Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536420
Title: A study of the supervisory system of school education in Sindh province of Pakistan
Author: Brohi, Mohammad Ismail
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1991
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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style of supervision of secondary schools in Sindh, applied through traditional inspection of schools, is defective and outdated.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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536420  DOI: Not available
Keywords: Curriculum, Pedagogy and Assessment
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