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A Study of the Supervisory System of School Education in Sindh Province of Pakistan

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A Study of the Supervisory System of School Education in Sindh Province of Pakistan A STUDY OF THE SUPERVISORY SYSTEM OF SCHOOL EDUCATION IN SINDH PROVINCE OF PAKISTAN By Mc) I-i a mm aci. I sma i 1 13x--cptil Thesis submitted to the University of London in fulfilment of the requirement for the degree of Doctor of Philosophy in Educational Administration. Department of Curriculum Studies Institute of Education University of London March 1991 USSR r- • GILGIT AGENCY • PAKISTAN I ADMINISTRATIVE DIVISIONS q PESH4WAA ISLAMABAD OCCUPIED KASHMIR ( • MIRPUR (AK) RAWALPINDI \., .L.d.) 1■ •-....., CO f ) GUJRAT • --"'-',. • GUJRANWALA X' / 1).--1. •• .'t , C, p.'fj\.,./ ' • X • •• FAISALABAD LAHORE- NP* ... -6 , / / PUNJAB • ( SAHIWAL , / • ....-• .1 • QUETTA MULTAN I BALUCHISTAN RAHIMYAR KHAN/ • .1' \ •,' cc SINDH MIRPURKHAS %.....- \ • .■. • HYDERABAD •( ARABIAN SEA ABSTRACT The role of the educational supervisor is pivotal in ensuring the working of the system in accordance with general efficiency and national policies. Unfortunately Pakistan's system of educational management and supervision is too much entrenched in the legacy of past and has not succeeded, over the last forty years, in modifying and reforming itself in order to cope with the expanding and changing demands of eduCation in the country since independence( i.e. 1947). The empirical findings of this study support the following. Firstly, the existing style of supervision of secondary schools in Sindh, applied through traditional inspection of schools, is defective and outdated. Secondly, the behaviour of the educational supervisor tends to be too rigid and autocratic . Thirdly, the reasons for the resistance of existing system of supervision to change along the lines and policies formulated in recent years are to be found outside the education system and not merely within the education system or within the supervisory sub-system. The thesis is organised as follows. First chapter looks into the background of the problem and analyses the failure in the existing supervisory system of secondary school education within Pakistan in general and the province of Sindh in particular. Second chapter describes the historical perspectives and development of education in Pakistan with special reference to province of Sindh. Third chapter elaborates the contextual analysis of the problem and focuses on issues of modernization, bureaucracy and participation in Pakistan. Fourth chapter defines the theoretical models and types of supervision derived from the literature for the problem analysis, along with contributions towards the critical examination of the main factors. Fifth chapter depicts the evolution of the supervisory system of secondary education, with particular reference to various changes and reorganisation of the supervisory structure of school education in Sindh. Sixth chapter shows the research tools and the methodology used during the field study. Seventh chapter evaluates the field work that was mostly done in Sindh in the light of the problem and shows the actual functioning or dysfunctioning of the system. Eighth and last chapter concludes the thesis, presents a summary and offers some suggestions for an improved system. ACKNOWLEDGEMENT First of all the researcher owes a great debt of gratitude to Professor Denis Lawton, who very kindly accepted supervision of this study at a late stage. His blessings of inspiring guidance, stimulating suggestions and all sorts of help shall be remembered throughout life as well as future generations. The period during which I have had the privilege of working under his care has been the real educative time of my academic career. My sincere thanks are also for Mrs. Joan Lawton for her timely help by sparing time ( out of her valuable time) for the proof reading of my thesis. I wish to offer special thanks to Mr.David Warren, Registrar and Miss Wendy Barber, Deputy Registrar of the Institute of Education, University of London for their extraordinary help during the period of stress and sincere and useful efforts towards extension of my stipend. The researcher would like to express his gratitude to the British Council/ODA for funding the research and thanks to all concerned officials of the British Council at London and Pakistan, for their full support and co-operation during the study. The researcher would like to express thanks to Dr.Ismail Seed, Dr. G.N.Saclib and Dr. Mohammad Memon who offered their academic suggestions during this study and also the institutions, personnel and persons for their cooperation during the field study. I am thankful to all friends for their moral support in London, particularly Dr. Asadullah Soomro Azeddine Akesbi, Siraj Ahmed Brohi and Avinash. Most of all, my deepest debt of gratitude is to my wife Samina, daughter Umber and Son Umair. Their forbearance, support and ecouragement have been my greatest source of strength: to them I dedicate this work. TABLE OF CONTENTS Page ABSTRACT 3 ACKNOWLEDGEMENTS 5 CONTENTS 6 LIST OF MAPS, FIGURES AND TABLES 12 BRIEF INTRODUCTION OF SINDH 16 CHAPTER I. PROBLEM AND METHODOLOGY 18 1.1 The problem 18 1.2 Proposed solution 30 1.3 Assumptions of the study 35 1.4 Methodology of research 36 CHAPTER II. HISTORICAL PERSPECTIVES OF 38 EDUCATION IN PAKISTAN WITH SPECIAL REFERENCE TO SINDH 2.1. Historical development and 38 perspectives 2.1.1 All Pakistan Education 39 Conference, 1947 2.1.2 Educational Conference, 1951 42 2.1.3 Commission on National 44 Education, 1959 2.1.4 Commission on students 47 problems and welfare, 1966 2.1.5 The new education policy 48 of 1970 2.1.6 The Education policy, 51 1972-80 2.1.7 National Education policy, 56 1978 2.1.8 Action Plan for educational 61 development, 1983-88 2.2 Educational achievements in 66 Pakistan 2.2.1 Six year Plan, 1951-57 67 2.2.2 First five year Plan, 69 1955-60 2.2.3 Second Five year plan, 70 1960-65 6 2.2.4 Third five year plan, 72 1965-70 2.2.5 Fourth five year plan, 74 1970-75 2.2.6 No plan period 1972-77 74 2.2.7 Fifth five year plan, 76 1978-83 2.2.8 Sixth five year plan, 78 1983-88 2.3 Historical development of 83 education in Sindh 2.3.1 Structure of education in 83 Sindh 2.3.2 Physical development of 86 education in Sindh 2.4 Conclusion 93 CHAPTER III. POLITICAL AND SOCIAL CONTEXT 97 IN PAKISTAN 3.1 Introduction 97 3.2 Modernization 98 3.3 The nature of transformation 100 3.4 Characteristics of 115 traditional societies 3.5 Transformation of traditional 117 societies 3.6 Continuity and change 119 3.7 Role of bureaucracy 121 3.7.1 Institutional and structural 122 problems 3.7.2 Attitudinal and behavioural 124 problems 3.7.3 Problems related to public 127 attitudes and behaviour 3.7.4 Problems of political 127 intervention 3.8 Change of organizational 129 personnel 3.9 Modernization of Education 132 3.10 Bureaucracy and politics 137 in Pakistan 3.10.1 Role of bureaucracy in 138 Pakistan 3.11 Education and society in 140 Pakistan 3.12 Socio-political changes in 147 Pakistan CHAPTER IV. SURVEY OF LITERATURE: 156 THEORIES OF ORGANIZATIONS AND MODELS OF SUPERVISION 4.1 Concept of educational 156 organization 4.2 Models of educational 160 organizations 4.3 Human behaviour and 167 organization 4.4 Evolution of supervision 171 4.5 Historical perspectives of 174 supervision 4.6 Concept of supervision 179 4.7 Skills of supervision 183 4.8 Main theories of supervision 194 4.8.1 Traditional scientific 194 management theory 4.8.2 Human relations theory 195 4.8.3 Neo-scientific management 196 theory 4.8.4 Human resource management 196 theory 4.9 Human relationships in 202 educational supervision 4.10 A delineation of the 216 supervisory role 4.11 Taxonomy of the supervisory 217 role 4.12 Quality in education and the 226 role of supervisor 4.13 Effective schools 239 4.14 Models of supervision 253 4.15 A basis for successful school 257 supervision in Sindh CHAPTER V. EVOLUTION OF SCHOOL SUPERVISION 263 IN PAKISTAN WITH SPECIAL REFERENCE TO SINDH 5.1 Origin of school supervision 263 in Pakistan 5.2 School supervision since 265 independence (1947) 5.3 School supervision during 270 One unit 5.3.1 Recruitment of supervisory 276 staff/personnel 5.3.2 School supervision between 277 October, 1958- July, 1970 5.4 Re-organisation of supervisory 281 system of school education 5.5 Evolution of school 286 supervision in Sindh 5.5.1 School supervision during the 287 British period in Sindh 5.5.2 School supervision in Sindh 288 since 1947 8 5.5.3 Changes in the supervisory 291 structure of Sindh since 1947 5.5.4 Changes in supervisory system 291 of Karachi Region 5.5.5 Changes in supervisory system 294 of Hyderabad Region 5.6 Re-organisation of supervisory 295 system of schools in Sindh 5.7 Impressions about the 299 supervisory system of school education CHAPTER VI. THE RESEARCH DESIGN AND 306 METHODOLOGY 6.1 Introduction 306 6.2 Methodology of data collection 306 6.3 The research population 307 6.4 The research instruments 311 6.4.1 Questionnaires 312 6.4.2 Face to face interviews 313 6.4.3 Participant observation 316 6.4.4 Document analysis 318 6.5 Limitations in methodology 318 CHAPTER VII. ANALYSIS OF THE FIELD STUDY 322 7.1 Introduction 322 7.2 Scope and limitations 323 7.3 Commentary on data collection 323 and analysis 7.3.1 Exact number of respondents 325 7.3.2 The biographical information 326 7.4 In-service Education and 336 Training 7.4.1 INSET agencies 337 7.4.2 Extent of INSET 340 7.5 Supervision and Inspection 343 of secondary schools 7.5.1 Duties of supervisors in 344 Pakistan at district level 7.6 Inspection of secondary 346 schools 7.6.1 Observation of lessons by 348 the Headmasters 7.6.2 Record of
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