In Pakistan where the population is over 180 million individuals, high rates of primary school dropouts along with low levels of adult literacy, few kids from impoverished backgrounds gets advantage from a quality early children education. There was an official discontinuation of the public education system in the year 1980 and the environment of pre-school within the private system is reachable by only a few. The basic system of education in Pakistan has been under crisis since many years. A pedagogy approach will be adapted in the preprimary schools in Pakistan. Pedagogy will prove to be very significant as it is a behavior which relates the teaching of the classrooms to the broader context of socio culture. It will help in developing critical consciousness in the students by education (Lac and Cumings Mansfield 2018). The development of the students will need committed efforts from the teachers’ leaders who have the potential of undertaking an active participation in the initiation as well as institutionalizing proper teaching and learning processes. For this reason, the teachers will be provided training for the new pedagogy. The teachers will be provided training so that they can incorporate the STEAM education, which is learning and teaching approach where there is a combination of science, technology, engineering, the arts as well as math for providing guidance to the inquiry of students, problem solving as well as discussions. STEAM education is more than only the development of practical skills alone.
Preparing the student for turning them into innovators and inventors of the future starts with STEM education programs. The summer camps, after the programs of the school and maker spaces offers opportunities of taking traditional learning and pivot it for prioritising the hands-on experience as well as application of real world needed for the establishment of an innovative mind. The potential of thinking in a critical manner and challenging standards is the basis of innovation.
From decades of empirical research, it has been found that the educational institute which successfully navigates transformational change have some of the most important element in common (Rodela and Bertrand 2018). Originally articulated in important change and currently updated in accelerating for better aligning with the complications of the change at present, these key components makeup the 8-step process. The eight steps in the process of change are:
Education in Pakistan can make use of the approach of the 8-step model to a large degree. The main problem in the pre-primary school in Pakistan is that the people are not board with the direction of leadership. For the ones who are in the position of the authority, it feels like a constant resistance (Brauckmann Pashiardisand Ärlestig 2020). In real life, some people resist change just for being difficult. Most of the people, who are in charge like the teachers, make their visualization in vacuity and later they converse the need for alteration by the lens of a burning platform. The leaders who are effective are adjusted to the intimidation and crises and know the time when they have to go to the hyper-focused problem-solving mode.
STEM pedagogy is all about the connected contextual teaching as well as learning in which the participants from the educational communities of practice, like the students and the teachers, co-construct the solutions socially along with the knowledge for resolving some proper real-world issues through boundary crossing dialogical as well as process of problem solving which includes more than just one discipline of Stem. The change event of new pedagogy linked with the introduction of STEM education in Pakistan is important as the Science, Technology, Engineering and Mathematics (STEM) education concentrates on developing the future generation to become successful in their careers. The skills which are gained in STEM education is much more than the ones needed to be successful in the fields of STEM, developing children with different interests who move into any kind of industry for having valuable set of skills which will help them in being successful.
Step 1- Creation of a sense of urgency around big opportunity, the big opportunity is a convincing vision of the reason behind the need of change and what is possible if the change is brought (Evans 2022). It helps in acknowledging the present reality as well as paints a picture of the future.
Step 2- Building and maintaining a support coalition. A diverse cross section of people is pulled together who are brought into the opportunity to help in coordinating, communicating as well as guiding initiatives which energize volunteers.
Step 3-Make a strategic vision and initiative. The things that are going to be different after successfully achieving the opportunity should be articulated and the initiatives should be shaped which will help in driving a better future.
Step 4- The vision should be communicated for developing buy-in and enlisting an army of volunteer. The change happens and stays longer when a huge number of people believe in the chance and are urgent to act in ways which will help achieving it (Cardno 2018).
Step 5 –removing the barriers. The leaders should work for clearing a way which can unlock the army of volunteer to do something in new ways.
Step 6- make and celebrate short-term wins. Maintenance of necessity all throughout the process of change takes some intentional effort.
Step 7 – Sustaining acceleration. It is vital to not to declare victory too soon.
Step 8- Institutionalizing change into the culture. Sustained change takes place when it is embedded in the culture.
In Pakistan, there is a need of development in the field of Educational leadership and management. The heads of the institutions are not trained or equipped well with the professional standards as well as expertise which are needed by the Educational management demands. The teachers along with other members of staffs are compelled to perform tasks which are connected to the management and therefore there is a compromise on their responsibilities as well as duties of teaching as facilitators in the classroom practice the commitment of Pakistan to strive towards the global goals of development such as Education for all is encouraging (Shaturaev and Bekimbetova 2021). Even after that, there are many challenges with respect to its implementation, comprising of the lack of professional educational leaders. It is high time as a developing nation; there must be professional nurture of the human capital for the roles of management as well as leadership and helping them in the application of the learnt skills for filling the gaps of enhancement of the public and the private sectors and make a contribution towards sustained prosperity of the nation.
Education is the backbone of the development of every nation. The society’s future is dependent on its education quality. Pakistan, like any other nation wants social and economic development. Therefore, there is an expectation that through the promotion of education and the development of the human capital, these development goals can be accomplished very easily. The education quality is highly dependent on the educational leaders. It is the leader who develops the effective routine of the organisation, sovereignty as well as social interaction. Through this way, the leaders make organisations like schools more productive (Connolly James and Fertig 2019). These leaders firstly pose the skills of leadership and with the help of these skills; they establish their faculty for enhancing the learning of the children. Therefore, the leaders who lack the skills of leadership are not accepted as leaders by any of the groups. The skills of leadership include the skills of knowledge, social skills. Out of these, high quality teaching as well as high quality of leadership is the most important for a successful education system.
Leadership is the procedure of facilitating people as well as collective efforts for understanding and influencing individuals in realizing what is to done and realizing the shared objectives. Leadership can be said to be the procedure of social influence which one can get the needed support as well as help for the achievement of a common objective. In the pre-primary schools of Pakistan, a leader’s effectiveness is a function of different conditions of the school, some of the personal as well as interpersonal behaviour (Castillo and Hallinger 2018). The effectiveness of the leader shows the significance of self-sacrificial work which will bring great benefits to the school in which the leader works in. Other people in the school can get an inspiration from the waiver behaviour of the leaders and can provide meaning to these actions for shaping their goals. The effectiveness of leadership makes a high level of motivation as well as commitment for the students, reveals the personal sacrifices and offers a desire to work hard (Rehm et al., 2021). The effectives of a leader have the potential of developing a focus on the vision and showing their commitment to the school (Agosto and Roland 2018). Making personal sacrifices by a leader is among the most direct ways of showing the value poses by the leader in the welfare of the school.
Conclusion
Educational leadership is extremely important and it is the procedure of guiding as well as enlisting the energies and talents of the teachers, children and parents towards the achievement of common aims of education. No matter how big or small change has to be brought in the pre-primary school of Pakistan; it is very common to feel intimidated because of the scale of challenges. It is very important for the leaders of the school to work hard to bring the changes successfully, if they plan carefully and develop appropriate foundation, it can be very easy to implement change and the chances of success will increase. Education in Pakistan can make use of the approach of the 8-step model to a large degree. The main problem in the pre-primary school in Pakistan is that the people are not board with the direction of leadership, creating a sense of urgency, hiring powerful leaders of change, developing a vision and communicating it effectively, eradicating barrier, making quick wins and building momentum. If these things are done, then change can be made a part of the organization culture. This is the time when true victory can be declared.
References
Agosto, V. and Roland, E., 2018. Intersectionality and educational leadership: A critical review. Review of Research in Education, 42(1), pp.255-285.
Bertrand, M. and Rodela, K.C., 2018. A framework for rethinking educational leadership in the margins: Implications for social justice leadership preparation. Journal of Research on Leadership Education, 13(1), pp.10-37.
Brauckmann, S., Pashiardis, P. and Ärlestig, H., 2020. Bringing context and educational leadership together: Fostering the professional development of school principals. Professional Development in Education, pp.1-12.
Bush, T., 2018. Research on educational leadership and management: Broadening the base. Educational Management Administration & Leadership, 46(3), pp.359-361.
Cardno, C., 2018. Policy Document Analysis: A Practical Educational Leadership Tool and a Qualitative Research Method. Educational Administration: Theory & Practice, 24(4), pp.623-640.
Castillo, F.A. and Hallinger, P., 2018. Systematic review of research on educational leadership and management in Latin America, 1991–2017. Educational Management Administration & Leadership, 46(2), pp.207-225.
Connolly, M., James, C. and Fertig, M., 2019. The difference between educational management and educational leadership and the importance of educational responsibility. Educational Management Administration & Leadership, 47(4), pp.504-519.
Courtney, S.J. and McGinity, R., 2020. System leadership as depoliticisation: Reconceptualising educational leadership in a new multi-academy trust. Educational Management Administration & Leadership, p.1741143220962101.
Daly, A.J., Liou, Y.H., Fresno, M.D., Rehm, M. and Bjorklund Jr, P., 2019. Educational leadership in the Twitterverse: Social media, social networks, and the new social continuum. Teachers College Record, 121(14), pp.1-20.
Evans, L., 2022. Is educational leadership (still) worth studying? An epistemic worthiness-informed analysis. Educational Management Administration & Leadership, 50(2), pp.325-348.
Hallinger, P. and Hammad, W., 2019. Knowledge production on educational leadership and management in Arab societies: A systematic review of research. Educational Management Administration & Leadership, 47(1), pp.20-36.
Lac, V.T. and Cumings Mansfield, K., 2018. What do students have to do with educational leadership? Making a case for centering student voice. Journal of Research on Leadership Education, 13(1), pp.38-58.
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