LECTURE NOTE ON ADMINISTRATION AND SUPERVISION IN VOCATIONAL EDUCATION (AGRICULTURE) (AED 603)

Transcription

1 LECTURE NOTE ON ADMINISTRATION AND SUPERVISION IN VOCATIONAL EDUCATION (AGRICULTURE) (AED 603) BY PROF. NICODEMUS OCHANI AGBULU AGRICULTURAL EDUCATION DEPARTMENT UNIVERSITY OF AGRICULTURE, MAKURDI. 1

2 OUTLINE 1. Concept of Administration and Supervision Ingredients and functions management, planning, financing, Directing and Decision making. 2. How to manage Education in Agric. - Basic Principles of Admin - School administration - School boards 3. Other Leaders in school 4. Multiple teacher departments 5. Records and Reports 6. Management of time 7. Budgets and Inventories 8. How to evaluate a programme of education in Agric. 2

3 CONCEPT OF ADMINISTRATION AND SUPERVISION Management entails close observation, supervision and monitoring in order to actualize set goals. It is the use of finance, sharing of responsibility allocation of infrastructures and resources to produce a dependable output. Administration is subsumed under management i.e. the ability to harmonize, bring together both human and material resources, coordinate and managed so as to achieve a set of achievable goals or objectives. Management Admin Supervision SUPERVISION = it is relevant Described as a process of formally making provisions to change over behaviour and to improve learning. Both can include administrative, counseling, supervisory and students behaviour. It is also the process of budgeting at improve instruction by working with people who are working with pupils. In order words, is a process of stimulating growth and a means of helping teachers to help themselves. In modern organisation supervision is concerned with those aspects of admin which are aimed at maintain the effort of personnel in line with the goals of the organisation. It is therefore one of the techniques used by administrators for striving to achieve the stated goals of the organisation. Is a process of guarding, directing and stimulating growth with the overall view of improving teaching and learning process. Traditionally, an inspector (who is a supervisor) is perceived as an officer who visits schools to report on how the school manager and their staff maintain discipline, teach, keep school records and behave towards their pupils and the public. His major work therefore is search for faults and policing the teacher. In the traditional concept of inspection a teacher could be corrected in the front of the students. The inspector have little or no time with the teacher. Principals were not informed, but this was seen as a threat to the teachers job. 3

4 Modern supervision has it that in addition to requiring the inspector to access and report on the efficiency of an institution, they should also offer all possible assistance to teachers in maintaining educational progress. Supervise, assess and report on the arrangement for the training of teachers. Advance educational progress by the compilation of pamphlets and hand books on general or particular aspects of education. Assist teachers in the selection and use of text books and materials in planning and organizing their lessons, in the organisation of inter curricular activities and by informing them at recent research and new teaching methods. Supervision of instruction is directly related to administration of education. PRINCIPLES OF MODERN SUPERVISION OF INSTRUCTION A number of important principles are inherent in today s concept of the supervisory process. Such principles provide a guide to action as well as approach to the evaluation of procedures. The guides are as follows: Supervision is directed towards the important of learning and teaching. This has remained the overall objective and it provides the ultimate criteria in appraisal for successful supervision in its techniques. The total programme of supervision is directed to accepted purposes. Effective supervision seeks to help teachers recognize and accept general aims and then work consciously towards these purposes. Supervision seeks the cooperative participation of all concerned intelligent and effective supervision is a genuine cooperative endeavour not skilled manipulation of others. This principle results from the strong believe that school personnel s affected by certain decisions should have a part in making these decisions. Modern supervision strives to utilize the talent and strengths of all the emerging concept of democratic leadership recognizes the necessity of releasing and using the potential which resides within various members of the group. The most effective group problem solving results from the joint efforts of individuals. Each making his contributions in line with his own special abilities and skills. 4

5 The existing situation provides the setting for supervision. The nature and characteristics of staff, the students group, the community and the past and present school programme are the basic elements with which the supervisor must deal. Thus, he must know whether the present situation and its antecedents before proceeding to make improvements. Supervision offers assistance to all, especially teachers who recognize needs and who are willing to work for improvement. Supervision is flexible. The supervisor tends to be eclectic in approach. A concern at which means and ends requires a flexible adaptive approach rather than adherence to a single approach procedure. Supervision seeks evidence regarding the results and value of change. The supervisor uses his skills in evaluation to this end. Judgement should be based upon the weight of evidence and logic rather than upon much or sheer opinion. Supervision strives to enhance the satisfaction in the work of the educational staff. As a result of the work of the supervisor, teachers develop more confidence in themselves, feed more adequate to handle their own problems, solve students problems and feel more competent to handle class room work. Good supervision is democratic. It is a supervision in which each individual can see his knowledge, interest, ideals and powers, find his place in society and use his abilities to shape himself and society towards ever higher ends. THE RELEVANCE OF SUPERVISION TO CLASSROOM WORK Helping to tap the untapped resources in teachers to enable them put in their best. Helping teachers to identify the problem of their pupils and their basic needs and thus help the pupils to solve their academic and personal problems better and help to satisfy the students needs. Helping the teachers to be conversant with modern trends in teaching methodologies relevant to their areas of specialization. 5

6 Supervision encourages the teachers in the release of their potentials and its utmost use in making them better teachers and it helps in building strong group morals in them and ensures effective teamwork among them. The supervision process must ensure that areas of weakness observed in teachers are upgraded through in-service training programme, workshops, seminars and conferences. It also helps to bring to the awareness of the teachers various human and material resources that can help enhance effective teaching and learning. It does the function of providing guidance and advisory services in all school matters. It develops the act of self evaluation. Helps the supervisor to develop positive attitude to supervision and the supervisor. It develops the teacher feeling of self security as a result of which he gains self confidence. It facilitates the work of the supervisor by bringing to his attention certain items which may have otherwise escaped his notice. It increases mutual trust between the teachers and the supervisor. MANAGEMENT OF LAND LABORATORY MANAGEMENT OF IN-HOUSE ACTIVITIES OTHER FIRMS School Administrators Most school administrative try to do the best of their abilities to operate good schools. They also practice the best of their principles working with others. They have definite ideas regarding what is a good school and they seek a faculty as a team designed to produce such a school. All teachers are expected by administrators to do their shares of routine duties, and considerable importance is usually placed on dependability and promptness. Administrators also expect teachers to be loyal to the school system in which they are teaching. Administrators try to be fair, and being fair is usually interpreted as not giving any one teacher special privileges which are denied of others. 6

7 RELATIONSHIPS WITH SCHOOL ADMINISTRATORS Are usually good when teachers of agric observe the following practices: 1. Maintain discipline 2. Maintain neat appearances 3. Accept a fair share of chores 4. Avoid unclean speech and irritating habits 5. Avoid going over heard of the administrators 6. Arrange for necessary absences in advance 7. Provide necessary reports and records promptly and accurately. Administrators of schools may also be invited to attend the conferences of teachers of agriculture in a district or section and when such occurs, the following questions are usually discussed (asked): 1. Who should be served by a programme of agric education? 2. For what agricultural education purposes should State and National funds be appropriated? 3. What should be purposes of a public and school programme of agricultural education? 4. What kind of courses in production agriculture and agibiz should be provided to implement these purposes? 5. How should the courses in Agriculture be evaluated? 6. What should be emphasized in the courses with vocational objectives and in the courses with non-vocational objectives? 7. How much emphasis should be given to the adult courses in agriculture? 8. What should be the maximum size of classes? 9. How may the teachers of agriculture provide educational services in agriculture to other teachers? 10. How should teachers of agriculture be paid for their work? 7

8 Read up Budget and Inventories Records and Reports CONTENT OF AN ANNUAL REPORT An Annual Report may include the following items: 1. Community Study (a) Studies made (b) Methods of studying the community (c) Conditions discovered 2. Objectives (a) Re-statement of objectives (b) Major objectives for the year 3. Evaluation (a) Evaluation carried out (b) Reports of evaluation studies 4. Programme Planning (a) Copy of programme for the year completed (b) copy of programme for the coming year. (c) Ideas for making programme planning and the use of the programmes more practical. 5. Relationships (a) Relationships developed with the rest of the school. (b) Relationships developed with other agricultural education agencies. (c) Relationships developed with others. 6. Advisory Council (a) Number of members (b) Number of meetings during the year (c) Minutes of council meetings. (d) Values derived from use of the council. 8

9 7. Enrolment (a) Higher school classes (No. of enrolment) (b) Young farmers and other young adult classes (No. of enrolment) (c) Classes for older adults (No. of enrolment) 8. Future Farmer Association (FFA Chapter) (a) Membership (b) Copy of annual programme New developments (d) Accomplishments 9. Supervised Occupational Experience Programmes (SOEP) (a) No. and kinds of activities and net earnings (b) No. and kinds of improvement, projects, new practices and agricultural skills. (c) Placement for experience. 10. Guidance and placement (a) Studies of the needs for farmers and other agricultural workers in the community. (b) Percentages of students of preceding year who are not in the school, who are employed. (c) No. of higher school students and young farmers established in farming and other occupations requiring knowledge and skills in agriculture. (d) Provisions for providing systematic guidance. ASSESSMENT OF A PROJECT Reassessment Assessment of progress Post assessment Assessment phases Formative and Summatic 9

10 HOW TO EVALUATE A PROGRAMME OF EDUCATION IN AGRICULTURE Evaluation closely linked with planning and carrying out a programme of agricultural education. Outcomes should be evaluated in terms of objective formulated. The expected outcomes should be carefully analysed to determine the type of evidence that would indicate it s the objectives are being realized. Methods be developed for securing evidence which reveals the degree to the outcomes are attained. NECESSITY OF EVALUATION It is important to evaluate the total agric education programme in order to: 1. Find out the strength and weakness of the programme. 2. Help to evaluate the effectiveness of individual teachers activities. 3. Determine ways and means of improving the programme. WHO SHOULD PARTICIPATE IN EVALUATION Since the programme of agric education is being continuously evaluated by school administrators, school board members, teachers, farmers, agribiz workers and other interested persons in the community, an effort must be made to bring them or their representatives in a systematic evaluation process. So that evaluation will be based on valid objectives. The interesting persons and groups or their representatives should be systematically used in evaluating a programme. 1. Person from outside the community who represents the state, national and world are needed for good evaluation in agriculture. 2. The advisory council 3. Adult clan members 4. Young farmers and other young adult clan members. 5. Workers in off-farm jobs requiring knowledge and skills in agriculture. 6. High school students 7. Parents 8. The Board of Education. 10

11 9. School Admin and other teachers especially vocational teachers. 10. The General Public. GUIDE TO USE IN EVALUATION Evaluation may be based upon a programme of agriculture education, upon ways and means, and upon results of a programme. Ways and means may/not be connected with results and by themselves are not valid criteria. WAYS AND MEANS WHICH MIGHT BE EVALUATED (What and who) 1. Facilities and equipment 2. Teachers professional training tenure, experience, professional interest and activities. 3. Teaching procedures 4. Courses for adults. 5. Courses for young farmers and other young adults in agriculture. 6. Courses for high school students. 7. The advisory council 8. Departmental records. 9. Clerical assistants 10. Travel expenses 11. The written programme of work. 12. The FFA programme of work. 13. Community activities of teachers. 14. Cost. EVALUATING OUTCOMES Measuring outcomes is the best way of determining progress towards educational objectives. It is also the most difficult. The outcomes in which we are interested are the change and growth of individuals towards agricultural 11

12 objectives. Change in growth of individual in agricultural education is often measured indirectly by measuring changes in agriculture. Caution must be exercised in using these procedures as a change in agriculture may not indicate progress towards educational objectives. The change may have resulted from limitations, subsidies, unusual weather, epidemics, new varieties and other causes. Evaluation of a broad evaluation programme is of value. Some of the following efficiency factors have been found to be a value as yardsticks for measuring outcomes in agricultural production. OBJECTIVES: Efficiency Ability to produce commodities efficiently e.g. Dairy farm (a) Pounds butter fats for naira butter fats (b) No of services to conception (pregnancy) (c) Average calving intervals. (d) Percentage of cow calving towards November. POULTRY (a) No. of eggs produced/day (b) Eggs produced per layer in a particular month (c) Percentage of mortality (death rate) (d) Percentage of birds culled removed as poor layers) (e) Naira feeds/dozen egg. (f) Percentage of eggs marketed in highest quantity grades. SWINE PRODUCTION (a) Percentage of life pigs farrowed raised to weaning size. (b) Average no of pigs raised pen litter. (c) Litter weight at 56 days. (d) Average weight in pig at 560 days. 12

13 CRITERIA Criteria, similar to efficiency factors in agricultural production may also be developed to evaluation progress towards educational objectives. The following are few exampls of criteria for vocational education in agriculture for farming: Ability to produce farm commodities efficiently Dairy Attitudes of the community towards selected approved practices in dairy. Understanding of the report between the use of essential approved practices and production in dairy. Knowledge adopted of essential approved practices in dairy. Acquaintances with the literature on dairy Interest in dairy Use of skills in dairy Vision of possibilities in dairy Understanding of aptitudes in dairy farming and desire to produce a high quality product. SETTING STANDARDS Of the evaluative criteria previously suggested to be used in evaluation standards of performance have to be established as units of measurement. Knowledge must also be obtained regarding the status at the time the educational programme was started if progress is to be determined. Standards regarding attitude, knowledge, understanding and interests are sometimes best expressed in descriptive terms. EVALUATING THE TOTAL PROGRAMMES All phases of agriculture education should be included in the evaluation programme. The training headings may be used for evaluating a comprehensive programme. 1. Long term plan for the local programme. 13

14 2. High school instruction. a. Supervised occupational experience programme (SOEP) e.g. SIWES in skill development programme. b. course of study c. FFA (Future Farmers Association) activities. d. Time allocated e. Teaching procedures 3. Young Farmers and other young adult instruction a. Supervised occupational Experience Programme b. Course of study c. Organisation d. Teaching 4. ADULT FARMER INSTRUCTION a. Related farmer activities b. Courses of study c. Organisation d. Teaching 5. Instruction for off-farm jobs requiring knowledge and skills in agriculture. a. Preparatory b. Upgrading 6. Non-Vocational Phases of Agriculture Education Programme 7. Teachers: a. Qualifications b. Relationships 8. Students a. Selection b. Information 9. Agriculture Room and Equipment 10. Agricultural Shop 11. Follow-up and establishment 14

15 TEAM PAPER ASSIGNMENT (INDIVIDUAL) Select a topic either in: Financing Administration in general Supervision Budget Production programme Outline the salient distriction between assessment and evaluation COLLECTING DATA (DATA COLLECTION) There is a vast amount of data available for evaluation purposes which may be easily collected. There is usually considerable information on files in the department which is very helpful in evaluating the programe. This information included the following materials: 1. Written plans including long-term plans and course outlines for the programme. 2. Records of approved practices adopted 3. Records of efficiency measures of production achieved. 4. Records of visits to individuals. 5. Records of high school students activities, including occupational experience programme, agric machines, FFA and class room activities. 6. List of former students now established in farming and off-farm agric occupation requiring knowledge and skills in agriculture. 7. Records indicating investments in farming or agriculturally oriented business. 8. Records of accomplishments of young or adult farmers and other adults who have received education in the department. 9. Records of home shops established. 10. Before and after pictures i.e. records. 15

16 CONDUCTIVE SURVEYS The use of surveys have been indicated several times as a means of collecting data. There are many techniques in of surveys that make them more valid and reliable and easier to use. The use of sampling instead of surveying the whole population decreases the work involved. But does not reduce the reliability of a survey if certain precautions are taken to ensure that the sample representative of the community. Stratified random sampling is usually best since a check is made to see that the sample selected is representative of factors such as: 1. Geographical distribution 2. Age 3. Types of agribusiness and farms 4. Number of owners and number of employees. 5. Nationality 6. Training in Agric education 7. Sex. THE NATIONAL VOCATIONAL EDUCATION THE SMITH HUGHES ACT - PUBLIC LAW 347, 6477 CONGRESS SECT 1. An act to provide for the promotion of vocational education: 1. To provide for cooperation with the states in the promotion of such education in agriculture and the trades and industries. 2. To provide for cooperation with the states in the preparation of teachers of vocational subjects and to appropriate money and regulate its expenditures. Be it enacted by the senate and house of Reps of the USA in Congress assembled, that there is hereby annually appropriated out of any money in the treasury and otherwise appropriated, the sums provided in sections 2,3 and 4 of this act to be paid to the respective states for the purposes of cooperative 16

17 with the states in paying the salaries of teachers, supervisors, and Directors of Agricultural Subjects, and teachers of agriculture, trade, industries and Home Economics subjects and the sum provided for sect 7 for the use of the Federal Board for Vocational Education for the administration of this Act and for the purpose of making studies, investigations and reports to aid in organisation and conduct of vocational education which sum shall be expended as herein after provided. 17