Course: School Leadership (8618)
Level: B.Ed (1.5 Years) Semester: Spring, 2024
ASSIGNMENT No. 1
_____________________________________________________________________________________
Q1. Differentiate leadership and management. Discuss levels of leadership in detail.
Ans: Leadership and management are distinct concepts.
Initiative:
- Rouses and impacts others to accomplish a common vision
- Centers around setting heading, adjusting individuals, and persuading them
- Accentuates development, change, and development
- Implies risk-taking and navigation
- Assembles trust and connections
The executives:
- Designs, coordinates, and controls assets to accomplish objectives
- Centers around productivity, viability, and strength
- Underlines cycles, systems, and critical thinking
- Includes planning and designating undertakings
- Screens and adjusts execution
Levels of Initiative:
1. Vital Initiative:
- Sets hierarchical vision and heading
- Goes with long haul choices
- Adjusts assets to objectives
2. Strategic Initiative:
- Executes plans and methodologies
- Administers tasks and ventures
- Tackles issues and adapts
3. Functional Initiative:
- Centers around everyday exercises
- Oversees groups and undertakings
- Guarantees proficiency and viability
, 4. Group Initiative:
- Leads explicit groups or divisions
- Creates and propels colleagues
- Assembles joint effort and trust
5. Individual Initiative:
- Drives oneself
- Creates individual abilities and information
- Exhibits mindfulness and self-administration
Q2. Give a comprehensive review of educational leadership in Pakistan with respect to pre
and post-independence.
Ans: Educational leadership in Pakistan has a complex history, both pre and post-independence. Here's a
comprehensive review.
Pre-Freedom (English Pilgrim Rule):
Schooling system was intended to serve the interests of English provincial rule.
Master Macaulay's report (1835) stressed the requirement for Western-style training.
The Sanction Act (1833) and ensuing instructive demonstrations formed the schooling system.
Muslim training was generally dismissed, with an emphasis on Western-style schooling for the
first class.
The Old English Oriental School gave advanced education on the English example.
Post-Freedom (1947-1960s):
Pakistan acquired freedom, and a board of trustees of educationists was designated to think on the
idea of schooling.
The Service of Instruction coordinated gatherings, and a six-year instructive strategy was created
(1952-1958).
The Public Commission on Training was laid out in 1959.
Islamic philosophy turned into a focal concentration, with the subject of Islamic Investigations
made mandatory up to registration.
1970s-1980s:
Zulfiqar Ali Bhutto's administration presented another training strategy, expecting to coordinate
different ethnic gatherings into Pakistani patriotism.
Urdu was made the vehicle of guidance and the authority language.
Reading material were modified to line up with Islamic belief system.
Level: B.Ed (1.5 Years) Semester: Spring, 2024
ASSIGNMENT No. 1
_____________________________________________________________________________________
Q1. Differentiate leadership and management. Discuss levels of leadership in detail.
Ans: Leadership and management are distinct concepts.
Initiative:
- Rouses and impacts others to accomplish a common vision
- Centers around setting heading, adjusting individuals, and persuading them
- Accentuates development, change, and development
- Implies risk-taking and navigation
- Assembles trust and connections
The executives:
- Designs, coordinates, and controls assets to accomplish objectives
- Centers around productivity, viability, and strength
- Underlines cycles, systems, and critical thinking
- Includes planning and designating undertakings
- Screens and adjusts execution
Levels of Initiative:
1. Vital Initiative:
- Sets hierarchical vision and heading
- Goes with long haul choices
- Adjusts assets to objectives
2. Strategic Initiative:
- Executes plans and methodologies
- Administers tasks and ventures
- Tackles issues and adapts
3. Functional Initiative:
- Centers around everyday exercises
- Oversees groups and undertakings
- Guarantees proficiency and viability
, 4. Group Initiative:
- Leads explicit groups or divisions
- Creates and propels colleagues
- Assembles joint effort and trust
5. Individual Initiative:
- Drives oneself
- Creates individual abilities and information
- Exhibits mindfulness and self-administration
Q2. Give a comprehensive review of educational leadership in Pakistan with respect to pre
and post-independence.
Ans: Educational leadership in Pakistan has a complex history, both pre and post-independence. Here's a
comprehensive review.
Pre-Freedom (English Pilgrim Rule):
Schooling system was intended to serve the interests of English provincial rule.
Master Macaulay's report (1835) stressed the requirement for Western-style training.
The Sanction Act (1833) and ensuing instructive demonstrations formed the schooling system.
Muslim training was generally dismissed, with an emphasis on Western-style schooling for the
first class.
The Old English Oriental School gave advanced education on the English example.
Post-Freedom (1947-1960s):
Pakistan acquired freedom, and a board of trustees of educationists was designated to think on the
idea of schooling.
The Service of Instruction coordinated gatherings, and a six-year instructive strategy was created
(1952-1958).
The Public Commission on Training was laid out in 1959.
Islamic philosophy turned into a focal concentration, with the subject of Islamic Investigations
made mandatory up to registration.
1970s-1980s:
Zulfiqar Ali Bhutto's administration presented another training strategy, expecting to coordinate
different ethnic gatherings into Pakistani patriotism.
Urdu was made the vehicle of guidance and the authority language.
Reading material were modified to line up with Islamic belief system.
