attributes to some authority of omniscience which is
necessary to make momentous decisions. Everyone has to obey these decisions and
can't object or check the validity and feasibility of such decisions. Teachers are to
carry on the orders and instructions of the coercive supervisor. Such supervisors find
it easy to believe that the most effective means of making teachers to work is to
compel then teach scheduled subject-matter on the stereotyped methods. Because this
concept is closely bound up with the curriculum and instructional philosophy, which
came to permeate almost all the schools in this type of supervision, the principal or
supervisor visits teachers. While teaching and defects or good points made them
known. They are 'reed to follow the dictates of the supervisor and are awarded
increments or prizes on the basis of his personal judgment. Such supervision does not
 respect the personalities of teachers and is not consistent with democracy. It violates
the tenets of good mental hygiene because coercion it detrimental to the growth of
originality, ingenuity and creativeness.

iv) Training and Guidance

It is now increasingly recognized that true learning should be based on understanding
interests and active participation of learners, not on rote memorization, coercion and
passive listening. Education is a process of guiding growth, “Learner’s voluntary co-
operation in the learning process is of utmost significance. This change has brought to
bear its impact on supervision. Instead of trying to compel teachers to adopt certain
methods, emphasis is laid on teaching of teachers. Supervision assumes the role of
imparting in-service education and on the job training. Thus by this teachers are
motivated to do better and supervision becomes a process of teaching. Consequently,
the belief prevails that supervisor has the “word” and superiority of greater
knowledge and experience. As Elsbree and McNally
(1964, p.150) have observed. “It is still assumed t it is the teacher's duty to ‘improve’ the
pattern approved by the supervisors". Many, authorities observe that this type of
instructional supervision now dominates the icational scene.

v) Democratic Supervision
Democracy is not merely a political organization or procedure it is a way of life I its
principles apply to all aspects of life. Democratic ideals imply belief in common man,
recognition of' the dignity and wroth of the individual appreciation of the importance
of individual differences as well as similarities and the assumption of authority by
consent of the group. Applied to supervision, democratic ideals do not allow
imposition of the ill of the supervisor upon teachers who on the other hand cannot go
their own way without helping to achieve goal are commonly determined.
Cooperation of teachers and supervisors on the problems of improving instruction is
the inherent and basic concept of democratic supervision. As Adams and Dickey (p.8)
have put it, “Democratic supervision builds upon the power of teachers to exercise
self-direction through his participation in the determination of goals and formulation
of methods and procedures for improving instructions. So the main purpose of
democratic supervision is the “improvement of the total teaching learning situation. In
this context S. Nath (p.4) has rightly developed the concept of “supervision through
 participation” and Burton and Brueckner (pp.5-12) have noted that “the improvement
of teachers is not so much a supervisory function in which teacher participate as it is a
teacher function in which teacher can participate as 14 is a teacher function in which
supervisors co-operate.” The supervisors function is to “release and co-ordinate” not
to control the creative abilities of teachers.

Question no 4)
Explain the different approaches of educational planning. Also highlight the
factors which affect the planning process.
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. First linkages took place in
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 economy was a result of attempts to
match training facilities to the forecasts of manpower requirement of various sectors of
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, education 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 curricular and
consequently poor quality (falling standards).

ii) The Manpower Requirement Methodology

This approach focuses on the objective of using education for producing 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. High, 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 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 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 economy.

Types and Goals of Educational Planning

a) What is Educational Planning?

Educational Planning, like general Planning is a process of preparing a set of decision about
the education enterprise in such a way that the goals and purposes of education will be
sufficiently realized in future with the available resources. Educational planning is not a
panacea for all the actual or imagined ills of the educational system. It focuses on the
application of rational systematic analysis of the educational production function (past and
present) with a view to suggesting (deciding) what actions or measures would make the
production of education more efficient and effective while considering the nature of the
goals of the society and the students, the available resources, and the time or period in
view:

“Educational Planning is a continuous process of obtaining and analyzing facts and, from
empirical base, of providing information to decision makers on how well the education
system is accomplishing its goals in particular, on how the cost effectiveness of education
programmes and specific projects can be improved.”

The major interests of Educational Planning include the following:

1. Preparation of Alternatives Decisions

The decisions are primarily aimed at helping policy makers and executors (that in
authority) to make rational choices and should take steps that could be more effective
for education.
2. Goals and Objectives
This means what we desire as outputs or results from the educational process, which
ultimately becomes the most fundamental area of all the subject matters.

3. Programmes and Services

How we can organize various patterns of learning activities and the supportive services to
such activities.

4. Human Resources
How we can help and improve their performance, their interaction, their specialization,
their behaviour, their competence, their growth and their satisfaction.

5. Physical Resources
How we utilize facilities available, or plan their pattern of distribution, or how extensive
should we get and what utility value do the resources possess especially with relation
to other physical resources.

6. Finance
How do we cost our expenditure and how we can plan for revenue (availability and
optimal use) which shape in large measure the character of how we utilize human and
physical resources of the education system?

7. Governmental Structure
How do we organize and manage the operation and control of educational programmes and
activities in response to the political conditions, provisions and creed.

8. The Social Context

What sources and social elements must we consider in the educational system, which in
reality is only a miniature social system that includes various elements of the entire
social system of the nation or community?

Therefore, educational plans are best seen as adjuncts of the overall national plans.
Planning whether national, local or institutional is an attempt to influence the future by
 taking logical, predetermined action in the present through designing alternative methods,
strategies and approaches to assist organization in accomplishing desired objectives.
Specifically, the focus of education planning include: to formulate simplicity or explicit a
system-wise philosophy, goals and objectives for the system and for the requirements; to
examine alternatives in the establishment of priorities, provide for communication and
information retrieval, analyze the resources, evaluate the attainment of objectives and
should view these in terms of the future. Contingent on adequate educational plans are the
factors of time, cost and the abilities of the planners.

As we know, education is a process that take time, for a child who starts his education
today can be apply for entrance into secondary education in 5-year time. After another 5-
year he may want to enter college. And 14-years after starting his education he will start
looking for a job. Because of the long time periods involved in the process of education, the
educational planner and administrator has to be looking ahead, he has to plan so that within
the appropriate time the facilities will be available to provide the child the right type of
education. It can be said that education is in a crisis: quality is low, content is irrelevant,
money is unavailable, graduates cannot find work. Plans and programmes have to be
designed to solve their problems.

Planning is a conscious effort to influence future development, but planning is not absolutely
necessary, as if there is not planning people would still ask for universities to
accommodate the etc. if we left education to itself it would still expand and grow
planning intends to intervene in this natural growth process and to change its speed or
direction

Question No 5:

Identify the different factors which affect the school discipline.

Answer:

Factors Effecting School Discipline

At present indiscipline in our educational institutions is a serious problem. It extends from
the secondary school to the universities. In society, itself we find several manifestations of
indiscipline and it is the wonder that these have serious repercussion on the educational
 institutions as well. The following may be some of the important causes of indiscipline in
our school.

1. Lack of Leadership in Teacher

Today teachers do not enjoy the same respect in society which they did in the past.
Consequently, students also do not show due respect to their teachers. Some teachers
get involved in a cesspool of politics and self-interest, and lose their ideals and they
do not show any interest in the development of the students. Very often these teachers
excite the students
and use them as tool of private tuition’s the prestige of the teacher in society has gone
down. There miserable economic conditions add to this. Due to all these reasons, the
teachers have lost originality in thinking. As a result, they are incapable of giving
guidance to students in the various situations of life. So it is no wonder to find
indiscipline among the students.

2. The Current Education System

The current system of education is being criticized at all times. Hence, the students have
begun to feel that the education which is being given to them is not good. As a result
they have no regard for this education. They consider it merely as a means of getting
some employment. The prime aim of the present day educational system has become
the securing of a good division at annual examinations and the students do not desist
from adopting any means to achieve these objectives. This also a cause of
indiscipline.

3. Lack of Sustaining Ideal in the Students

At present the condition of our society is pitiable. Many people because of their self-
interest have started attaching greater importance to the ends rather that to the means
to achieve them. The social values are undergoing rapid changes, as such the
individual errs in fixing his moral standard. This has shaken the very foundation of
our society. Today the individual is not sure about the security of his life and
property. Therefore, there is a lack of healthy ideal among the students. Hence
indiscipline is increasing among them.
4. Economic Difficulties
Our economic conditions have deteriorated to a deplorable degree. The population
has increased unemployment is a national problem. The students are always haunted
by the fear that their future is dark. So they cannot chalk out their path of duty and on
occasions they behave in an undisciplined manner.

From the above discussion we may conclude that the responsibility for indiscipline does not
rest only with the school, but also with the home, the society and the government. Hence
for its eradication the cooperation of all the concerned is necessary. On the basis of the
causes mentioned above some suggestions are given below to solve the problem of
indiscipline.
References:

1) Ahmed Zu1kail (1988) “Plan Implementation and Management,” M.A, E.P.M.

Course Code 503. Allama Iqbal Open University, Islamabad.

2) Brown, A.F. (1963) “Reaction to Leadership in Educational Administrator.”

3) Bittle Lester. R. (1980) “What Every Supervisor Should Know”. New Delhi, Tata
MaGraw-Hill Publishing Co. Ltd.

4) Bernard M. Bass. (1985) “Leadership and Performance Beyond Expectation”. New

York.

5) George B. Graen, (1976) “Roll Making Process within Complex Organization”, in M

D. Dunnette (ed). Handbook of Industrial and organizational Psychology. Chicago:
Rand McNelly.

6) Cupta L. D. (1987) “Educational Administration” Oxford and IBH Publishing Co.

Pvt. Ltd. New Delhi.

7) Hemphill. J. K. (1985) “Administration as a Problem Solving” and Andrew W.

Halpin, in Administration Theory in Education. Chicago, Midwest Administration
Centre. University of Chicago.

8) Halphin A. W and Wner B. J. (1957) “A Factorial Study of the Leadership Behaviour

Description”. 1957. “In Leader Behaviour”. Its Description and Measurement edited by R. M.
Stogdill and A R. Coons. Ohio State University.

9) Khan Mohammad Sharif & Khan Mohammad Saleem. (1980) “Educational Administration”,
New Delhi, Ashish Publishing House.