SCHOOL SUPERVISION

The term supervision is derived from word “Super video” meaning to oversee. It is an interaction between at least two persons for the improvement of an activity. It is also a combination or integration of processes, procedures and conditions that are consciously designed to advance the work effectiveness of individuals and group.
 Adepoju (1998) defines school supervision as the process of bringing about improvement in instruction by working with people who are working with pupils. It has also been described as a process of stimulating growth and a means of helping teachers to achieve excellence in teaching. Supervision in school therefore is a vital process and combination of activities which is concerned with the teaching and improvement of the teaching in the school framework.
Supervision of any school ordinarily refers to the improvement of the total teaching-learning situation and the conditions that affect them. It is a socialized functions designs to improve instruction by working with the people who are working with the students/pupils
. Supervision can also be defined in terms of function and purposes for which it shall be used as
a) skills in leadership,
 b) skills in human relation,
c) skill in group process,
 d) skill in personnel administration and
e) skill in evaluation.
\Supervision is a way of stimulating, guiding, improving, refreshing and encouraging and overseeing certain group with the hope of seeking their cooperation in order for the supervisors to be successful in their task of supervision. Supervision is essentially the practice of monitoring the performance of school staff, noting the merit and demerits and using befitting and amicable techniques to improve the flaws while still improving on the merits thereby increasing the standard of schools and achieving educational goals.

Scope of School Supervision 
The major functions logically under school supervision can be cited as:
 Inspection. This is actually a study of school conditions, to discover problems or defects of the students, teachers, equipment, school curriculum, objectives and methods. This could be done via actual observation, educational tests, conference, questionnaires and checklists.
Research. This has something to do to remedy the weaknesses of the solution to solve problems discovered. The supervisor should conduct research to discover means, methods and procedure fundamental to the success of supervision. The solutions discovered are then passed on the teachers. Training. This is acquainting teachers with solutions discovered in research through training. Training may take the form of demonstration teaching, workshops, seminars, classroom observations, individual or group conferences, professional classes or the use of bulletin board and circulars, and writing suggestions in BPS Form 178
. Guidance. Guidance involved personal help given by someone. It is the function of supervision to stimulate, direct, guide and encourage the teachers to apply instructional procedures, techniques, principles and devices.
Evaluation. As an ultimate function of supervision, evaluation appraises the outcomes and the factors conditioning the outcomes of instructions and to improve the products and processes of instructions.

Activities of supervision. 
The activities logically that are falling under supervision can be enumerated as:
 1. survey of the school system;
 2. improvement of classroom teaching;
 3. in-service education of teachers;
 4. selecting and organizing materials for instructions;
5. researching the problems of teaching;
6. determining the desirable physical condition of teaching and
7. performing semi-administrative duties.
Types of School Supervision: The types of school supervision that can be cited are in terms of: Laissez-faire type. This type of supervision utilizes inspectorial supervisory methods unaided by any objective control, in which the teachers are observed, but noting is done to help them improve the work they are doing. In other words. The teachers are left free; they are not to be imposed upon or directed.
Coercive type. This type of supervision is the opposite of the laissez-faire. The supervisor visits the teachers in order to observe them. The teachers acquired ready-made-procedure or standard prescribed by the supervisors.
Training and guidance type. This type of supervision emphasizes the improvements of teachers as well as her technique through direction, training and guidance
. Democratic leadership type. It consists of the teacher’s cooperation in the formulation of policies, plans and procedures. Supervisor observes teacher inside the classroom setting with the aim of improving the teaching-learning situation via cooperation process or group action. The teachers, supervisors and administrators are regarded as co-workers in a common task.

The major functions of school administration

Some of the major functions of administration can be cited:
1. Planning of school programs and activities … plan to show objectives, instructional materials and the procedures and the means to attain set-objective.
 2. Directing school work and formulating and executing educational policies … that is decision-making, who to carry out plans, who teaches what; and working out policies and regulations for all those in the organization.
3. Coordinating administrative and supervisory activities … in terms of harmonizing educational activities and makes them instruments for yielding outcomes.
4. Providing the necessary leadership. 
5. Evaluating the teaching personnel and school program … as an administrative function includes teacher performance rating and school survey;
and  6. Keeping records and reporting results … in that, records are kept for comparison and evaluation purposes; and reporting results to public will help them understand what the school can do and are doing.

Operational Areas of School Administration 
The operational areas within which school administration operates can be specified as:
1.) Administration of school personnel,
2.) School finance and budget management,
 3.) School plant management,
 4.) Curriculum organization and management,
5.) Guidance and discipline,
 6.) School and community relation,
7.) Non-formal education; and
8.) Evaluating results of school administration.

Unit 2- School administration and supervision

Interrelation of administration and supervision
 Administration and supervision are interrelated in that every administrator is a supervisor and every supervisor participates in administrative affairs.
1. Administration represents the whole of the education system; supervision represents a portion of it in terms of improving the total teaching-learning situation.
2. Administration emphasizes authority; supervision, service. Every act of administration is based upon authority; supervision is based upon service.
 3. Administration provides favorable condition essential to good teaching and learning; supervision carries out the better operation and improving it.
In simple words, administration provides; supervision operates.
 4. Administration decides, directs and orders the execution of educational program; supervision assists, advises guides and leads the operation and improving the program. In other word, administration directs; supervision serves.
Basis of administrative and supervisory principle
 Principle is an accepted fundamental truth. It can be a law, a doctrine, a policy or deep seated belief which governs the conduct of various types of human endeavors. In administration and supervision, principles become part of a philosophy which serves to determine and evaluate his educational objectives, attitudes, practices and outcomes.
General principles of administration and supervision 
These general principles can be stated as a summary of the substance and implications of philosophy of administration and supervision:- School administration and supervision…
 1. must be democratic … is recognizing individual differences, respect personality and extend consideration to all;
2. must be cooperative in character … in that cooperation is synonymous to group action;
3. to be effective … must be scientific, that is, research oriented activity to discover solution to problem;
 4. must be based on accepted educational philosophy;
 5. must be creative … means initiating, devising, inventing or producing something new; 6. must be evaluated in the light of results;
 7. must be preventive and constructive … that is helping teachers to avoid committing mistakes, anticipating difficulties, building self confidence, by discovering their own weaknesses;
8. must be centered on child growth and development … in terms of growth mentally, physically, morally, emotionally and socially; and
9. must be flexible … in terms of school building, curriculum, teaching objectives and procedures, instructional material and devices, school requirements and standard norms.
2.1 Types of administration 
School administration is the school’s main governing body, and it plays a major part in making decisions related to students, faculty and the school’s overall status. There are several types of school administration, depending on the school’s nature. These administrations oversee the school’s development as well as the welfare of its students and faculty. More often, they are also the only entity that bridges the relationship between the school and the community.

Centralization and decentralization: 
An organization has to make strategic and operational decisions. Where and by whom should these decisions be made? And: how should the organization structure be adapted? Centralization and Decentralization are two opposite ways to transfer decision-making power and to change the organizational structure of organizations accordingly.
Centralization:
  The process of transferring and assigning decision-making authority to higher levels of an organizational hierarchy.  In a centralized organization, the decision-making has been moved to higher levels or tiers of the organization, such as a head office, or a corporate center.
  Knowledge, information and ideas are concentrated at the top, and decisions are cascaded down the organization.
 The span of control of top managers is relatively broad, and there are relatively many tiers in the organization.

Decentralization:
 The process of transferring and assigning decision-making authority to lower levels of an organizational hierarchy.
 In a decentralized organization, the decision-making has been moved to lower levels or tiers of the organization, such as divisions, branches, departments or subsidiaries.
 Knowledge, information and ideas are flowing from the bottom to the top of the organization.
 The span of control of top managers is relatively small, and there are relatively few tiers in the organization, because there is more autonomy in the lower ranks.

Three forms of decentralization: 

1. De-concentration. The weakest form of decentralization. Decision making authority is redistributed to lower or regional levels of the same central organization.
2. Delegation. A more extensive form of decentralization. Through delegation the responsibilities for decision-making are transferred to semi-autonomous organizations not wholly controlled by the central organization, but ultimately accountable to it.
3. Devolution. A third type of decentralization is devolution. The authority for decision-making is transferred completely to autonomous organizational units.
Strengths/characteristics of centralization:
 Philosophy/emphasis on: top-down control, leadership, vision, strategy.
  Decision making: strong, authoritarian, visionary, charismatic.
  Organizational change: shaped by top, vision of leader.
  Execution: decisive, fast, coordinated. Able to respond quickly to major issues and changes.
  Uniformity. Low risk of dissent or conflicts between parts of the organization.

Strengths/characteristics of decentralization:
 Philosophy/emphasis on: bottom-up, political, cultural and learning dynamics.
  Decision-making: democratic, participative, and detailed.
  Organizational change: emerging from interactions, organizational dynamics.
  Execution: evolutionary, emergent. Flexible to adapt to minor issues and changes.
 Participation, accountability.

Importance and advantages of school organization

Importance of school organization is very vast. It includes; efficiency of the institution, securing benefits of the school through practical measures, clarification of the functions of the school, coordination of the educational programs, sound educational planning, good direction, efficient and systematic execution. It provides close collaboration and sense of sharing responsibilities, organized purpose and dynamic approach. Any organization plays a vital role in the life of human being. School organization plays different functions like; brings efficiency, guide students to receive right direction from the right teachers, enables the students to get profit from their learning, bring coordination of the student-teacher-parents-society. It provides well defined policies and programs, favorable teaching learning situation, growth and development of human beings, make use of appropriate materials, effective development of human qualities, execution of the programs, arrangement of the activities, efforts for attainment of the objectives etc. In school organization, there is a great role of economy, men, and material to achieve the desired objectives. Some advantages of the school organization are:-
 It is very much necessary to ensure smooth functioning of a school.
 It is necessary to avoid under and over utilization of the resources of a school there by ensuring optimum and judicious use of the resources.
 It is important to make best use of the capabilities of the school personnels because if they are allotted the work depending upon their area of expertise, interest, experience they are likely to deliver work at the best of their abilities.
  It is necessary to save time, increase clarity and efficiency of work as there is clarity of duties to be performed and responsibilities to be held on the part of the school personnel.
 It is significant to achieve the aims and objectives of a school smoothly.
 It is important to create a professional image of a school.
  It lays stress on building relationships among the school personnel thereby helps in increasing mutual trust, interdependency which is necessary to build team spirit among the school personnel.
  Ensures cohesiveness and order in the organization
  Facilitates effective communication: it clearly defines channels of communication among the members of the organization.
 Improves efficiency and quality of work: as everyone has its own defined job, therefore people only concentrate on their given job which results in better efficiency and quality of work.  Cost reduction: as everyone knows its duty it helps reducing the cost of the school by not hiring extra staff for any job.

Ibn Khaldun as an Educator

At first sight, the place held by education in Ibn Khaldun's sociology appears uncertain to say the least. What today we understand by the term ‘education'—the replication of individuals and groups, firstly at the level of values and secondly at that of knowledge and know-how—is found in the Muqaddima only in a scattered and incomplete fashion, in an order and pattern whose meaning escapes us at first sight. More important, Ibn Khaldun makes no use of a general concept in speaking of education. This is all the more surprising as he accustoms us elsewhere to a systematic approach to the main phenomena of life in society. However, upon closer view we discover that this ambiguity and these lacunae in fact reflect the state of the Muslim system of education, and we are forced to admit that, in this field as in many others connected with the knowledge of Muslim society, Khaldun's contribution is the most complete at our disposal.

 Learning the Arts
  Ibn Khaldun limits himself here to two remarks: the arts must necessarily be learned from a master; they are highly specialized, and a person who masters one art cannot generally master a second. He does not conceive of technology as a body of knowledge independent of those who possess it. Technique, though understood as something at once practical and intellectual (amr ‘amali fikri), is reduced to a skill that may be learned only by observation and imitation (naql al-mu'ayana).

Training in Knowledge and Know-How

Ibn Khaldun deals with the learning of trades and the teaching of the sciences in connection with the ‘means of existence' argument and the general table of the sciences of his time that drawn up in the last and very long chapter of the Muqaddima. It is not certain that he would agree with our reconciliation of the two, since he sees technology as a field of knowledge and of thought linked to action and consequently inferior to science, which is pure speculation.

 Conditions for Teaching

At birth, says Ibn Khaldun, we are entirely devoid of knowledge; we are still no more than ‘raw material'. We then gradually gain ‘form' ‘thanks to the knowledge we acquire through our organs'. Essentially ignorant, we fulfil ourselves as human beings only through knowledge. Ibn Khaldun distinguishes three types of knowledge corresponding to as many ‘degrees of thought'. There is practical knowledge, the product of ‘the discerning intelligence', which allows us to act in the world in a controlled fashion; then ‘a knowledge of what we must or must not do and of what is good or evil', which we acquire through our ‘empirical intelligence' and which guides us in our relations with our fellows; and, lastly, theoretical knowledge of everything that exists in the world, which we conquer by our ‘speculative intelligence'. Only this last type of knowledge, the subject of the sciences, gives us the possibility of reaching perfection of soul [28].

The teaching of the sciences is necessary for two reasons: firstly, thorough knowledge of them requires a lengthy period of learning that can be carried out only with the help of teachers [29]; secondly, their very development requires them to be communicated to others.

Methods and contents

The question of the teaching of the sciences Ibn Khaldun approaches from his concept of the habitus. In order to master any discipline and fully possess it, he says, it is necessary to acquire ‘a habitus that allows the principles and rules to be grasped, problems to be fully understood and secondary questions to be drawn from principles' [35].

The formation of such a habitus demands a rigorous approach in which must be taken into consideration the student's ‘receptivity' and power to assimilate, together with the quantity of information contained in the subject to be taught and its complexity. Ibn Khaldun considers that the process must take place in three progressive stages, whose object and means he is careful to explain [36].

The first of these is a preparatory stage. Its object is to familiarize the student with the subject being taught and to prepare him or her to grasp its problems. This stage is limited to giving an overall view of the subject and emphasizing its main points. Explanations must be kept simple and general and allow for the student's capacity for understanding and assimilating.

Imam Ghazali as an educator

As an educator, he is the greatest and most influential educators of Islam and has great influence on the modern educational thoughts.
       His educational philosophy based on his personal experience. the philosophy, which he formulated over a period of 10 years, resembles to the Philosophy of Plato. He used his personal experience and concluded the reasons, which he calls sixth sense, which can lead us to truth. Divine revelation (Ilham) is superior to reason but is endowed to only selected individuals called prophets (paighamber). The reason given to human beings also has limitations and can not acquire the absolute truth. Hence, it is obligatory for all human beings to obey the commandments send to us through [prophets from time to time.
     It is very much clear that the educational ideas of Ghazali are deeply affected by his religious philosophy and research. He thinks that human mind is like a clean slate and the teacher can transform it with the passage of time. Plato and Aristotle also held similar views.

The importance of Knowledge:

According to Ghazali, knowledge can bring us closer to God as well as enhance worldly respect and position. Knowledge, according to him is not relative but has an entity in itself. It can raise the status of the individual, create self respect and take him to the highest position.

According to Ghazali, there are four categories of Knowledge;

• Prophetic
• Rulers
• Philosophers/scholars
• Preachers

1.    Prophetic:
Prophets convey the message of God regardless of any discrimination and help to purify the inner self.

2  Ruler:
They use their authority, legislation and rules to train and guide the society.

3  Philosophers/scholars
  Their knowledge benefits only selected individuals but for benefiting masses.

4  Preachers;
They are meant to fulfill the religious needs of the society and train outer and inner self. Their job is to promote knowledge, improve the life of people, and help them to acquire desirable ethics through education.

Ghazali divides knowledge into two types; eg

• Useful or desirable knowledge
• Useless or undesirable knowledge

1.  Useful knowledge:
     It is further divided into two

Farz-i-Ain:     (Compulsory) 
This knowledge is obligatory for all and contains the knowledge of Islam

Farz-i-Kafaya:  (Optional)
This knowledge is optional and depends on the will of the individual. It is further divided into two;

1. Worldly knowledge
2. Religious knowledge

2.   Useless Knowledge:
Although no knowledge is useless, it is not desirable if it can create an undesirable effect such as

• If it harms somebody like magic etc
• If the chance factor is involved like astrology etc
• If it leads to thinking about God. Ghazali says that these matters should be left only to prophets and saints.

Aims of Education:
Ghazali based his aims of education on Islamic ideology. According to him, the major aim of education is that it is useful. The knowledge gained as a result of education should be useful both for individual and the society. It means that the aim of education is character building of individual so that it could differentiate between good and evil and avoids following the evil path.

Johnn Herbart proposed the same ideas about 700 year after the demise of Ghazali.

Psychological concepts of Ghazali:
Ghazali raises the basic question whether the human instinct is based on good or evil. He has presented his ideas in the light of Quran and Hadith. According to him good or evil are not physical and is not instinctual. Humans can be transformed by education and training. Rousseau expressed similar idea in 18th century.

Ghazali seems impressed by the Greek philosophers. According to Aristotle there are two types of creations in the world. i.e. 

Perfect creation: These are perfected like moon , sun etc
Imperfect creations like seed of tree, which is imperfect in the sense that it has the ability to become a tree.

According to Ghazali, human beings are imperfect creatures and are similar to the seed. They have the ability and capacity to become perfect, only the suitable conditions are required. According to him, good character means good deeds.

Ghazali has given the following four ways in which deficiencies can be identified and removed.

Perfect Teacher
Such teachers that have spiritual insight and knowledge and has the ability to analyze deficiencies of others
Close Fiends:
We can identify our deficiencies with the help of our close friends
Foes:
We can know more about our deficiencies from our foes.
Self Analysis:
Ghazali also stresses on self-analysis from time to time.

Curriculum:
Ghazali strongly criticizes the curriculum of his time. He raises the basic question of criteria for selection of subject matter for curriculum. He studied the various curriculum's in his times and reached the following conclusions:

• More time is spent on religious education and worldly education is completely ignored 
• Worldly education is equally important.
• While teaching religious education , a great number of differences arise among the teachers, which result in mud slinging on each other
• There is no. Prioritization and it is only left to the interest and opinions of the teachers to concentrate on certain subjects, while ignore others.

No place for character building in curriculum

Ghazali recommended that curriculum should be composed of obligatory (    ) And optional (               ) knowledge. It should be a combination of religion and worldly education.

Ghazali included industrial education, textile, agriculture, tailoring and hair cutting in the curriculum

This indicates that Ghazali ’s educational ideas are progressive.

Ghazali also stresses the acquisition of philosophy and logic

Methods of Teaching and Techniques:

Ghazali has recommended the following teaching methods and techniques, which are based on psychological principles. These methods and techniques are widely used and educators all over the world agrees with their usefulness.

Teaching  lessons to be based on previous knowledge and experience of the students.

This helps to know the ability, knowledge and aptitude of the learner and helps to motivate students towards the lesson which is very important for the educational process. Johnn Herbart and Pestollozi recommended the same principle about 700 year after Ghazali

Simplifying the lesson:
Teachers should simplify the difficult concepts by stories, tales etc other wise his teaching will not be effective

Move from simple to complex.
This is a very important principle. Some teachers try to teach everything in the very start. This is very dangerous and can create very dull students.

Ghazali stresses that teachers should first teach simpler concepts and when the students are motivated towards lesson, then he can introduce complex concepts.

 Note :  Western educators have also mentioned this principle.

Proper Planning 
Ghazali stresses the importance of planning and advises that teachers should do his preparation before teaching , for effective teaching.

Affection:
The teachers should avoid the use of force . He should be like a father to his students and should use love and affection instead of corporal punishment. Use of force can lead to bad habits among students

Teacher and students should also have good social relationship 

Avoid double standards:
Teacher is like a guide to students. He should not be a hypocrite and should breed good qualities like, honesty, good etiquette, good moral character etc

abilities of students:
Ghazali stresses that while teaching the abilities of students should be kept in mind. Concepts, which are above the mental level of the students will not make the teaching effective.

Female education:
Ghazali ’s ideas about female education are different from modern day. He is only in favor of elementary education for women so that they could play their due role in society. He is not in favor of higher education for females.      ( Rousseau has similar ideas)

Ghazali also stresses acquisition of home-related knowledge for women. 

Physical education:
Ghazali has greatly stressed the physical education for children. He believes in old Greek axiom 
 "sound mind in sound body"

He suggests proper clothing for children so that they could develop and grow properly. He suggests avoid tight and fit clothing.

He also stresses the importance of good and simple, diet for good physical growth.

In short we can say that the contribution of Ghazali to education, what he said later reflected by western educators. That was actually originated in the times of Ghazali.

National education policy 1998-2010

Major objectives of this policy were as follows;
1. To make the Quaranic principles and Islamic practices an integral part of education system.
2. To achieve universal primary education.
3. To meet the basic educational needs of every individual.
4. To expand the basic education.
5. To ensure equal opportunity of higher education.
6. Laid emphasis on diversification.
7. To make curriculum development a continuous process.
8. To introduce in-service training programs for betterment of education.
Suggestions for achievement of above goals were:
Diversification of curriculum.
Expansion and emphasis on technical and science education.
Upgrading the quality of Deeni Madaras.
Teacher training programs both pre and in service.
Introduction of idea of multiple text book.
Development of National Testing Services.
Introduction of comprehensive monitoring system.
Education sector reform 2110---2005
This originated from the policy of 1998-2010 and focuses on development of human resources. The major thrust areas of ESR are as follows:
1. Promulgation of compulsory education.
2. Free text books.
3. Equal access to opportunities of learning.
4. Improving all aspects in quality education.
5. Introduction of new educational curricula.
6. Development of training learning resources and materials.
7. Offering incentives for private sector.
8. Introduction of computer course at all levels.
9. Strengthening of research in higher education.
10. Grant for affiliation of madarsas.
Now a days draft of new educational policy of education is in process of development.

National education Policy, 1992-2002

National education Policy, 1992-2002
This was announced in December 1992. the major aspect, aims and goals are as follows:
1. Promotion of Islamic values through education.
2. Improvement in women education.
3. Diversification of general and technical education at secondary level.
4. Demand oriented curriculum.
5. Expended span of graduation and post graduation.
6. Use of AV aids promoting private sector to participate in enhancement of literacy.
Implementation:
This policy could not be implemented due to change in political scenario of country.
National education policy 1998-2010
Major objectives of this policy were as follows;
1. To make the Quaranic principles and Islamic practices an integral part of education system.
2. To achieve universal primary education.
3. To meet the basic educational needs of every individual.
4. To expand the basic education.
5. To ensure equal opportunity of higher education.
6. Laid emphasis on diversification.
7. To make curriculum development a continuous process.
8. To introduce in-service training programs for betterment of education.
Suggestions for achievement of above goals were:
Diversification of curriculum.
Expansion and emphasis on technical and science education.
Upgrading the quality of Deeni Madaras.
Teacher training programs both pre and in service.
Introduction of idea of multiple text book.
Development of National Testing Services.
Introduction of comprehensive monitoring system.

National Education Policy 1979

National educational policy, 1979
In 1979 National Educational Conference was held for reviewing the education system and developed following aims:
Fostering loyalty to Islam.
Creation of concept of muslim Ummah.
Promotion of science and technical education.
Equal opportunities.
The following strategies were suggested to achieve above goals:
1. Curriculum revision.
2. Merging madarsa and traditional education.
3. Urdu as a medium of education.
4. Effective participation of community in literacy programs.
5. Linked scientific and technical education.
6. Separate instates for male and female.
7. Mosque schools.
Implementation;
This policy was not implemented properly and failed due to lack of planning and financial resources.

Education Policy 1972

Education policy 1972-1980
Salient features of this policy are.
1. Promotion of ideology of Pakistan
2. Personality development.
3. Equality in education.
4. Universal education.
5. Curriculum based on socioeconomic needs of the society.
6. Integrated technical and science education.
7. Active participation of teacher, students and parents in educational affairs.
8. Nationalization of educational institutions.
Implementation:
This policy was a good approach towards betterment, but has many drawbacks due to which it cannot be achieved thoroughly e.g. universal basic education, shift towards agrotechnical studies etc.

Education Policy 1970

Education policy 1970
This policy has following salient features:
Emphasis on ideological orientation.
Emphasis on science and technology education.
Decentralization of educational administration.
Eradication of illiteracy.
Formation of national education corps.
Implementation:
This policy was not implemented due to change in government.

Commission on National Education 1959

The commission on national education is a beacon for educational history of Pakistan because of its thorough study of Pakistani culture and need of the people.
Its recommendations were as follows:
1. Character building.
2. Compulsory primary education.
3. Subject was bifurcated in core and additional subjects.
4. National language as medium of instruction.
5. Focus on science and technical education.
6. Examination system should be combination of internal (25%) and external (75%) evaluation.
7. Elimination of illiteracy.
8. Religious education should be introduced in three stage i.e. compulsory at middles level, optional at secondary level and research at university level.
9. Establishment of university grants commission.
10. Three-year degree program.
Implementation:
Although it was an excellent policy, but it failed due to lack of proper planning and implementation. The proposal of three-year degree program created unrest among students and parents and this was withdrawn.