According to Vashist S. (1994) the chronology of school supervision may be found in the historical development of much important function of both religious and public schools. The present study of school supervision demands for greater attention especially now that the nation has embarked on the 6-3-3-4 educational system. This is an indication that the state in particular is concerned about changes that can bring improvement and progress to the lives of its people. People are becoming more conscious than before about the importance of education in general and thus have generated in the daily operation of the school system.
In the state, it is generally believed that qualified people who are capable of supervising schools are too few for the large number of schools they are expected to supervise. This can be solved by equipping the inspectorate
division with well experienced, qualified and dedicated inspectors/supervisors. In view of this, supervision is undoubted a very important for proper implementation of school curriculum in the primary school. No school can develop without a sound supervision; it is generally accepted that effective supervision in the primary school is the key to the development of any institution. This is a vehicle for the promotion and perpetuation mean to prolong the existence of cause to be remembered of school and indeed pupil’s cognitive development. To this end supervision play a great role the field of education. Supervision contributes in enhancing areas such as vocational, technical, and political and special education. But gradually, it was realized that teacher no matter what qualification they have need help today, the supervision is one of the features of our educational system (Wilesk, 1967).
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