EDUCATIONAL PLANNING AND MANAGEMENT
Dr. Muhammad Nawaz Khan Abbasi
All rights reserved with the Authors.
Authors & Publisher
Dr. Muhammad Nawaz Khan Abbasi
Title
Educational Planning & management
Edition
2nd Ed (April, 2016)
Printed at
Ijaz Printers
Copies
1000
Price
200/-
For suggestions and dealing purposes contact the publishers. Available at Institute of Education & Research University of Peshawar
i
PREFACE
Our long teaching experience at university level realized us the need of a book to the satisfaction of the students. Education is a very vast and important subject. Without Education we can achieve what we want, we cannot appreciate our own existence, we cannot appreciate the Creator. Within the various disciplines Educational Planning and Management occupies a key position as the entire system of education revolves around it. The students always face difficulty in selecting se lecting suitable book for better understanding of the subject. Although, many foreign books on the subject are available, yet the thirst of our student remained unfulfilled. Foreign books are costly and lack local examples. Foreign books are written according to their educational environment. The present book is written not only in accordance with existing syllabus approved by the Higher Education Commission, but is based on the local needs and examples in the simplest possible way. We must admit that it is difficult to provide a precise account of Educational Planning and Management within one book. However, an effort has been made to precisely present reading material in a concise way without losing clarity and subject matter. Thus, this book contains various aspects of the subject matter with appropriate local examples. No originality is claimed for this book as we have borrowed material from different books and sources given at the end the under References. We are thankful to the authors and publishers of all such publications. We believe that no effort is final as there is always scope for improvement. We are open to accept suggestions for the future improvement of this book. We pray to ALLAH that this humble sincere effort over comes the miseries of our students.
Dr. Nawaz Abbasi
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TABLE OF CONTENTS
PREFACE ........................................................................................... II TABLE OF CONTENTS ........................................................................ III UNIT
1.................................... .................. ..................................... ..................................... ................................... ................. 1
EDUCATIONAL LEADERSHIP LEADERSHIP AND MANAGEMENT ............................... ................. .............. 1
1.1
MANAGEMENT ............................................................................... .............................................................................. 1
1.2
EDUCATIONAL MANAGEMENT .......................................................... .......................................................... 1
1.3
EDUCATIONAL ADMINISTRATION ....................................................... ....................................................... 9
1.4
EDUCATIONAL SUPERVISION ........................................................... ........................................................... 16
1.5
EDUCATIONAL LEADERSHIP ............................................................. ............................................................ 22
1.5.1
Leadership Skills / Qualities of a Successful Leader .......... 28
1.5.2
Role of Principal Principal as a Leader ............................................. ............................................. 33
1.5.3
Leadership and Human Relationships Relationships ............................... ............................... 34
1.6
EDUCATION ADMINISTRATION AT SCHOOL, COLLAGE LEVELS ................ 36
UNIT 2 ............................................................................................ 37 ISSUES IN EDUCATIONAL ADMINISTRATION .................................... ................... ................... 37
INTRODUCTION.............................................................. ........................................................................................ .......................... 37 2.1
HUMAN RESOURCES ...................................................................... ..................................................................... 37
2.2
PHYSICAL RESOURCES ................................. ................................................................... .................................... 43
2.3
FINANCIAL RESOURCES ............................................................... .................................................................. ... 47
2.4
INFORMATIVE RESOURCES .............................................................. ............................................................. 48
UNIT 3 ............................................................................................ 52 EDUCATIONAL PLANNING ............................................................... 52
3.1
DEFINITION OF PLANNING .............................................................. .............................................................. 52
3.2
EDUCATIONAL PLANNING PROCESS AT PROVINCIAL AND DISTRICT LEVEL 52
3.3
FINANCING OF EDUCATION ............................................................. ............................................................ 54
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3.4
HUMAN RESOURCES PLANNING ...................................................... ...................................................... 56
3.5
EDUCATIONAL FACILITIES ................................. ............................................................... .............................. 57
3.5.1
Factors Affecting Educational Educational Planning Planning ............................ 59
UNIT 4 ............................................................................................ 66 EDUCATION IN KHYBER KHYBER PAKHTUNKHAWA ................................... ................. ...................... .... 66
4.1
THE SYSTEM AND STRUCTURE OF EDUCATION .................................... ................................... 66
4.2
THE ROLE OF EDUCATION IN SOCIO – ECONOMIC DEVELOPMENT ......... 67
4.3
ROLE OF GOVERNMENT IN EDUCATION ............................................. ............................................ 72
4.4
MAJOR PROBLEMS OF EDUCATION .................................................. .................................................. 75
4.5
REFORMS IN EDUCATION SINCE 2001 .............................................. 82
4.6
FOREIGN ROLE IN EDUCATION: INTERNATIONAL CONTRIBUTION IN EDUCATION .............................................................. ................................................................................. ................... 86
4.7
IMPACT OF SEPARATION OF MANAGEMENT AND TEACHING CADRES .... 89
4.8
THE ROLE OF PROVINCIAL GOVERNMENT IN EDUCATION AFTER 18
TH
AMENDMENT ................................. ................................................................... .............................................. ............ 90 4.9
RULES REGARDING APPOINTMENT , LEAVES, PAY AND ALLOWANCES ..... 91
4.10
EFFICIENCY AND DISCIPLINE ROLE .............................................. .............................................. 101
4.11
TERMS OF REFERENCE OF VARIOUS PERSONAL IN THE SCHOOL ....... 101
4.12
CODE OF ETHICS ............................................................... ..................................................................... ...... 102
4.13
PERSONAL FILES OF TEACHERS AND OTHER STAFF......................... 102
UNIT 5 ........................................... ......................... ..................................... ..................................... ............................. ........... 103 SCHOOL ADMINISTRATION AND RELATED ISSUES ........................... ................... ........ 103
5.1
COMMUNICATION SKILLS ................................. ............................................................. ............................ 103
5.1.1
Classical Theory and Communicatio Communication n ............................. ............................. 104 104
5.1.3
Barriers to Communication Communication ............................................. ............................................. 105 105
5.1.4
Verbal and Non Verbal Communication ......................... 108
5.2
SCHOOL COMMUNITY RELATIONSHIP ............................................. ............................................. 112
5.3
STUDENT TEACHER AND STAFF PRINCIPAL RELATIONSHIP.................... 113
5.4
FORMAL, INFORMAL AND NON FORMAL EDUCATION ........................ 116
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5.4.1
Formal Education Education system ................................................ ................................................ 117
5.5
PARENT –TEACHER COUNCIL ......................................................... ......................................................... 119
5.6
COMMUNITY MODEL SCHOOL ...................................................... ...................................................... 121 121
REFERENCES................................... ................. ..................................... ..................................... ............................. ........... 123
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UNIT 1 EDUCATIONAL LEADERSHIP AND MANAGEMENT 1.1
MANAGEMENT
Meaning
a.
Management means a group of functional people that organizes and supervises to control a business or organization with specified objectives.
b. Management also means a performance, process or and activity to achieve the specified objectives for the uplift of any organism, body or community. community. Definition
1. The Oxford dictionary defines the term “management” the control or organization of business or other things. 2. Management may be regarded as the agency by which we achieve the desired objective. 3. Getting things done through other people in organized and managed way. 1.2
EDUCATIONAL MANAGEMENT
Meaning
Educational institution is any organization from primary school to university with defined objectives and level of education. The management is the process of planning, organizing and controlling the educational activities for achievement the set targets and goals of education. Thus, Educational management refers to the governing body, policy making body or decision making body of education. Educational management may also be referred to as the art and skill of arranging
1
various activities in an effective manner to improve the educational status of an area through managing the educational body and institution. Nature
In educational field of education management means the authorities of education. They are responsible for policy formulation and overall supervision of the educational system. They plan for education in the light of societal needs, demands and national aspirations. They also set procedures to meet the national needs, demands and aspirations. Educational management provides planning such as, what to do, when to do how to do, and when to do? They have to establish short and long term goals arranged in logical order. All these efforts lead the organization towards effectively achieving the aims and objectives of management. The educational management provides practical shape to its planning through organizing. It refers to sharing of responsibilities and delegation of powers for the smooth operation of educational activities. It is also source of communication between federal, provincial and district levels bodies for achieving the goals and joint venture venture for control. Educational management trains skilled people through recruitment to shoulder various responsibilities of the educational sector. These include administrators, supervisors, teachers and additional staff. After recruitment, funds and resources are provided by the management that are usually allocated on annual basis. These funds are utilized for satisfying various needs of the educational sector within the prescribed manner. The management also provides supervision mechanism in order to keep a vigilant eye on the performance of the staff for making the organization goals oriented. Educational management also manages for the innovations of the educational sector through evaluation. They try to adjust the education
2
system with changing demands of the society and bringing positive changes to make education system more dynamic and swift. Thus, briefly saying, saying, educational management management is the policy policy making body body that plans for education, organizes, controls, supervises and decides about the betterment of system of education. Importance
Educational Management is important due to following functions in educational system: 1.
Forecasting
Forecasting means the systematic assessment of future conditions. It is done by collecting all possible existing information about the system, and expected resources. The collected information is analyzed and used in forecasting the future picture in terms of the accepted Philosophy in a particular country. 2.
Decision-making
Decision-making is a key factor in educational management. One has to think of present and future generations, which will be affected by the policies decided. Having considered various alternative and options along with their future consequences, the most suitable course of action must be determined. Guess work, arbitrary exercise of authority, ill considered hasty decisions with false hopes must be strictly avoided in educational management. 3.
Planning
The plan should be flexible and realistic. There should be enough scope of change to cater for any unforeseen situations. The priorities may change due to unforeseen circumstances such as equipment, grants and support may not become available as expected and the skilled personnel may be posted out or they may proceed on leave. All these variables contribute to the non-implementation of even good and approved decisions.
3
4.
Organization
Educational Management organizes ideas and principles into school systems, curricular and co-curricular activities, time schedules and norms of achievement. It organizes human beings into schools, classes, committees, groups, school staff and the inspecting staff. 5.
Motivation
The term motivation means to make a person or staff to be cheerfully willing to do the job as assigned and desired of him. Involvement of stake-holders in deciding policies and planning helps in motivation of individual and groups. 6.
Control
Effective control is an important element in educational management. This means a proper discipline. The manager must constantly rigorously check on his terms and his own performance vis-a-vis the vis-a-vis the standards laid down. A managed organization or system is failure on the part of management. 7.
Evaluation
Evaluation is a key to find out the success or failure of a project, institution or educational body. Without evaluation the organization can give good performance. Strict appropriate measures are required to find out the causes for is failure or success. These causes provide key points for the future betterment. The points can be further improved and bad points must be corrected corrected and avoided. 8.
Recording and reporting
Recording and reporting are essential elements of educational management. This means keeping record of various aspects of school to be able to answer the parents, community, community, society and the higher authorities regarding school or institution. The parents, local community and funding agencies have to be satisfied, which is only possible when you educational record of teaching, students st udents and financial record.
4
9.
Supervision
The purpose of supervision is to bring about a continuing improvement in the instructional program. This is collective term including vigilance, control,
and
motivation
of
workers,
evaluation,
planning
and
management. The overall supervision is done be the team leader, principal or head master master in the school. Scope of Educational Management
The scope of educational management refers to the area or process covered by educational management. The following are the scope of educational management. 1.
Planning
Planning gives direction to impose the continuity of actions and reduces wasteful activities. 2.
Organizing
Once the goals and strategies have been formulated, then organizing helps make things happen as planned. 3.
Staffing
This is the process of finding the right ri ght person for the right job. 4.
Directing
This is the motivational function that tries to obtain a high level of production from employees employees through motivation motivation and guidance. guidance. 5.
Coordinating
The top management is responsible to coordinate the work and the interests of individuals within the organization. 6.
Innovating
This is the creative function of management. This means changing educational technology, resources and environment demanded by the
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new approaches. Therefore, innovation provides new and better ways for better performance of the individuals individuals and organization organization as a whole. 7.
Controlling
It is directly related to the plans and performance standards established by other managerial body and its functions. 8.
Budgeting
Budgeting is a means of coordinating the combined efforts of an entire organization in to a plan of action. The overall objectives of the budgeting are planning, coordinating and controlling the working of education system. 9.
Decision making
This is the key function of every manager at every stage of management process. One has to make proper choices within the available alternatives of actions for planning, organizing and controlling at right time with right decision. 10.
Human relations
This refers to management process concerned with treating the workers and colleagues as human beings. The manger must respect the fellow workers, subordinates and this is done mutually. Every one has selfrespect which must be honoured. 11.
Communication
Communication is the heart of management process. In order to achieve effective decision, leadership and motivation, these must be good communication skill. The manager must be fluent and soft to communicate with subordinates, high ups and fellow workers. 12.
Leadership
Without good leadership, good management can not be achieved. Leadership process is interpersonal influence exercised in situation through the communication process for achieving some group objectives.
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A good leadership is the one who builds a good coherent unified working team. 13.
Problem Solving
No society or organization is free of problems. Every individual whether poor or rich, educated or uneducated has some kind of problems. The problems may personal or community problems. All such problems must be solved by good leader. This relates closely to such modern concepts as a conflict management “organization development: and in fact decision making. A good leader runs the organization by solving especially community problems provided he has the capability to do so. 14.
Motivation
The management process demands that worker should be adequately and appropriately motivated. In the absence of motivation, the entire management process will be ineffective. Students can be motivated by awarding certificates, shields and awards. Similarly teachers can be motivated by awarding honor, promotions, and awards etc. etc . Types of Management
There are following types of management. 1.
Autocratic Type of Management
Under this kind of management, the autocratic manager makes decision on
his
own
without
consulting
anybody.
It
is
dictator
type
communication where subordinates have to obey only. This style of management has the benefit of getting work done on time because few people are involved in decision making process. However, there are problems with this type of management as the staff may eventually eventua lly lose motivation in working as they have no say in the entire process. The employee is likely to move out to other organization where they might have an impact by sharing the experience. This style of management in the long run leads to headache and lack of sense of responsibility. This style of management is more suited for a prisons police or armed forces
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where one has to obey and say nothing at all. The owners and leaders of private school/ colleges and organizations prefer this type of management. 2.
Democratic type of management
A democratic manager is always willing to share work, decision and planning with its staff. The responsibilities and powers are delegated to get the job done. The leader utilizes the competency of his team to get the job done efficiently, smoothly and on time. Employees love this type of management because they are involved in various developmental process of the organization. However, one might be careful not to involve everybody as too many people involved in the process might slow down the pace of work. This might also mean that you less time for you to concentrate on your work as your team asks many and frequent questions and they look forward to your suggestion. 3.
Participative Management
Participative management is also sometimes known as consultative management style. This type of decision making style in management revolves around getting lot of feedback from your staff before coming to a conclusion and making a decision. This means that the process can take a bit longer as there are more voices to be heard, but getting a consensus on major decisions can lead to buy in from those who might otherwise have been opposed to the implementation of such changes. 4.
Laissez Faire type of management
In this type of management, the team is given the freedom to complete the job or task in any way they deem it should be done. It is a hands-off approach at direction, but the manger is there to answer questions and provide guidance as needed. This is a good way to help develop individual contributors into leaders which is only going to serve to make your team stronger in the long run. However, the negative aspect is that it can lead to conflicts within the team as some employees try to exert their
8
authority to lead the role as a leader in the interim or to dictate to others how their work should be done. 1.3
EDUCATIONAL ADMINISTRATION
Meaning
The word administration has been derived from a Latin word “ministiare”, which means to serve or services rendered to other for their welfare of work dedicated to the benefits of others. The primary objective of administration is to serve for an individual, institute, society or the nation in such environment which may lead to their maximum growth and development. Definition
The following simple definitions are given below to understand the concept of administration. According to Shahid, “administration is machinery through which any organization or institution is managed. It is a means of setup set up for a smooth and official working of education and structure. a) Good’s
dictionary
of
education
defines
educational
administration as, “all those techniques and procedure employed in operating the education organization in accordance with established policies. b) In the words of Ryburn, “administration is not primarily
concerned with arrangement of timetable scheme of study, type of building record etc, but it is concerned with attitude of our work and with the children with whom we work. In short, it is an activity of government or state in the exercise of its powers and duties or or it executive branch of government. government.
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Educational Administration
What is meant specifically by Educational Administration? Read the following few lines carefully. a)
Educational administration is the process of utilizing appropriate resources in such a way as to promote effectively the development of human qualities.
b)
Educational administration is the capacity of an individual or organization to manage all the activities of that educational institution.
c)
Planning, organizing, directing and controlling human or material resources in an educational setting and study of these processes are called educational educational administration.
i.
Nature of educational Administration
Administration is the process of getting things done smoothly. It is the moving force to set and keep an institution or department in motion to achieve its set targets. In other words, it is the agency that runs the whole system by keeping the machinery in proper order and function to achieve the optimum positive results. It also solves problem arising in the execution of duties and activities. Poor functioning of institution or department resulting in low output and slow progress is a sign of weak administration, while smooth functioning with better achievement of desired targets is indicator of good administration. ii.
Importance of educational Administration
There are following important aspects of administration: a) Planning: Every activity or administration needs proper
planning that is more useful in achieving desire results. The role of administration is to make the functioning smooth and systematic through planning.
10
b) Organization: Organization is the fundamental task in every
administration through which targets are achieved. It is chiefly concerned with promotion, arrangement and man power to enable the administration to carry its duty and job properly. c) Direction: Direction represents leadership that plays significant
role in administration. The authority directs the workers to get things done in desirable way. It is headed by a leader, manager or person whose is responsible for making decisions and issuing them in the form of orders or directions and ultimately in implementing them. d) Coordination: There is always the involvement of a number of
persons or section in every administration. There must be coordination among them for better and efficient working. In a school administration there is principal office, clerical office, teachers and students, and supporting supporting staff. It is serving as a lubricant in the administrative machinery for its smooth functioning. The school cleanliness is to be done by supporting staff, the teachers have to be punctual in their teaching, the principal has to supervise all these units and students have to cooperate in learning. The clerical office communicates not only with all the units but with parents, visitors and out side offices. A good coordination makes things easy and fascinating. The lack of coordination bet any one of these units definitely leads to improper function of the school. e) Evaluation: It is the stage of formulating taking judgment by
administration. Administration is a dynamic process is has to be reviewed from time to time. Evaluation is necessary because of following reasons: i.
Discovering of short coming in the t he existing management.
ii. Modification or enhancement of aims and objectives to be realized.
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iii. Change in the condition c ondition inside/outside inside/outside an institution. iv. Invention of better teaching or discovery of new knowledge of process. Therefore, educational administration is primarily a social enterprise that cannot be run by any set of formulae, which might be quite effective in the physical world. It is primarily concerned with human element, better flexible nature, more constructive behavior, more creative, more imaginative, and more reformative and more welfare oriented. It enables the right pupil to receive the right education from the right teacher at a cost of within means of state under conditions which will enable the students to profit best by their leaning. Scope of Administration
It refers to areas or process covered by educational administration. According to Fayol administration is a way to plan, organize, command, coordinate and to control education. Planning is an intellectual activity which is based on facts and principles. To organize something means the arrangement by which inter relationship along with order for people, material, procedure and knowledge that can be done. Command is the direction that involves the execution of plans and decision to get work from the staff. Coordination harmonizes the team or different components of institution in a unified manner to work properly under set program. By control one means that the system is functioning in accordance to law, rules and regulations. Gulic and Uriwick further developed the ideas of Fayol which can be explained as under: c)
Planning
It is a preparation for future course of line to pin point priorities to be tackled using appropriate methods for achieving of desire goals. This mean to assess the present situation and based on this the future planning is to be scheduled as to what, how and when to be done to get desired objectives.
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d)
Organizing
It is the arrangements of various organizational responsibilities, delegation of power and spans of control for achieving of defined objectives. e)
Staffing
Assigning of duties and provision of personal to carry out plans and maintain favorable environment for working. f)
Directing
Issuance of directives, orders and notices to the subordinates in verbal, written or displayed form time to time to t o achieve the defined objectives.. g)
Coordinating
Establishment of harmonious relationship between various stack-holders for effective communication is always needed. Coordination is the key to create friendly working environment and understanding among the workers and management. h)
Reporting
Documentation, record keeping, inspection and research for helps in future plans. Reporting provides answers to higher authorities, executive body about records and activities of the organization and also gives information to his subordinates, sometimes to share holders and community. Reporting keeps an eye on the functioning of individual and organization. i)
Budgeting
Financial planning, accounting, control and expenditure is called budgeting. This is most important duty of the manager or head of the organization to see the resources, funding and then its proper spending under government financial rules. It is very important as without proper budget no system can survive. Thus, preparation of budget, it’s planning, utilization and its record keeping are always wanted of the administrator or head of the institution.
13
j)
Decision
It is the art to executive timely right decision on pertinent issues that can be effectively put into actions. A proper timely t imely decision at right time by the leader makes significant differences in the uplift and working of any institution. k)
Stimulation
A successful administration must stimulate their workers with in the organization in order to get the cooperation spontaneously to achieve the goals. Stimulation promotes the will to work sincerely. l)
Communicating
It is a process by directing information or exchange ideas, explanation and questions that are transmitted from person to person or from group to group. A good administrator or leader must have good fluent communication skills. m)
Evaluating
Evaluation of performance is always desirable to assess the working and out put of the individual workers and of organization as whole. Annual Confidential Report (ACR) is the evaluation of subordinate by the head and that of organization by the superior body is the evaluation of head of the institution. Evaluation is the assessment or judgment of all activities of organization. It is used to find out the weaknesses and to command over the deficiencies to achieve the set objectives. Thus, the scope of education administration is really vast. It cannot be rigid and static. It is rather flexible and dynamic. Experimentation, try and error have to be allowed freely in the education administration. Freedom is the soul of education. Education administration should enjoy the freedom to frame ideas and put them t hem in to practice.
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Types of Educational Administration
There following types of administration. a)
Autocratic administrator
In autocratic administration, only one person is responsible for running the whole affairs of institution. The leader dictates terms and condition to all members. There is no space for the ideas of other members. The administrator assigns the task without consulting any body. He selects subordinate and seek unquestioned conformity on the part of such person. Under this kind of administration everybody remains busy in doing the assigned task. Everyone has to obey the rules and regulations as nobody is above the law. There is constant check on the worker in autocratic administration. Consequently, discipline prevails in every corner of the institute. There are little chances of embezzlement, because of the fear of accountability. Autocratic administration is not time consuming. In other words speedy and timely decisions are made easily. The subordinates believe on this proverb, “Do and die, do not say why”. b)
Democratic Administration
It is the modern concept of administration where the opinion of workers and associates is honoured. It is characterized by group actions and decisions. The leader is free to assume power with acceptance of the group. The individual talents are promoted and recognized. Since every body participates in the decision therefore, everybody feels f eels responsible. The sense of responsibility brings about unity and harmonious thinking. The individuals become more responsible, enthusiastic and zealousness. It provides conducive environment for listening to the opinion of others, respect and tolerance and patients are created among individuals. It also provides the opportunities for the individual to share their knowledge with each other. Moreover, courageous attitude and self-esteem are developed among individual. The deficiencies, shot comings and defects are swiftly removed by giving liberty of thinking, expression and choices.
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c)
Laissez Faire Administration
It is a French expression which means to freely allow individuals to do alone. It is characterized by the complete freedom to the group or individual in decision-making without the participation or direction of the leader. Here the administrator is facilitator without active participant in decision making. He participates only when he is asked to do so. There is no order, discipline or interference on the part of administrator. Such administration is disorganized after giving results. It permits different individuals to proceed in different directions. 1.4
EDUCATIONAL SUPERVISION
Meaning
It is combination of two words or parts “Super” and “Vision”. Super means over and above while vision means look. The word means looking at a phenomena purposefully or to look into a thing in detail and in depth. It means to supervise an activity to give instructions and to lead someone or something. Definition
a) Supervision is assistance in development of teaching learning process. b) Supervision is name of that discipline through which we can control the affairs of others. Educational Supervision Definition
a) Educational supervision is process of looking into the affairs of education system with the purpose to know its efficiency and effectiveness. b) According to Wiles, Educational supervision means to guide and stimulate the activities of teacher with a view to improve them in
16
the context of teaching as well as instruction and promoting their professional growth. Since Educational supervision plays important effective role to see whether schools, colleges and other such educational institutions are functioning properly or not. It is a practical job that enables educators to attain targets of education in an efficient and effective manner, and to avoid wastage, fatigue and boredom. Nature
The nature of supervision refers to the way it is carried out by supervisor. Supervision is a purposeful and positive activity. It observes measures and improves the working in friendly manner. It always aims at the improvement of overall educational standards. It enhances the strengths of educational activity and suggests remedial measures if there are any limitations. It directs educational activities, ensures efficiencies, remove weakness by suggesting remedial measure and makes research for the development of overall educational practices. The nature of educational supervision is evident from the approaches used in supervision. If supervision is made for only fault finding fi nding then it is a negative supervision. It does not encourage creativity, enhancement and cannot motivate educator to achieve the targets of education. On the contrary there is a positive supervision. There is identification of limitations and suggestions for further enhancement and strengthening all positive concepts. It always encourages and motivates for the attainment of educational targets. There is always proper coordination and communication between the various stake-holders of the educational phenomena. A proper well managed supervision promotes the progress of educational organization in a proper direction. Importance of Supervision
Education being purposeful activity needs supervision for the proper operation of educational activity. Supervision removes the weakness of educational enterprise and suggests remedial measure for overcoming
17
these weaknesses. Being a purposeful activity education cannot achieve its targets effectively without supervision. The following points will clearly explain the importance of supervision. a)
Efficiency and effectiveness
Supervision makes activities more efficient and effective by proper utilization of resources. It avoids wastage of time, resources and manpower by achieving targets within the given frame work of time. b)
Removal of Weakness
It removes weakness at the proper time by identification of weaknesses and suggesting remedial measures. c)
Recommendation
Supervision always gives recommendations and directions from time to time as a check and for f or the workers. d)
Achievement of targets
Constant and managed supervision is effective in achieving the approved educational objectives and targets with in proper time. e)
Reward and Punishment
Supervision encourages the workers through rewards and punishment in order to bring order. In the case of teachers the rewards may include promotion, extra increment in pay, certificate of appreciation or medal etc. The punishment for poor performance may be stopping annual increment, adverse report in ACR, transfer, delay in confirmation and suspension etc. f)
Regularity and Punctuality
Supervision ensures regularity and punctuality of the teachers, students, workers by making the educational personal more accountable and more responsible. A record of attendance of teachers, students or workers has to be properly maintained for this purpose.
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Scope of Educational Supervision
The educational supervision covers the following aspects: 1. Inspection/Removal of weakness : It is actually the study of condition of school or institution that discusses the problems or shortcoming
of
students,
teachers,
school
equipments,
curriculum, objectives and methods. In other words regular inspection removes weaknesses and enhances the quality of education through constant correction. 2. Research: In supervision research are conducted for the identification of educational problems and their solutions. sol utions. 3. Directing educational system : Supervision always improves the standards of education by removing errors and suggesting remedial measures of the pointed errors. 4. Ensures efficiencies: Supervision enables educators to achieve the given targets with the given frame work of time and stipulated resources. 5. Improvement of education : Supervision always keeps a vigilant eye on educators and ensures better delivery of services by improving the quality and standards of education. The physical and academic facilities are improved as a result re sult of supervision. 6. Guidance: Guidance involves where personal help is given by someone. It is the function of supervision to stimulate, direct, guide and encourage the teacher to apply instructional procedure and devices and principle. Similarly guidance and counseling to students is always beneficial in improving the personal skills and will to become more responsible in the community. 7. Suggestions and recommendations : Supervision suggests ways and means to overcome education-related problems. It gives practical suggestion to improve the educational educational sector.
19
8. Rewards and Punishment : It encourages those personal who are regular and punctual. It punishes those who avoid hard work. It has already explained earlier. 9. Evaluation: As an ultimate function of supervision evaluation appraises the outcomes and the factors conditioning the outcome of instruction and improves the product and process of instruction. Evaluation of students, teacher, other workers and institution as a whole is the key to the success of the concerned. Without evaluation one cannot distinguish between good and bad. Type of Supervision
The following are the various types of supervision: i.
Corrective Supervision
This concept of supervision is very old where the weaknesses and drawbacks of subordinates are deducted and possible measures are taken to correct the system. ii.
Preventive Supervision
In this type the supervisor deducted problems of subordinates and organization are tried to solve them at proper time. The problems prevented to grow that might not be later on corrected. Some preventive measures are taken. This approach is comparatively better than the corrective supervision. iii.
Creative Supervision
In this kind of supervision the role of supervisor is constrictive, dedicated and cooperative with subordinates. iv.
Lasses-faire
The supervisor is mainly dependent on other. He has no interest in the affairs of others due to which the activity of the organization is highly damaged.
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v.
Democratic Supervision
This is the modern approach of supervision which is based on the consultation of teachers and even students. The staff is encouraged in this type because of friendly atmosphere in the institution. vi.
Scientific Supervision
In this type the role of the supervisor is scientific who wants to bring improvements through surveys, experiments, action research. He encourages constructive and critical thinking among teachers and discourages flattering and biased opinions. vii.
Authoritative Supervision
The supervisor acts like an authoritative person, who imposes his dictatorship on the teacher and colleagues. This creates a wide unwanted gap of communication and working among them. The teachers will obey the order of supervisor irrespective of its nature. There is stern discipline. No question rises to disobey disobey the order of of the supervisor. viii.
Cooperative Supervision
In this case, the supervisor cooperates with the staff, teachers and students of school. He solves the problems of the individuals and school by purposeful suggestions. suggestions. ix.
Inspection Supervision/ Emergency Supervision
In such type, first the problems are identified and then the solutions are suggested. Basically inspection was used to be in authoritarian style which was intended to ascertain whether or not teachers are performing proper duties. This also suggests replacing unsuitable teachers with the suitable ones. This term is vague in the supervisor of many western and eastern countries.
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1.5
EDUCATIONAL LEADERSHIP
Definition
A leader is the one who never tells a lies. For example: our Holy Prophet Hazrat Muhammad (P.B.U.H.) was the Greatest Leader of the times for the people of the entire world, HE (P.B.H.H.) never lied. A leader is the one who: i.
has the ability to lead other.
ii.
directs and guides his group member for achievement of shared goals.
iii.
is mentally sound, physically stable and emotionally balanced.
iv.
knows the way, shows the way and goes the way.
By goes the way we mean that a leader is a person of eminence in an organization, who has vision, is knowledgeable, skilled, experienced and has the ability to mobilize people in an organization and achieve the vision within specific time and resources. By shows By shows the way it way it is meant that, who guides others and leaves a lesson for other to follow him. And by goes the way one way one means that he gives a practical shape to his vision. vision. Thus, a leader is a person who has the following traits: a.
Vision
b. Skills c.
Personal traits
d. Initiative e.
Guide and resource person.
f.
Self-appraisal.
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Leadership Definitions
a.
Leadership is the process of directing and guiding others for the achievement of common goals.
b. Leadership is the power of mobilizing others and directing their energies for the achievement of a shared vision. c.
Leadership is the activity of leading subordinates by a person of eminence goals.
d. Leadership is the name of organizational functions, like planning, organizing staff, directing, controlling, coordinating and evaluation or innovation. Educational Leadership Definition
1. Educational leadership is the process of guiding and directing teachers and students for the achievement of educational goals. 2. Educational leadership is the process of achieving a shared community vision, mobilizing teachers and students providing skills and training for the operation of activities and making appraisal. Nature of Educational Leadership (Leadership Skills)
The nature of leadership may be of different kinds. It may be of “democratic in nature” in which the subordinates are fully involved in decision making. It may be a “dictatorial in Nature” in which leaders are the ultimate authority. It may be “Laissez faire” in which the leader is fully involves the workers. The nature of educational leadership depends upon the situation and objectives of the organization.
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Importance
None of our activity is possible without leadership. Education is a powerful activity that molds the shapes and future of any nation. Therefore, leadership is the first prerequisite for education as without it education may not be able to achieve its set targets. targets. The following points will clearly show the importance of educational leadership. i.
Setting of vision and targets of education.
ii.
Outlining procedure for attainment of targets Implementation of planning.
iii.
Decision power to initiate and complete work.
iv.
Setting of priority for achieving targets.
v.
Delegation of powers to share the vision and division of work.
vi.
Efficiency and effectiveness to get things done within time.
vii.
Unity of purpose among the workers.
viii. Achievement of targets within specified time according to planning. Scope
The leadership covers the following areas. 1.
Planning
It is outlining for the future course of action, it consist of: i.
Situational analysis
ii.
Formulation of objectives.
iii.
Outlining course of action ( Subject matter and content )
iv.
Putting planning in to action.
v.
Evaluation of the progress.
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vi. 1.
Change/ innovation made to achieve the targets. t argets. Organization
It is process of putting all stack holders into i nto operation. It comprises of: i.
Hierarchy (chain of commands).
ii.
Delegation of powers.
iii.
Skills and technicalities in span of control.
iv.
Management and supervision.
v.
Word for achieving objectives.
1.
Leading
Putting the energies of staff materials and financing into a proper direction for the achievement of approved objectives. 2.
Controlling
It is the process of controlling and keeping checks on the overall practices of education. 3.
Coordinating
It is the process of bringing all the parts of education leadership in harmony with each other and among the all staff members. 4.
Supervision
It is the process of keeping a vigilant eye on all the affairs of educational organization for check and balances. 5.
Evaluation
It is for knowing how for objectives have been achieved. This evaluates the progress of the individuals and institute as a whole. 6.
Innovation/ Adjustments
It is the effort on the part of the leader to experiment with new changes in the system for the betterment of the organization. The leader adjusts
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its organization to objectives and brings positive changes through innovation. Types of Educational Leadership
Types of leadership refer to the way of controlling and directing subordinates or the perceptions of the subordinates. They are directed, controlled and supervised by their leader. The following are the main types of leadership. a.
Authoritative/ Dictatorial
All the organizational powers are in the hands of a single person. He decides d issues orders which the subordinates have to follow. leader is the absolute authority in all affairs. The other
The
members of
organization can say nothing rather they have to follow what the leader has planned. There is no consultation with fellow workers. The authoritative leader has the power to make decisions by him with a complete authority. Advantages 1.
Efficiency
The leadership style works efficiently in emergency. It is also good in situation where employees need close supervision to perform certain task. 2.
High productivity
The pace, quality and quantity of work is very high. 3.
Expertise
Group member become very much expert in their work. Disadvantages 1.
Resentment in followers
The subordinates hate their leadership as there is one flow of directions and orders. The workers get fed up with this attitude of leaders. The
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leaders behave more like boss and less like a senior colleague. The workers cannot express themselves and they remain suppressed. 2.
Lake of creativity
Since the opinion of group is ignored, there is no creativity or innovation by the workers. They become machine like individuals who do not think, express their feelings. The absolute powers also makes absolute corrupts. 3.
Delegative/ Laissez faire
This type of leadership allows the subordinates to make decisions of their own. The leader only supervises from above but the main action of organization is done by subordinates. There is no guidance from above, group member solve their own problem. pr oblem. Advantages i.
Good for developing high skills of all members.
ii.
Greater motivation because of freedom and expression.
iii.
Leader is more like a friend and less like not a fault f ault finder.
a)
Democratic/ Participative leadership
In this type of leadership in which leader provides guidance by participating in i n an activity but also take input from group members. All the decisions are made through consultation and mutual understanding. It leads to creativity and productivity. Group members are more motivated for organization activities. Advantages i.
Creativity, motivation and productivity
ii.
Better and creative solutions of problems.
iii.
Involvement in consultation.
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Disadvantages
i.
Not good in emergency emergency and war.
ii.
More discussion and less productivity.
iii.
Only the majority over roles.
1.5.1
Leadership Skills / Qualities of a Successful Leader
The position of all leaders in an organization is very prominent and important because he leads organization to achieve the targeted and desire goals. Therefore, a successful leader should have the following skills and qualities. a.
Personal Qualities
The personal qualities are further divided in to the following categories. 1.
Physically and mentally sound
An effective leader must be physically and mentally sound. His physical strength enables him to work harder and longer for his organization, while his mental abilities enable him to keep minute details of his work on his finger tips. Both these qualities make him more effective and efficient. 2.
Honesty
Islam stresses upon honesty. Our Prophet (P.B.U.H.) was the most honest Person in this world, and all his companions were honest. Therefore, a leader must be honest in personal, community and official dealings. An honest leader can run the organization and supervise his subordinates without any fear.
Such leaders never compromise on
quality, efficiency and honesty and on the principles. 3.
Emotional stability
Successful leaders are always emotionally stable. Emotional instability means immaturity. They think, decide and progress on genuine grounds
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and do not take emotional decisions. They face happiness and miseries boldly and are not not discouraged by pity issues. 4.
Optimistic
Good leaders always think and work positively with positive hopes. Such leaders are is always hopeful in achieving targets. They never get pessimistic by failure of the organization but work with hope for betterment and success. 5.
Broad minded
A leader should be broad minded and open heart person. He should accept the realities. He should be able to distinguish goods and bad situation. He should be finding faults of the workers, but he has to guide them properly to avoid the undesirable act in future. A leader appreciates and gives reward to the good qualities of his subordinates. He tries to correct and forgives their minor mistakes. B.
Professional and Administrative Qualities
The following are the professional and administrative qualities of a successful leader. i.
Professional competency
An effective leader must must be professional competent. competent. He knows knows the art of his profession. He has command over all the managerial and administrative skills. He knows what to do? How to do? and when to do? He must be professional competent to properly plan and manage for the betterment of the organization. organization. 1.
Efficiency
A leader should be professionally efficient so as to perform his duties/work within the fix time frame and allocated budget. He must efficiently use the available resources, time, material, manpower, finances and all the physical and mental skills to achieve the set goals within time.
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2.
Initiative
A leader should be able to take first step in every work. He should be brave enough to take risk for having a new start. This will encourage subordinates to perform in the best possible way. He must will to initiate new programs, work, syllabus and processes according to approved objective of the institution. He must be able to initiate positive changes in the system, working chain and curriculum etc. 3.
Punctuality
An important quotation of Kant is that, “all the duties are unpleasant but duty is duty and you have to do it”. It means that a good leader should be regular and punctual in performing his duty because this will improve the regularity and punctuality among his subordinates. The subordinates generally follow the leader. If a leader is not right up to the time and not punctual, then the fellow workers and subordinate also follow him. This creates an abnormal functioning. The people are reluctant to observe timing and punctuality. For a punctual teacher, students also observe punctuality. 4.
Visionary
A good leader must have good vision, i.e. setting of targets for the betterment of his organization. or ganization. He should give directions to t o the t he energies of subordinates. Without sound vision the efforts are shattered. 5.
Objectivity/ unbiased
Successful leader should not favor likes and dislikes. He should avoid red tapism (needlessly time-consuming procedure) and nepotism (favoritism shown to someone). All the members of the organization should be treated equal and unbiased. When leader becomes biased, starts liking disliking, then workers instead of working properly invest their time in pleasing the boss. The become intriguer and creates rift among themselves. This causes unrest among the workers that leads to poor performance of the organization as a whole and failure of the leader l eader to achieve benefits.
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6.
Decision maker
A leader should have ability to take proper and timely decision because it will save the energy and resources of the organization. Timely correct decisions about the incompetent workers, ill functioning of the system or institution save the organization from further furt her deterioration. 7.
Consistency
There should be continuity and consistency in the working, behaviour and objectivity of the leader. He should be a man of stable, mature and character so that he may work continuously and consistently for the betterment of the organization. organization. He should stick to his decision and should should not be changing his mind on the gossip of workers. 8.
Democratic
A leader should be democratic rather than dictatorial. He should welcome the positive suggestions of his team and all activity of the organization. He must be capable to handle any situation positively by listening to the workers and fellow staff. 9.
Co-operative
A good leader should always be co-operative, facilitator and sympathetic towards his fellow staff. This will improve the relation of the leader with his subordinates that in turn will result in improved working environment of the organization to ultimately provide better output. 10.
Good planner
A leader should be a good planner to up lift his organization. He should have the ability to make efficient and feasible plans in advance at proper time. 11.
Organizer
Great leader is always a good organizer. He organizes the affairs of his organization in an effective manner to achieve success, harmony and teamwork.
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12.
Innovative
A great leader is dynamic instead of static. He always brings new viable ideas in his organization that keeps pace with the t he present day demands of society and contemporary world. 13.
Communication
A leader with better communication skill is mostly failure, therefore, to be a successful leader he must have good communication skills. He must communicate fluently through lecturing, discussions, mutual talks, meeting, gatherings, electronic and print media within and, outside the organization, and with the authorities and outside world. Effective communication is means of understanding each other problems and their solutions, friendship, gain of confidence and creating better working environment. 14.
Flexibility
A great leader should be flexible rather than rigid. He should not be harsh, cruel and dictatorial. He should have the ability for making reasonable and justified compromises for the betterment of the workers and organization. 15.
Research oriented
An educational institution without research activity stands nowhere. In the present time research is very necessary for every educational activity. In order to bring important and better changes in organization, the successful leader carry research to avoid mistakes in future and to achieve targets more efficient. 16.
Self-accountability
The leader should not only make his subordinates accountable for their deeds, but should also have the self oppressor. This will improve strengths
and
remove
weaknesses.
Subjecting
himself
to
self-
accountability will raise his status in the eyes of fellow workers and
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subordinates. In universities self-evaluation of the teachers is done annually by the students. 1.5.2
Role of Principal as a Leader
The Principal or Head Master being the head is the main pillar of leadership in the school and institution. He leads the affairs the school with full authority for the betterment of education in close collaboration with the teachers, students, parents and society for the achievement of educational targets. He is respected man in the t he society. c.
Diagrammatic Profile of Principal’s role
1.
Academic Role
The principal is key figure and responsible person for the academic progress of his school. He keeps the checks and balance on teaching t eaching and increase the quality of education. He always tries to achieve good academic results by the students through good management and functioning of the teachers. 2.
Administrative Role
Since Principal being a key figure is responsible to carry out the directives of education department and get things done though his teachers and supporting staff ensures proper utilization of school resources. He is the one to solve the problems of staff and students in amicable way. He resolves any conflict among the students, among the staff and between staff and students 3.
Financial Role
The Principal is the D.D.O (Dispatch and Disbursing Officer) of the school. He has to send all sorts of bills including salaries, medical bills, budget and expenditure of school. He is to keep record and manage all financial matters related to school. He works out recurring and developmental budget of his school.
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4.
Management Role
The Principle manages and arranges all the physical and learning facilities for the overall development of student and attainment of educational targets. The improvement of class rooms, building space, laboratories and availability of teachers for each subject is the responsibility of principal. 5.
Planning and Development
The Principal plans for the various activities of the school and work for development of physical and learning facilities. 6.
Supervision and Monitoring
The principal keeps a check on teaching and other staff and progress of students through periodical monitoring and daily supervision. He also checks the working and behaviour of students. 7.
Coordination with high authority
The Principal keeps a friendly constant contact through personal visits and correspondence with the higher authorities. He receives directives of higher authorities and implements them... 8.
Communication with Parents
The Principal also keeps contact with parents and community members for balanced development of students though occasional and regular meeting of PTA meetings. Sometimes parents are invited to school for certain special purpose to seek their advice. 1.5.3
Leadership and Human Relationships
Human relationship means an association between two or more people that may range from start time to lasting. Human relationships develop due to different circumstances. It could be cultural, society, families, friendship, work and social group etc. The leadership and human relationship go side by side to offer better conducive environment for
34
understanding, building confidence about the working of the school. Following aspects are worth mentioning: i.
Leadership is all about relationships
There is a good leader behind every success; and tool of every success is good human relationships. A leader inspires other with his good moral, social and personal characters. He earns the trust with whom he interacts. He respects his staff and in response the staff respects him. He knows the problems of staff members and helps them at the time of crises. His relations with the staff and students are appreciated for good dealing. ii.
Educational leadership depends on human relationship
Relationship with teaching and administrative staff and with students is pre-requisite for f or good dealings. Without good relations with teacher it is not possible for a leader to achieve good academic result. Without the help of administrative staff it is difficult to run the school properly. Good learned and experience teachers are the soul of school. They are to be taken in to confidence for the uplift of them the school. Therefore, good relation between leader and all school staff including teachers is very important for the improvement and overall performance of school. Teacher-student relationship is also very important. A good relation between them will bring good name to the school due to better performance and academic achievement. This is i s success on the part of a leadership. Therefore, it is the responsibility of a leader to provide better conducive environment, where teachers and student could development good confidence and relationship. Good relations could be developed through informal gathering, academic and social functions, study tours of teacher-students to academic, historical places, organizing co-curricular activities where teacher and students can participate. iii.
Relationship of the leadership with his colleagues in education institute
The role of the leader in educational institutions is very delicate and critical. He keeps his relations with all stack-holders of the school and checks the functioning. The misbehaviour, fighting and quarreling
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between students, reluctant and difficult students, teachers and complaining parents are watched by the leader. The teacher-student conflicts are to be resolved. The leader will establish good relation between all of them. t hem. He hopes for f or their whole hearted cooperation in all activities of the school i.e. the t he academic, co-curricular and administrative activities. 1.6
EDUCATION ADMINISTRATION COLLAGE LEVELS
AT
SCHOOL,
36
UNIT 2 ISSUES IN EDUCATIONAL ADMINISTRATION ADMINISTRATION INTRODUCTION
Administrator is the key person in the school. He is responsible for the success or or failure of the institution. It is rightly said that “as the administrator, so wills the school”. school”. He is the commanding commanding leader leader of the school and institution. He keeps the balance and ensures the harmonious development of whole institution by setting a trend for the school. In brief, he is the organizer, leader, governor, coordinator, superintendent, teacher, guide, friend and well-wisher of his institution. The fame of school depends upon the role and a nd capability of administrator. The school administrator has to administer the following four major types of resources. 2.1
Human Resources
2. 2.
Physical Resources
2.3
Financial Resources
2.4
Informative Resources
2.1
HUMAN RESOURCES
For managing any school or organization one cannot ignore the importance of the trained human resources. The school, colleges and universities are known by its faculty. For effectively achieving school objectives and targets, the administration must engage properly trained qualified teachers and human resources following merit. Taking care of the human resources in the form of teachers and staff will surly improve the development and utilization of their capabilities. The school human resources must have the following qualities:
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They should be: a) well oriented towards their given task to perform. perf orm. b) highly motivated in performing their job. c) aware about the goals and practices to be implemented and followed. d) efficient, effective in economical use of the available resources. e) ego free acceptance of each other and living cooperatively. f)
well developed through capacity building program.
The human resources of a school can be categorized as follows. All these components are interdependent upon each other. Failure of any component leads to collapse of the administration and system that will bring bad name to the the school. 1.
The Teaching staff
The teachers are the most important human resource of every educational organization including schools. It is the teacher who builds the learning and moral behavior. The fame of the school is determined by honesty, hard work, punctuality, capability, and personal characters of the teachers. The administrator must engage proper teachers on merit. There must an environment of confidence and trust for the better achievement of the school goals. The administrator should not behave like a monarch or autocrat. Instead he should help teachers and staff in solving their problems related to academics and administration. The behavior and dealing of the administrator should be exemplary so that the teaching staff responds to his call any time. 2.
The Ministerial Staff
The ministerial staff includes includes the clerical staff staff and the accountants. They are the back bone of the administrator. They are the most useful part of the administration as they communicate within and outside the school
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with the authorities and parents. They keep record of all the happenings of the school. The ministerial staff facilitates the administrator in effectively running the school. The ministerial staff should be open minded, soft spoken, friendly, honest and punctual. They should understand the feelings of innocence children, problems of parents. 3.
Students
Students occupy the central position in any educational institution including schools. They are like like heart and soul of the school. All the efforts for improving education are because of them. These mean no students, no schools. Students therefore need proper care, love and affection from all the concerned school personal. The teacher promotes their academic capabilities, improves their mental capabilities. Teacher is responsible for improving the capabilities in right direction and converting all his energies for noble cause. The administrator is responsible for providing them all the possible facility and environment for their proper growth and development. For maintaining good contact with the students the administrator should take some classes daily. A good administrator provides opportunities for the co-curricular activities to the students. The administrator should also provide financial assistance to the poor needy students. 4.
The Supporting Staff (Class four Employees)
The supporting staff includes attendants, peons, sweeper, gardeners, water man, chokidars, naib qasids etc. They perform various duties in their own capacities. They collectively are responsible for distributing orders, notification, the cleanness of the school, provision of drinking water and ringing the bell after every class and preparing garden and help in functions. They also should be cooperative, honest, devoted, dedicated and obedient. They add to the charming beauty to the school. Therefore, the administrator should have soft corner in heart for them in their work and should be cooperative in solving their school related problems.
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5.
Informative Resources
In educational set up the value of informative resources cannot be neglected. They provide a great deal of knowledge and information information to the students. This sector also helps the teacher in the teaching. Informative resources are much helpful in purposeful planning, setting goals and objectives and outline for the future course of action. The informative resources of a school is having can be categorized in the following components. a.
Resource Person
Resource Persons is highly qualified learned, specialized and expert person. They can be called on suitable occasions to share their experiences with the students. The students get motivation from such scholars. An efficient administrator understands the value and importance of resource person in educational institution. Therefore he often invites and arranges such programs to provide a platform for the teachers and students to interact with them. This can be doe arranging seminars, simple talks, lunch and sitting with such scholars. i.
Library
Library is the secondary source of learning, which is the necessity of every school. The administrator should pay proper attention towards its organization, utilization and development. The reading material should be o quality and within the comprehension of students. Good books magazines, newspaper should be regularly supplied. The students should should be encouraged to use library resources in their free time. Rather the Principal can spare a regular class in the time table. The library incharge must help and guide in the selection of books according to their age. There must be proper guidance to the students in using and maintaining discipline in the library. A standard should also be maintained in providing the reading material to the students. A record of issue and return of books be kept.
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ii.
Laboratory
The science laboratories are one of the most important informative resources in school. The laboratory not only improves the practical skills of students but also develop scientific attitudes. Seeing is believing, this can be possible in laboratory. There should be separate laboratories for biology, chemistry and physics where all precautionary and safety measures should be there. The laboratory should be at some distance from the classrooms. The administrator is to shoulder to provide chemicals, equipments, charts and other needed material and facilities f acilities for practical work. The students should be encouraged to collect plants and animals and present to laboratory in preserved form in bottles of on cards. This will stimulate them to see their own collection in the laboratory. iii.
Computer laboratory/ Internet Laboratory
In this modern world computer education cannot be underrated. The computer literacy and education has become need of the day. It fast, time saving and reliable source of information. There are some schools where computer education is provided in the proper computer laboratory with trained teacher. The administrator should facilitate the computer laboratory with the internet facility, so that the students and teaching staff can get benefit from it. However, the administrator or in charge of computer laboratory must be vigilant as not to misuse the facility for unwanted literature. iv.
Instructional Materials/ Instructional Aid
The instructional materials or instructional aid or audio-visual aids are various devices that facilitate teaching and learning lea rning process in the school. They are also known as the teacher helpers. They are of following three types. a.
Visual Aids: A visual aid is an instructional device that can be
seen but not heard. E.g. Writing board, globs, maps, overhead projectors, epidiascopes, slide projectors and diagram diagram etc.
41
b. Audio Aids: An audio aid is an instructional device that can be heard. For example Radio, tape recorders, cassettes and phonograph. c.
Audio-Visual aids: An audio-visual aid is that device which can
be heard as well as seen. For example television and soundmotion pictures, multimedia The administrator should be smart enough to make sure the availability of some of the instructional material and make sure proper and effective use by the school personal and students. i.
The School Diary
A school diary has the complete information of the events coming in the whole year. It tells about general and partial holidays, meetings, excursions, co-curricular activities, test and examination. It is on the part of the administrator to display and distribute it at the beginning of the year so that the school personal parents and should have full awareness of the possible events during the session. There are two other types of diaries as follows: a.
Student’s diary: Every student must a school diary that will
record the daily work done in each subject or any instruction given by the subject teacher or class in charge for the students and parents. The diary must be shown to parents for signing. The teacher concerned should check it daily. b. Teacher’s diary: Every teacher must maintain a diary containing what he has taught to class. This also provides information about the work load, his punctuality and the amount work he has done. The principal or Head of the institution must check teacher’s diary and tally it with the student’s diary.
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ii.
School Timetable
The school organization needs a pre-settled timetable or schedule of daily work and activities to be carried out. The school timetable tells about weakly allotment of the time to the different subjects, teachers and other co-curricular activities. activities. It creates a systematic rhythm rhythm in managing classes. The time table should be displayed in principal’s office, notice boards and each class and and a copy be provided provided to teachers. iii.
School Records
For developing balanced personality of child the school keeps the academic and other available records of the child. The school records indicate the efficiency, capability and behaviour of the child that can be used in analyzing his personality. The school records also extend help to the administrator in understanding him the effectiveness of the instructional program. It is the responsibility of the administrator to take care and preserve the school records personally. The academic record, attendance, participation in functions, fights, misbaviour, conflicts and other such unforeseen events are also to be recorded.
2.2
PHYSICAL RESOURCES
The physical resources make a good, attractive and effective school environment. The management of these resources is of prime importance. The administrator should efficiently manage and utilize these resources. A brief detail of different kinds of physical resources are as under. 1.
School building
A fine purpose-built spacious building makes a beautiful school, a small worn out congested building makes an unattractive school. The local, approach, area, ventilation, lawns, and gardens, floral beds are some of the important beautification aspects of school. The proper regular maintenance of the school building is very essential as with the passage of time it gets worn out. The administrator is responsible for white wash,
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cleaning, provision of potable water and electricity etc. The following points are important in administration. a.
A committee of some staff members should be assigned the duty to supervise the repairing of the school building.
b. There should be proper allocation of funds for the major repairs in the budget. c.
Miner repair work should not hinder the studies program.
d. The summer holidays should be utilized for major repairs. e.
White washing, coloring, varnishing and cleaning of the school building should should be done from time to time.
2.
School Cafeteria (canteen)
There should a school cafeteria serving as a restaurant and recreation for the students and teachers. It will provides students with tea, cold drinks, chips and sweets etc. during school time at reasonable rate to be fixed by the administrator or cafeteria committee consisting of senior teachers. The school administration should supervise the canteen in fixing the rates and quality of the different items available in the canteen. The contractor must be provided with approved price list, which is to be displayed properly in canteen, notice notice boards etc. 3.
School Dispensary
In order to provide first aid medical facility and necessary treatment of minor sickness or injury to the students, the school should have a dispensary, possible with a trained nurse. The administrator should make sure the availability of all the required emergency medicines in the dispensary. In case medical dispensary is not within the means of school, a first aid box be kept.
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4.
School Furniture
Like building the school furniture also plays an important role not only in its beautification, but also in facilitating the students, teachers and other personals of the school. The student’s st udent’s chairs should be comfortable, easy to sit, read and write. The administrator should regularly repair the broken and damaged furniture f urniture or replace the irreparable with new ones. The furniture for the office of principal, clerical office and staff room must be impressive and good looking l ooking and comfortable. 5.
Hostel
Not all the schools have hostel facility, which is needed by students coming from faraway places. The hostel, whenever, present should provide homely environment e nvironment to the students. The administrator or hostel warden must ensure a tight discipline in the hostel. The hostel students should be provided with recreations facility. There must be a hall with TV, radio and reading facilities and arrangement of functions. A proper care should also be made in the quantity and quality of food provided to students. There must be sports facility in the hostel. The timings of the hostel in terms of study hours, sleeping time, dinner and lunch time, playing and recreation time must be defined and strictly followed. Only authorized persons be allowed to visit the students on specified days under a set procedure. 6.
Classroom
The classrooms must be ventilated and lighted with windows and ventilators. They may preferable of rectangular or semi-circular in shape of appropriate size so as to avoid congestion and suffocation. The reading, writing, standing and sitting comforts of the students must be respected while placing the furniture in the classroom. It is the responsibility of administrator to provide all possible audio-visual facilities that help in teaching, demonstration and learning process.
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7.
Staff Room
Staff room a place where teachers sit, chat, take rest or prepare lecture in their free time. There should be a separate room for the teaching staff preferable in a peaceful corner of the school building. It should be spacious enough to accommodate all the staff members. The staff room should be provided air, water, and newspaper and also a neat and neat attached washroom. 8.
The Principle/ Headmaster office
The Principle/ Headmaster office should be at the prominent place that should be easily accessible to visitors. The principal’s office is pivotal point for the school. The visits of out siders should not disturb the school discipline. It must be impressive and attractive as it reflects the grandeur of the school and to impress the visitors and parents. 9.
The school office
The school office should be near to the Principle/ Headmaster office. It must also be spacious, impressive, neat and clean and methodically arranged. It covers all the official and clerical assistance to the principal, teachers, students and their parents. The office should have water, air, ventilation and attached washroom facility. 10.
Visitor’s room
Every educational institute should have a well-furnished well- furnished visitor’s room. The visitors who come to meet the Principle/ Headmaster should be seated comfortably in the visitor’s room. The attendant or naib qasid should look after the visitors. 11.
The school Hall
A spacious properly built hall is the need of every school. It can be used for school functions, during admission time and conducting the examinations. The hall should be of rectangular in shape. The Dias, mikes, fans, ventilation and washroom facility should be part of the hall.
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12.
Lawns and gardens
Lawn and garden add green beauty to school building. The grassy lawn, lovely flowering plants and trees add to peaceful environment of the school. Lawn and gardens are means of comfort and pleasure for everybody. The students can spend spend their free time time beneath shady tree or read books or lecture under the shade. 13.
Lavatories
Lavatories for teachers, working staff and students are very much important in the school. They should be located on one side of the school building and should have proper water and cleaning facility. There should be sufficient number of lavatories so that the students may not wait for their turn. 14.
Cycle Shed
Most of the student enjoy coming to school on bicycles, for every school should have proper bicycles stand. In the absence of this facility there will be huge disturbance and indiscipline in the school as cycles will be kept at different places everywhere. There is also fear of theft in such cases. 15.
Play Grounds
School without playground looks incomplete. The aim of proper growth and development of the personality of child can be achieved only by providing all sorts of physical exercise to the child. The school ground provides this facility. The playground should preferably be within the school walls. The administrator should arrange sports weak and cocurricular activities. He should make their participation compulsory in the activities.
2.3
FINANCIAL RESOURCES
Financial resources makes the mare go. There is a direct relationship between the running of different affairs of the school and school
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finances. The financial management of the school resources depends on the competencies of the administrator. The administrator has to deal with financial resources within the following parameters. a. Budget-Making
The administrator or principal is responsible for preparing budget by allocating available funds to different works. Therefore, the administrator should be well aware of the needs and priorities of the school requirement and available finances. He should enlist and prioritize the requirements in consultation with teachers. His must have strong power of judgment to take accurate and timely decisions in allocating finance to different works. The administrator should honour the suggestions of teacher in the preparation of budget. b. Internal Account
Internal accounting is an important responsibility of the administrator. For this purpose, he has to be very vigilant as most of the funds have been already earmarked. Therefore, a careful and tight control has to be followed on spending for the internal accounting. c. School fees
The fee paid by the students at the time of admission is also a financial source of the school. It should be managed properly by keeping a separate record of it. The money collected through fee also contributes in financing different minor repair works in the school. 2.4
INFORMATIVE RESOURCES
Informative resources cannot be neglected in the well fair of the school. These resources provide a great deal of knowledge and information to the students and teachers. For purposeful planning, setting goals and objectives information resources are needed to outline for the future course of action. The informative resources of schools are categorized in the following headings:
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a. Resource person
They are well qualified, learned, experienced, specialized and expert persons. Such experts can be called on suitable occasions to share their experiences with the students and teachers. The students are stimulated and motivated from their experience. An efficient administrator understands the value of a resource person importance in educational institutions. He, therefore, often invites him for lecture, discussion or open house talks on a cup of tea or simple lunch. b. Library
For students library is the secondary source of learning. It is required for almost every school. The administrator should pay due attention towards its proper organization, utilization and development. The students should be encouraged and properly guided to utilize library and maintain discipline in the library. c. Laboratory
The science laboratories are one of the most important informative school resources. Now a days language laboratories have also been established in some some institutions. institutions. Seeing is believing believing and laboratories provide opportunity to perform practical, seed the specimen and make dissection of animals. The laboratory improves practical skills, imagination and innovation of the students. The laboratory should be at some distance from the classrooms with all safety measures. d. Computer laboratory / Internet
In the modern world, the computer education is advancing and becoming need of the day. In many schools computer education is given, for computer laboratories have been established in secondary schools.
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e. Instructional materials / Instructional aids
The instructional materials or the instructional aides are the devices that facilitate teaching and learning process in the school. They help teacher in teaching and demonstration. They are of three types: i. Visual aids
A visual aid is an instructional device that can be seen but not heard such as writing boards, globe, maps and diagrams etc. ii. Audio aids
An audio aid is an instructional device that can be heard such as Radio, cassette, and phonograph. iii. Audio – visual visual aid
An audio-visual aid is that device which can be heard as well as seen. For example, television and sound motion picture. f. The school dairy
A school dairy has the complete information of the events coming in the whole year. It tells about general and partial holidays, meetings, excursions, co – curricular curricular activities, test and examinations. It is on the part of the administrator to display it at the beginning of the year so that the students, teachers and other concerned personal are aware of the possible events or work work to be done. g. School timetable
The school organization needs a pre – pre – settled settled timetable or schedule of daily work and activities to be carried out. The school timetable tells about weekly allotment of the time to the different subjects and other co – curricular curricular activities.
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h. School records
There must a complete of academic achievement, physical behavior and other related information about the students. This record helps in developing balanced personality of child. The school records also extend help to the administrator in understanding him the effectiveness of the instructional program. It is the responsibility of the administrator to take care and preserve the school records personally. Conclusion
The School is mini society having all the feature of the outer and bigger society. Its administration requires a lot of intellectual, communicative, inter-personal skills and qualities like honesty, devotion, sincerity, commitment and punctuality on the part of the administrator. The management of school resources is a difficult task but it is a fact that if the school resources are effectively managed and timely utilized the school will get its pre-planned goals and objectives in an efficient way.
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UNIT 3 EDUCATIONAL PLANNING 3.1
DEFINITION OF PLANNING
Educational planning is the exercise of foresight in determining the policies, priorities and costs of an educational system with due regards to the economic and political realities concerning the system, and the needs of the country and its people. Furthermore, it is the process of preparing a set of decisions directed at achieving predetermined goals. An unplanned education system lives lives in anarchy and fails f ails to achieve to goal. Educational planning is more relevant and useful in a country like Pakistan where material resources are limited, and the number of beneficiaries is large. Therefore, careful planning is required to avoid wastage and achieve maximum benefit. According to the 18th amendment of the constitution of Pakistan, education has now become a provincial subject. Thus, and planning for education is now the responsibility of provincial government both at provincial level and district district level. 3.2
EDUCATIONAL PLANNING PROCESS PROVINCIAL AND DISTRICT LEVEL
AT
A. Planning at at the Provincial Level Level
At the provincial level the planning for education is the responsibility of the Ministries of Education, which consists of the Ministry of Elementary and Secondary Education, Ministry of Higher Education and Ministry of Technical Education. The Ministry of Elementary and Secondary Education plans for elementary and secondary level of education in the province. The Ministry of Higher Education plans for graduation and post graduation education, while the Ministry of Technical Education is responsible to plan for technical and polytechnic
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education such a technical, commerce, management and engineering institution. Each of these ministries is headed by a minister. Whose supervises, plans and manages the affairs of respective level of education. The respective secretaries assist the ministers and related bodies. There is a chain of subordinates such as additional secretary, deputy secretary, section officers and additional clerical staff to run the educational planning. In each of the ministries there are directorates of education functioning under the supervision of secretariat in the provincial level of planning. The flow chart is given below.
Ministries of Education Elementary and
Higher Education
Technical Education
Minister
Minister
Minister
Education Secretariat
Education
Education
Sectaries
Secretariat
Education
Education Secretary
Secondary Education
Education Secretary
Secretary
Directorate
Directorate
Directorate
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B. Planning at the District level
At the district level head of the education department called Executive District Officer (EDO) is responsible for the overall planning and its execution in education. He is assisted by male and female District Officers (DOs). The planning at primary level is accomplished by the male and female Deputy District Officers (DDOs). In turn the deputy district officers are assisted by the male and female Assistant District Officers (ADOs). At district level planning is made in the following f ollowing areas. i. Planning for allocation of finances. ii.Planning ii.Planning for provision of free text books and instructional aids. iii. Planning for the mechanism of carrying out the refresher courses. iv. Planning for the procedures of selecting the elementary school teachers, i.e. i.e. C.T, P.T.C, P.T.C, D.M, D.M, Qari Briefly saying, the planning is mostly carried out by the provincial government, whereas the district plays role of subordinate acting upon the directives of the provincial government. It also provides practical mechanism for the proper supervision of the overall educational process. At district level the work is done mostly on the implementation of provincial policies, orders and decisions rather than planning. The district is responsible body for the actual operation of the provincial level planning. 3.3
FINANCING OF EDUCATION
It is crystal that the process of education cannot be operated without proper allocation of financial resources. Finances are always needed to meet the needs and demands of the education. All the facilities including physical and learning facilities are the basic needs in any process of education. They must be fulfilled for the overall achievement of the
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educational goals. It is true that no progress without finances, i.e., money makes the mare go progress. The economic resources of a country are definitely important in every educational planning. The finances to the public sector are mainly provided by the federal and provincial governments. On the other hand the private sector is financed by community or individuals. The donor agencies of foreign governments and Non-governmental organization (NGOs) also provide finance to the education in both the public andprivate sectors. Following are financing agencies of education sector. a.
The federal government
b. The provincial government c.
The donors and aid agencies
d. The community organization and individuals e. Non-governmental Non-governmental organizations (NGOs) 3.3.1
Budget Making Process at the School Level
The planning of budget is very important aspect for the progress of education sector. The annual budget preparation at school level is of significant value because it is made in accordance accordance with the needs of the school. The school budget is prepared in the supervision of the Principal under the directives of the provincial and district level of educational administration. In school the budget is prepared by following individuals and bodies. a)
The Principal or Head Master
b)
The Parents-Teachers Council (PTC) (PTC)
c)
The accountant of the school
d)
The teaching staff
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Components of the school budget
There are following main components or the focal areas of the school budget. i.
Salaries of the teaching and working staff, which fixed and recurrent.
ii.
Contingency bills such as gas, electricity and water bills.
iii.
Expenditure and income.
iv.
Maintenance of funds and use of funds
v.
Demands for future expenditures in the school
vi.
Miscellaneous unforeseen bills.
vii.
Developmental funds for future improvement.
In brief, the school budget identifies the sources of income and needed expenditure in the school. In this regard the administrator, principal or head master should be well aware of the needs of the school and available finances. He should enlist and prioritize the requirements in consultation with teachers to get the desired goals. 3.4
HUMAN RESOURCES PLANNING
The general objective of any educational planning in relation to economic development is to provide the nation with the adequate number of each type of qualified manpower. This is important for education to bring future changes in the industrial structure of the labor force in the terms of educational needs. In education system, the human resource plays the focal and central role in achieving the set targets of education. The human resource needs proper planning and management for better performance and outcome. The following are the various areas, where human resources can be managed.
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i.
Principal/ Headmaster
They are assigned with the leadership and overall supervision duties to run the school or college amicably with good fame. ii.
Teachers
They are assigned the task of training, teaching and guidance of academic, co-curricular and social activities of the students organized by the school under an approved planning. The principal is the overall leader of the school. The teachers must be qualified, experienced with good moral characters as they serve as ideal for students. iii.
Managerial Staff
The managerial staff includes the clerical staff, the accounts and clerk etc. They help and assist the administrator in running the school effectively. They perform the duties of office work, which includes typing, admission, record keeping of student’s admissions, with drawl, teachers, and other staff, and communication with the higher authorities and parents under the supervision of principal or administrator. iv.
Supporting staff
These include the class four employees, i.e. the peons, chokidars, sweepers, water man, malies, watch man and naib qasids etc. They are assigned with the duties of sanitation, cleanliness and other supportive services. These fellows must be polite, submissive and willing to work. Shortly saying, it is a fact that if the human resources are properly and effectively managed, then the educational institution or educational program will be smoothly smoothly running towards towards its objectives and targets. 3.5
EDUCATIONAL FACILITIES
All the facilities which needed for the smooth functioning of the educational program are called educational facilities. These are necessary
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for achieving the pre-settled targets and goals of education. The educational facilities are discussed below: a)
The physical and learning facilities
Educational planning involves future programs depending on the size of the school building, number of classrooms, cafeteria, playground and laboratories, mosque and their utilization. Sufficient space for specialized purpose such as laboratories, libraries, handicrafts, museum and gymnastic halls etc. must be available. The number of students in each class id crucial factor. b)
School transport facilities
There are good numbers of private schools that provide transport facilities to student coming from distant places. However, this facility is almost non-existent in public sector schools. There is need to provide transport facility to students. s tudents. c)
School lodging facilities
The data regarding the number of students at each level and types of education who desire to avail the hostel facilities must be gathered to enable the planners to forecast the financial implications of establishing a new building and extension of the existing hostel. d)
Scholarship, fellowship facilities
The relevant data should be collected about the students at all levels and types of education. This data will help planning in awarding scholarships to deserving and needy students in future. At the moment some kind of scholarships are offered by District Council, Zakat Fund and from Education department are available. However, the planners must manage handsome number of scholarships.
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e)
Student-Teachers Ratio
The number of students per teacher is called student-teacher ratio. The planners are mainly concerned with number of teachers and the quality of teachers available to the schools and in what manner they are meeting the requirements. However, the student-teacher ratio must be with in approved criteria. This will facilitate both teachers and student in having better contact. At the moment moment there are ample cases where a class of more than 100 students is taught by one teacher. There is congestion in the class room, noise and the students are reluctant to listen the teacher.The students even cling to the windows. It is impossible for the teacher to walk through the class. 3.5.1
Factors Affecting Educational Planning
There are certain factors that affect the educational planning and quality. These are listed below: i.
Philosophical factors
Philosophy is the pursuit of wisdom. It is the search for truth. It is concerned with eternal facts. It is the studies of reality and general principle of life. Philosophy is the theoretical aspect of the changes in the behavior of individual.The education in any country depends upon the ethics and ideology of that country. For example Pakistan follows the ideology and ethics of Islam and Pakistan. Being a Muslim state, we follow Islamic educational system, which has been modified according to the national interest. The philosophical factors play important role that influences the educational planning. The philosophical factors refer to the overall ideology of the nation. It is composed of religion, beliefs, culture, cast, cast, values, values, norms norms and traditions. traditions.
While planning for the the
education the philosophical factor is kept in mind and given priority in the process of planning.
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ii.
Sociological factors
There are many factors that affect education and sociological factors being one of them. Education is shaped to a great extent by social and national goals. Education must be planned according to the needs, demands, and aspiration of the society. It should be based on the sociological needs, the type of society, i.e., urban and rural, the skills and resources of the society. Educational planning has to be flexible so as to accommodate the socio-cultural needs and taboos. It should be able to adapt itself to changing society and environment. It must keep pace with the current advances in knowledge and technology. The following sociological factors affect the education: a.
Poverty
Most of the population of our country is poor. People don’t even have the money to feed their families. What to think of spending money on education? They are unable to give education to their children due to which our educational system is affected. These poor starved families send their kids to menial jobs in workshops, hotels, masonry work, scavenging activities and some start begging. These kid fall victim to addict people and in their company they also become addict at very early age. Due to poverty they cannot think of educating their dear children. b.
Family background
Children coming from poor or broken families usually drop out .Family back ground plays important role in the education of children. An educated family would like their children to go to school, whereas a family of beggars will never advice their kids to enter in school education system, rather they prefer their children to adapt beggary. Similarly, most forming people like their child to adapt farming. c.
Political instability
It is harsh to say that there is no political stability and maturity in the country. There are more than hundred small, large, local, regional and
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national political parties in the country. Each party has its own agenda with different perceptions and viewsabout the education. When parties assume power it starts playing with the education by advancing its own education policy and do away the policies of its predecessor government. In this way none of the policy reaches its normal life. There is hit and trial with education. This makes education highly susceptible to adverse thinking of various political governments. Moreover, most of times there are coalition government. Therefore within the coalition government the partners do not have have consensus on education education planning. planning. d.
Changing policies
As stated earlier there is political instability, therefore with the change in government, the leader or head of the state, prime minister, education ministers all have to change, this brings anotherchange in the education policies. These T hese constant and unwanted changes have damaged the cause of education. Instead of improving, these frequent changes have ruined the education systems. Change in the syllabi at a time when examinations are being planned. The new books are not available to teachers and students. Addition or deletion of some subjects is also done. Addition or deletion of Islamic ideas is another constant problem in syllabi at school level. e.
Social evils
Social evils and street crimes badly affect education. Children are not properly guided by their parents and such kids fall victim to bad company. They adopt wrong behavior. These students deviate from education affecting the whole system. Many students join addict people. Such students then promote drug addiction in class fellows. They become facilitators of addiction. Some join j oin political parties and become puppet in the hands of political leaders, who promote their cause at the expense of academic carrier of the students. Such students instead of attending classes organize political gathering disrupting the peaceful environment of the institution. Such students not only waste their time
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but also of the students who want to study.
These all social evils
drastically affect the education system. f.
Language barriers
People in our society generally prefer to communicate in their mother tongue at home. This has caused many problems especially when kids come to school. He can communicate with teachers and fellow students due to language barrier. Resultantly, there are many drop outs and absentees. It is interesting to note that the past government has made Pushto or local language as the medium of instruction at primary level. At middle and secondary level the medium of instruction is Urdu. At college and university level it is in English. Do not you think that student has many language barriers in this type of education policy, where the student learns in three different languages at different levels of education and mastering in none of them? In some foreign countries where the medium of instruction is in their language such as in Russian in Russia, Korean in Korea, Pushto in Afghanistan, Japanese in Japan, French In France and Arabic in most of the Arab Countries. The students from Pakistan face great difficulties and most cases they return with any gain due to language barrier. g.
Non co – operative operative attitude of parents
The parents have different perception and attitude towards school and college. Some parents consider the school a place where only the prescribed curriculum should be followed. Such parents are always a hindrance to improvement of education system. It is because of this reason that the student remains illiterate in the society. There is lack of cooperation on the part of the parents to interact with teachers and principal regarding the problems and progress of their children. They prefer not come to school as it seems to them a wasteful activity. There is wide gap between the parents and teachers. For the betterment of school and child’s future this gap must be reduced. Frequent interaction of the
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parents with school authorities is better sign of participation in the welfare of not only his son but also of school. iii.
Economic factors
Economic factors are one of the most important factors, which affect the educational planning. These are listed below. 1.
Allocation of funds
The proper and regular allocation of funds is necessary for the growth of any educational institution. Without the availability of appropriate funds the approved goals of educational program will not be easily achieved. Lack of funds leads to the failure fai lure of good planning and ideas. 2.
Lack of resources
For effective planning proper resources are highly necessary. Lack of proper appropriate cannot effectively support the educational progress. Even the good programs are going to collapse. 3.
Lack of skilled manpower
For designing an effective planning, skilled manpower is required. Any planning by non-skilled people will be defective and ill planned. Poor planning always means poor performance leading to the failure of achieving desired goals. 4.
Political interference
Political interference in educational institution is one of the worst menaces that have hindered not only planning, but also the overall progress of the education policies. During planning there is a political interference and even after a planning has been done there is again interference in its implementation. The head of institution is trapped in the hands of political bosses. Political interference is mostly illogical and biased. Political authorities divert funds from fr om one area to another of their choice, thus depriving the deserving one. Appointment of teachers and
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supporting staff is highly engineered by political figures. The transfer of teachers is a hobby of the political masters. These all malpractices have led to poor performance of the school management. 5.
Lack of Implementation
Once a proper planning has done and approved, then next step is its proper implementation at the right time. However, there are many difficulties in the implementation of planning, thus good planning remains ineffective due to lack of implementation. The difficulties include political interference, delay in the release r elease of funds, lack of skilled manpower, inefficient leader or administrator, corruption, and long channel through which the head of institution has to pass for auditing the spent amount. Every step from release of funds to submission of account is big official and social problem. Sometimes, the released money is submitted back to financing agency due to lack of expenditure. 6.
Lack of manpower
Skilled manpower is an asset for implementing planning. The planning cannot be properly implemented owing to lack of trained manpower. iv.
Demographic factors
Demography refers to the population and its distribution in an area. The structure, distribution, and gender ratio of population is very crucial factor. It provides the quantitative framework for the development of educational planning. A distinction between urban and rural areas has to be made because of the basic differences in educational needs. The nature of the population, annual growth rate and gender ratio, wastage ratio and brain drain are the major elements of the demographic factors that have to be taken in to account. Over population has led to many social, academic, cultural, financial and environmental problems. Education is no exception. The shift of masses from one area to another area in search of job, earning livelihood and education has also disrupted the education balance. Some area have
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pressurized due to overcrowding of students while other area lack students. One can see the impact of Afghan refugees in Khyber Pakhtunkhwa in terms of social, cultural, economic and education pressure. It is concluded that educational planning at all levels is closely affected by philosophical, sociological, economic and demographic factors. They actually shape the nature, scope and function of educational planning.
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UNIT 4 EDUCATION IN KHYBER PAKHTUNKHAWA 4.1
THE SYSTEM AND STRUCTURE OF EDUCATION
In Khyber Pakhtunkhwa the education system and its structure is based on the the provincial and District level level structure structure of education. At Provincial Provincial level there are Ministries of Higher Education and Secondary and Technical Education. Then there is Secretarial structure which is headed by the secretary concerned. The Directorate comes at the bottom bottom which is headed by respective Directors.
The flow flow chart shows the hierarchy at
provincial level.
Provincial level
Ministry of Education
Higher Education Technical Education
Elementary and Secondary
Secretariat Secretariat
Directorate
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District Level
At District level there is EDO (Executive District officer), who leads the education department. Under him there are male and female D.Os (District officer). For primary level there are male and female DDOs. Then chains goes down to male and female ADOs, who are responsible in their circles. The organization chart is given below.
Executive District officer (EDO)
DO Male
DO Female
DDO Male
DDO Female
ADOs Circles Male
ADOs Circles Female
4.2
THE ROLE OF EDUCATION IN SOCIO – ECONOMIC ECONOMIC DEVELOPMENT
Education is a corner stone of all the developments within nation and society. There is no other opinion that education makes a significant and positive impact on employment, earning productivity, productivity, health, over population and socioeconomic socioeconomic status of the individual and community. community. Any country with serious intention of making socioeconomic progress has to lay emphasis on her people and the development of human resources through education. In fact education brings about positive changes in the thinking, attitude, vision and socioeconomic status, environmental and civil society.
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In Pakistan, recently attention has been given to the direct relationship between the various level and stages of education and socioeconomic socioeconomic development. Education contributes to the rapid r apid development and growth of a society. It has been empirically observed that education encourages rapid socioeconomic uplift of the society. 4.2.1
Education as a basic need
Education has been a basic human need and it will remain basic need for ever. Islam particularly lays great emphasis on acquiring education. It is essential for people to acquire a broad base of knowledge, attitudes, values and skills on which they can build a sound future for their country. Education is used as a means of distinguishing adequate nutrition, safe drinking water, health and housing and in controlling the incidence of ailments. 4.2.2
Advancement and modification of all aspects of human life
Most of the leaders consider education a tool to promote economic development. This furthers the educational institutions to take direct leadership in social change. Education is one of the fundamental factors of development of any nation. No country can achieve sustainable economic development without sustainable investment in human capital. Education enriches peoples’ understanding of themselves and about the world. It improves the quality of their lives and life styles that leads to broad social benefits to both both the individuals individuals and society. society. 4.2.3
Role of Education in Economic Development
Education is strongly correlated to the economic development of any country. It is considered a strong link with social and economic development. In contemporary times when the focus is on the knowledge based economy, economy, the role of education becomes becomes more important. important. An educated and skilled a society has more chances of advancement in various aspects of economy. Education reduces poverty and social injustice by providing the resources and a nd opportunities to under privileged
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communities. National Education policy during 2009 (NEP) was unveiled with declined budgetary allocation for education in Pakistan. The lack of political commitment of the stake-holders has resulted in multiple educational systems which are inherently discriminatory and biased. Majority of the population is unable to attend schools. According to education for all Global monitoring Report (2007), almost 6.5 million children in Pakistan don not attend school. India, Ethiopia, Mozambique, Ghana, Niger, Kenya and Mali are relatively better. The only country that has a worse situation than Pakistan is Nigeria with more than eight million children out of school. A large number of students who somehow make it to school get dropout by class five. According to NEP, about 72% make it to grade five with dropout rate of 28 %. This significant figure further brings down the chunk of the population that makes it to school. Such a large number of out of school children are deprived of the opportunity to learn and acquire skills for playing a meaningful role in society. Social exclusion is a great loss at the individual and social level. Most of these out-of-school children experience poverty and unemployment. Some get involved in the unlawful criminal activities. activities. The provision provision of basic education to citizens is the responsibility of the government. The planners need to analyze the reasons behind the large number of out-of-school children. These come from poor families and cannot afford the luxury of education despite their desire for it. The real issue of educational apartheid comes to the surface only after joining a school. Enrolling in a school does not ensure the provision of quality education. This is because of lack of the proper building, faculty, management, curriculum, text books, examination system and medium of instruction as well as the socio-economic background of the children. The reference to socio-economic background is crucial. Schools are like social classes with stratified social status. Thus, social exclusion prevails not only at the access level but also at the quality level. The widening
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differences between private and public schools is responsible for gaping between resources and & opportunities given to be poor and the rich people. Children from elite schools have enhanced chances of employment and social integration whereas children from public schools, no matter how bright they are always at disadvantage in getting exposure to quality education. This has created status class differences. The famous slogan Education for All needs to be revisited. Is it enough to enroll every child in school; while the continuance of disparity and exclusion goes on depending on the quality? Thus, the slogan needs to focus on Quality "Education For All". It is the quality aspect that is missing in disadvantaged schools. Instead of taking some constructive measures to improve the conditions the stake-holder is following an easy route of promoting private schools as an alternative. Education has failed miserably to reduce poverty gaps because poor students do not reach to the level of excellence to which the rich people have an easy access because of their richness. There is social injustice and oppression. The education policy suggests that the “Educational system of Pakistan is accused of strengthening the existing inequitable social structure as very few people from public-sector educational institutions could move up the ladder of social mobility. The present provincial government has publically announced to have uniform system of education in the province from session 2014. There will be uniform curricula, facilities, teaching. However, the government has not yet speed out as to how they are going to end the disparity between public and private sectors? Presently public schools follow English medium of instruction and English standard book with their own curriculum; while public sectors schools follow Urdu as medium of instruction with curricula approved by text book boards and Board of Intermediate and Secondary Education. The level of teachers, the facilities and supervision are far better in the private schools. This is big question as how to make both the two streams of education uniform and yet maintaining the level of of excellence. There is big chaos whether the
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public sector schools will be directed to switch over to English medium using the same curriculum and books that being used in private schools or the private schools might be asked to adapt the syllabi and Urdu medium being used in public sectors school. The teachers of public sectors school are incapable to teach highly skilled books of the English medium schools. The performance of private schools is far better than public schools in the avenues. The building, staff, teaching, punctuality, supervision, management, management, discipline and other social aspects are better in the private sector schools. One can ask as to why the children of policy makers, barucrates, ministers, army persons, teachers and all those who can afford fees go to private schools? What about the Islamic Madrassas which are imparting quality education? Some of them are offering course that are equivalent to M.A. Arabic and Islamiyat with their own syllabi. 4.2.4
Role of Education in Social Development
Before going to discuss social development we must define. Society is, “Any Human group who become disciplined under the uniform pattern of laws that are collectively obligatory for everyone is called society”. It is assumed that educational innovation is a complex reaction to social changes. It is important at the outset to determine whether any consistent relationship in fact existed between the varieties of community types with different arrangements for education types. No doubt that the role of education in social development is very important because education is the name of social studies that creates social attitudes among the people. It teachers ethics to develops our normal conduct. It also enables us to earn our livelihood by honest means. It makes us able to distinguish between good and bad. It also eliminates the bad characters from the society. Let us see what happened with education in Pakistan. Since her inception development we we gained in social and economic sectors. Pakistan’s very low level of educational attainment is primarily due to persistent and continuous under funding. This in turn is due to low priority accorded to the education sector in the public sector developmental plans. The total
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expenditure as a percentage of GNP and per capita expenditure on education in Pakistan is very low. It is only about two percent of GNP and about 1 US dollar per capita. In short, one can say that with developing economy more people with advanced skills will be needed. The creates demand for education that improve the social economic aspects of the country. There is need to promote primary and secondary education and provide a foundation for further schooling. In addition adult education with all its ramifications requires careful attention in Pakistan. Thus, the government must give education top priority to join the ranks of the developed countries. It means that it is imperative to spend 4 % GDP on education to achieve a social and academic uplift. 4.3
ROLE OF GOVERNMENT IN EDUCATION
Pakistan has inherited the present education system from the British rule in India. Since its independence various Governments have made efforts to develop the system of education in consonance with national, social, ideological and economic needs of the country. Some of the significant policy landmarks in the history of educational development include All Pakistan Education Conference (1947), Education Conference (1951), Six year Education Development plan (1952), and various National Education policies approved from time to time. All these policies and Conferences have emphasized on orientation towards Islamic Ideology and character building, Expansion of primary Education, Eradication of illiteracy, Quality improvement of education at all levels, orientation towards science and technology and provision of equal educational opportunities to all citizens of Pakistan. The present government has remobilized the efforts to bring the education system in line with the aspiration of an Islamic society and for that purpose an Islamization Commission has been constituted.
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4.3.1
Constitutional role of Government in Education
According to the constitution of Pakistan, education is on the concurrent legislative list of the federal and provincial government. The federal Govt. has the power to attend the matters relating to policy, planning, curriculum, textbooks, standards and Islamic education. The funding of university education is the financial responsibility of the federal government. The provincial governments are solely responsible for all other
matters
concerning
implementation
of
education
policy,
organization, administration and management of the public school system, the private sector is permitted to contribute and supplement to the efforts of government in the process of education. 4.3.2
The responsibility of public sector
There was a proposal in the National Educational policy 1979 to make the education a three tier system as; elementary, primary and higher. Presently the education system in Pakistan comprises of the three tries along with Engineering, Technical, Vocational, Medicine, Teacher Education, Agriculture, Business and commerce and law. The T he grade wise system components are as follows: a.
Primary education
Children are admitted to primary schools at the age of 5plus. The cycle is completed in 5 years. The curriculum for primary classes is practically the same throughout the country. The medium of instruction is Pushto/local language or English respectively in public and private sector schools in this province b.
Secondary education
The cycle of secondary education is also completed within 5 years. The required age for admission to 6 th class is 10 plus. The medium of instruction is Urdu. In public sector schools and Cadet Colleges English is the medium of instruction.
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c.
Higher education
College education provides instruction from 11th to 14th classes at two levels, The Intermediate level is controlled by BISE. The T he students qualify for F.A or F.Sc. The degree level is controlled by the university. The students qualify for B.A. or B.Sc. degree, which is awarded by the university. The admission to M.A. or M.Sc. degree requires another two years in the university. Some of the Post Graduate Colleges such as Govt. PG College Abbottabad, Govt. PG College Mardan, Govt. PG Jehanzeb College Swat and few others also offer MA. Or M.Sc. programs under the supervision supervision of university. university. d.
Adult and non formal education
In order to speed up the efforts of eradicating the literacy and mass education (LAMEC) was established in 1981. Other Govt. organizations and NGOS are also active active in adult education. education. The Allama Iqbal Open University (AIOU) , Islamabad is the pioneer institution of non formal and distance education. The courses have an extremely wide range from literacy to M.A/M.Sc. and M.Phil. /Ph.D. levels. It has its campuses throughout the country. The students range from illiterate to highly qualified persons. Similarly, Virtual University offers non formal education through the country. It uses electronic media. Recently University of Peshawar has started Distant Education Programs in various disciplines including B.Ed. and M.Ed. e.
Special education
Special education is controlled by the Ministry of Health, Special education and Social welfare. There are many education centers through the country that provide education to handicapped children/ persons (blind physically disabled, mentally retarded and the deaf). Separate kinds of centre with specialized teachers have been established for each kind if disability.
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f.
Technical, vocational and business education
Presently there are 8 engineering education institutions. The engineering university will offer only post graduate courses while some B.Sc. courses are being offered in the technical and engineering colleges. There are 150 vocational Institutions that are functioning under the administrative control of provincial education development. Commercial education is offered at certificates, diploma, degree and post graduate level in 13 Commerce colleges and 104 commercial training Institutions in the public sector. Recently Commerce colleges have been renamed as College of Management Sciences. 4.3.3
Financing of education
Federal Govt. provides funds to the provinces to meet the development expenditure. The responsibility for the implementation of education policy and organization, administration and management of public school system rests with provinces. Lack of required amount of resources has adversely affected the policy strategies and realization of targets. Pakistan spends a very low percentage of GNP on education which falls within the range of 1.68% to 2.40%. The universities have been funded by
the federal government government through Higher Education Commission
(HEC), Islamabad. However, under 18 th amendment education sector including universities have been transferred to provincial governments. 4.4
MAJOR PROBLEMS OF EDUCATION
Education plays the role of leadership in society. The function of educational institution is to develop the people physically, mentally, psychologically, socially and spiritually to meet the challenges of the country. It improves and promotes the economic, social, political and cultural life of the people. There are many problems of education in Pakistan some of the major are listed given below.
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1.
Unhygienic School Environment
Most of the public sector schools in our country especially at particularly at primary and secondary level are not hygienically suitable for teachinglearning process. In this connection the World Bank report clearly indicates that most of the schools and their environment are not conducive for teaching-learning process. This major problem can be by financial assistance from district administration, community participation and through elected MPA, MNAs and parliamentarians. 2.
Lack of proper building
There are frequent cases where a primary school has been established without any building. Someone provides a room in his fields and that is it. Sometimes, the children sit under shad of tree in summer and in open sunny condition in winter. Such schools are dependent on daily weather conditions. In In case rains, extreme heat the school closes. Just imagine how these poor students can compete with students who are placed in good schools with better facilities and environment. Such schools lack all the basic facilities even the teachers. 3.
Student-Teacher ratio
The number of students per teacher is known as student-teacher ratio. From 1947 to 1990, the student-teacher ratio has been very poor though the number of primary school teacher has been gradually increasing. The number of teachers does not match favorably with the increasing number of students in most of the schools especially at primary level of education. In case of female schools and their teacher, the situation is still worst. The ratio is widening, which deserves attention on the part of policy makers. The classrooms are overcrowded where it is difficult for a teacher to maintain academic discipline. There are examples in villages that one teacher in running the affairs of entire primary school with different classes. He/she teaches all the subjects one by one. There are classes with 80-100 students with one teacher.
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4.
Phantom Schools
All those schools that are operating in the official records only with real existence on ground are known as phantom or ghost schools. There are large numbers of such schools in Pakistan. These schools exist due to corrupt people in government government and political political arena.
Such schools schools are
source of extracting grants and financial benefits from government. These schools not only cause huge losses to the nation exchequer, but also deprived the community from being educated. 5.
Criteria for admission
The open door admission policy through improper channels by undeserving students is another problem of education. There is no standardized procedure of school admission. The admissions are granted on the basis of academic grades of the students. However, these grades have been achieved as a result of corruption malpractices during examinations. There should be screening test for entry to t o schools. But the fact remains as to who will conduct the test. The teachers have already supervised these examinations. Since the nation is corrupt, the teachers are no exception. This can be solved through honest teachers. 6.
Inadequate physical facilities
The school physical facilities like classroom, laboratories, libraries, furniture, playground and drinkable water also play very important role in the process of education. The laboratories and library are of much importance for every school. Nevertheless, in our country most of the school are not having even the laboratories and libraries that is why it causing problems in imparting good education. 7.
Dropouts
All those children who leave schooling without completing the cycle of education come under this category. The large number of students dropout at primary and secondary level, which is a serious problem of education in Pakistan. The main reasons of dropouts are poverty,
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ignorance and lack of career counseling etc. The previous government has given incentive to female education at secondary level by giving every female student a monthly stipend. Such an effort can be extended to primary level children. Another incentive is the provision of free books to all the students that has reduced the financial bourdon on the parents. 8.
Guidance and Counseling
There is no proper guidance and counseling system in our educational institutions to help the students to make the right decision and select subject according to their aptitude and abilities. The students selects subject due to influence from peer group, parents pressure, family traditions. All these factors have led to the declining standards of education. Most parents stress their children to take science, irrespective of the aptitude and capabilities. 9.
Brain Drain
Brain drain means depletion or loss of intellectual and technical personnel by moving out of the community. community. This is very common phenomena in i n the third world countries that most of the intellectual and skilled peoples when not properly accommodated and utilized, move out permanently to developed countries. This situation has a direct bearing on the quality of education. Similarly, teachers move out to other school or institutions for better incentives. Many qualified and skilled teachers and persons are serving other nations. 10.
Evaluation system
They system of evaluation is also a problem of education as no uniform method of evaluation or examination exists. The present systems are substandard. At present three systems of examinations are in practice. i. The conventional annual external system of examination. The evaluation is done annual by the external examiners. ii. Term system is i s modification of annual system whereby examination is conducted after six months. iii.
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Semester System is the third type of examination. A semester runs for 18 weeks including two weeks for examination. This system is internally managed by the teacher. The teacher sets the paper, marks and prepares the result. This system shows uniformity with minor changes. It is applicable to all BS programs in the country under the guidance of HEC rules. The evaluation system system at M.Phil. and Ph.D. level can be be termed as uniform under rules regulations set by HEC. All the universities have adopted the semester system. Every system has its good points and drawbacks. A corrupt teacher ruins the system. Under semester system the teacher concerned has full authority to do the justice. His honesty or dishonesty makes the difference. 11.
Laboratory and library system
Laboratories and libraries are the basic needs of every school. The lack of laboratory and library in the schools is another serious problem in most of schools. Laboratory teaching promotes scientific attitude attitude and practical skills while library enhances reading habit. Both these bring scientific attitudes and study behavior respectively in the student. Lack of these facilities is badly influencing the quality of education in Pakistan. 12.
Lack of Funds
It is a fact that money makes the mare go. Same is true for educational progress. Without enough funds the educational programs cannot be completed. Lack of funds badly affects the planning and implementation of educational policies. There is need of allocation of 7% fund while currently it is only 2.4% of the budget. This deficiency of funds is bottle neck in the progress of education. 13.
Instability of Government
Pakistan has a long history of instability of government. Therefore, there is no persistent long-term policy for the development of education. Every new government has the tendency of doing away with policies of
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predecessor government and proposing its own policy. This disruption of policies has shaken our education system. system. 14.
Financial Corruption
Corruption is at its extreme in Pakistan including education sector. This has seriously hindered the development of education. The allocated finances for education are not fully utilized for the education development as a major part drains in to corruption by the authorities. The chain of corruption starts from clerk that goes on to the top level administrator. Everyone has a decided share. 15.
Medium of Instruction
The education can provide more benefits provided instructions are given in the mother language or nation language. It is sad to say that Pakistan is such country where three levels of medium of educations are being followed. At primary level is Pashto or local l ocal language, at secondary level is Urdu and at higher level in colleges and university it is English. The energies of the students are wasted without getting the desired goals of education. A student neither understands national language nor English. In many countries the medium of instruction is their national language. 16.
Poverty
Poverty is a major hurdle in the development of education in Pakistan. The bulk of population of Pakistan is poor, who cannot afford education of their children. Poverty is curse that promotes criminal behavior, illiteracy, depression, anger, animosity, drug addiction, beggary, thefts, murders, gambling, disobedience and many other social and cultural problems. Education E ducation can help reduce all these problems. problems. It becomes the responsibility of government to provide chance to poor people to educate their children.
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17.
Political involvement in transfers/Posting of teachers
Pakistan is a glaring example of the third world countries where negative political interference in education is at its peak. The transferring and posting of teachers are done by political personal like M.N.As, M.P.As, party workers and position holders. The authorities of education department are helpless to resist this malpractice. The teachers remain unsatisfied due to fear of transfer. Instead of teaching the teachers are looking after the political figure either to stop transfer or to get himself transferred. This practice has deeply undermined the standards of education in Pakistan. Same is true for the principals and head masters. The present government has announced recently that there will be no transfer of teacher. A teacher appointed for the first time will retire from the same school. This approach has both negative and positive aspects. 18.
Dual system of education
In Pakistan, dual system of education exists. There are public and private sectors schools through the country. Wealthy and elite class children get education in private schools, where the medium of instruction is English. These schools have all the facilities regarding teaching-learning, libraries, laboratories, excellent physical features, good management and more qualified teachers with strict supervision. On the other hand, the poor class children go to government or public sector schools, sc hools, where the t he medium of instruction is Urdu. There is a lack of basic facilities. Sometimes even the school building is not available. The teachers are not qualified as most most of them have come through back doors. The lack of laboratory and library in the schools is another serious problem to education. This discourages the poor people children. There is discrimination right from the day one of the entry to school. Do you think that these poor students can compete with the elite class students? There is also another stream of education called Islamic Madrassa or Darulalum. They are more tilted towards Islamic values and ethic. The students are poor. They learn Islamic education along with other education. The medium of instruction is Urdu or Pashto or any other
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local language as the case may be. The students are provided free stay, meals and books supported by local communities. c ommunities. 19.
Will of the Government
In the history of Pakistan, none of governments has so far shown the required will and attention to uplift education. There is much paper work with no real will to implement the policies. Furthermore, there is no uniform policy as every government change the education policy according to its own will. The present provincial government has shown its will to improve the education agenda. 20.
Unskilled teachers
The lack of skilled teachers in most of institutions is a burning problem hindering the promotion of education. Majority of the teachers are under qualified and unskilled. They made their way in to education department in a corrupt way. Such teachers not only kill their time but also kill the capabilities of potentially good students. The unskilled and uninterested teachers lack the will to teach. They cannot properly plan teaching. Appointment of unskilled teacher is killing the education, and spoiling the exchequer money, shattering the efficiency of students and promote hatred in the school and bring bad name to institution. 4.5
REFORMS IN EDUCATION SINCE 2001
Reforms: Reform means reshaping reshaping a system system in a proper order. It means means
any positive change, any addition or deletion for the betterment of any system. Performs in education
Any change in education system that leads to betterment in called reform in education system. There are two types of reforms. r eforms. a.
Fundamental reforms
b.
Incremental reforms
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a.
Fundamental reforms
When major changes are made, it is called fundamental f undamental reforms. b.
Incremental reforms
When small or minor changes are brought, it is called incremental reforms The academic structure of the existing system of education in Pakistan is as under; 1. Elementary Education 2. Secondary Education 3. Higher Education In Pakistan major reforms were made in education system in 2001 by Military Government of General Pervez Musharraf. c.
Contractual Plan 2001
i.
All schools were paced under District Nazim. Nazi m.
ii.
Division system in education was abolished.
iii.
EDO (BPS-19) was introduced and it replaced DEO (BPS-18).
d.
Examination Reforms
Following reforms were made in the examination systems. i.
Once again class 9 th and 10th examinations were separated.
ii.
Four-year B.S Programs were introduced for the first time.
iii.
The number of Boards (B.I.S.E) was increased according the requirement.
iv.
Education was made free for all citizens from class first to10 th class in public sector schools.
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v.
Semester system examination was introduced for all B.S programs.
vi.
National Testing System System (NTS test) was introduced for the purpose purpose of taking admission in M.Sc. /M.A., M.Phil. and Ph.D. Ph.D. In cases where the required test is not available then university will prepare its test similar to NTS.
e.
Organizational Reforms
The state of literacy within the context of cultural and historical heritage of an Islamic society, personal a paradoxical picture Islam emphatically requires the quest for knowledge for all individuals. It makes provision of education as an obligation for the state. During the dark ages of Europe, Muslims carried the torch of knowledge all over the world and extended their frontiers. The present rate of literacy is estimated to be 38.9% signifying that literacy rate is gradually increasing. Consequently Pakistan stands at 142 and position among 160 countries and among SAARC countries it occupies 6 th position. It is certainly a depressing scenario. Following are the some major reforms for the education uplift. 1. Only qualified and experienced teachers with good teaching aptitudes should be recruited after proper tests, interviews and careful selection. The selection should be left to impartial bodies like the Public Service Ser vice Commission. 2. The preparation for teaching should not be inferior to preparation for other professions. Facilities should be given to teachers to undergo full training course. Some kind of academies be established for these teachers. 3. In-service, training facilities be provided to teachers, so that they refresh their knowledge, attend short intensive courses in special subjects, get particular training in workshop and also participate in discussion in seminars. 4. Basic entry qualification for entry to teaching job for primary teacher shall be raised to Secondary School Certificate to higher
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secondary school certificate. It would be more appropriate to have graduate teachers. 5. Pre-service teacher training shall be reformed by revising of the present curricula by revamping text books and instructional materials. For this academies at the style of PCS are established. 6. Speedy trails should be held of those found involved in the malpractices in examinations. Mobile courts should be set up to award on-spot punishment as lingering on the punitive action encourages the crime. 7. The examination system and its records should completely computerized at all levels of examinations. 8. The Secrecy Branch of the examination should be kept under constant vigilance. Closed circuit Cameras and TV be installed. 9. The centralized system of marking should be introduced at all levels. 10. The financial prospects offered by the profession are still so poor that persons with ambition and intelligence are not attracted to it. 11. The top priority must be given to the various problems connected with teachers, their social status, salaries and general service conditions. 12. The government should give top priority to the education for the overall development of the country. It should allocate sufficient funds for education at par with the it’s neighboring countries. countries. 13. The allocated budget should be utilized properly and sincerely with in time. 14. The government should implement such policies that based on the general well-being avoiding vested interests.
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15. The government should avoid political bias while formulating education policies. 16. An education policy launched by one government should not be terminated on the onset of new government. It should be allowed to complete its life. Thereafter it should be assessed as a base line information for the next policy. The goods points can be improved further and bad aspects should be corrected properly. The problem is that none of the policies have completed their physical life. 17. The political interference in the educational institutions should be eliminated in order to provide a clean environment to our students. The appointment of teachers and supporting staff should be done on merit under the set procedure as laid down by the government. 18. Parents can play an important and active role in the well fare of education at local level. They should provide good environment to their children at home and also fully cooperate with their teachers, school authorities. Their suggestions are valuable that will the difference. The above facts clearly suggest that government should give education top priority to education. Pakistan will have to make concerted solid persistent efforts in education sector to t o join the ranks of the development countries. Pakistan can compete the contemporary countries provided it offers a strong and sound system of education. This might be possible with allocation of sufficient funds, proper planning, management, zeal to work, involving honest, trained qualified people in the process.
4.6
FOREIGN ROLE IN EDUCATION: CONTRIBUTION IN EDUCATION
INTERNATIONAL
Foreign role is very important for the rapid developments in all sectors including education. The world community is intensely interested in
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solving the problems of war affected area of Pakistan. Various peace missions are working to develop educational program for the promotion of peaceful minds, peaceful individuals, peaceful groups, peaceful families, peaceful nation, and the peaceful world. The role of international contribution in education can be explained as follow. i.
Non-Government Organizations (NGOs)
Social cultural education deals with socialization of children to become become good citizens and cultural members of the society. NGOs are working for the sake of promoting socialization. The involvements of NGOs and private sectors supported accelerating the human resources development of the country through partnership of NGOs and private and public sector. They are working under participatory approach. The policy proposed the restricting and reorganizing the national and provincial education foundation in their targeting resource mechanisms. ii.
Financial Aid to education
Financial aid to education is essential for the delivery of quality educational programs and services. The finance is the heart of the management system of education. UNESCO and other international organizations should be convinced to provide financial aid to education sector for creating conducive environment for better education. iii.
Scholarship Program
The international cooperation wing deals with matters relating to admission of foreign student in Pakistan and Pakistani student studying abroad. The scholarship programs were introduced for intelligent and needy student through the cooperation and implication of UNESCO program in Pakistan. Many kinds of educational, cultural, DAAD, Fulbright, USAID, JAICA and other are available for teachers and MS and Ph.D. degrees. However, scholarships for primary school teachers are not available. The government should consider providing facility to this important group of teachers.
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iv.
Science and Technical Education
The functions of science and technical education wing include development, construction and maintenance of federal government educational institutions concerned with teaching. UNESCO clarifies that the central aim of scientific and technical education is the development of manpower, technological labs, equipment and training in various countries including Pakistan. v.
Computer Education
Computer education has become a call of the day. These programs were started at secondary and higher secondary level in selected schools. They are looking new methods of delivering educational materials, new methods of accessing information and new sources of information that make teaching lively, more learning oriented more interesting. The Directorate of Science and Technology of the provincial ministry of science has also launched program of computer education in selected higher secondary schools of the province. pr ovince. vi.
Foreign Language
Foreign language program must be offered at least at university level. The importance of foreign language is best realized by students studying abroad. Some important languages are English, French, German, Italian, Arabic and Chines. English is the basic language that is understood and spoken throughout the world. There used to classes of French, German, Turkish and Chinese in the University of Peshawar. Now they have been abandoned. The Area Study Centre for Central Asian Studies offers Dari, Pashto, Russian and Persian languages. vii.
Socio economic development
UNESCO should prepare and train skilled workers for socio economic development at all level to manage capital technology, services and administration in every sector. The planning in consultation with foreign agencies for economic development is needed.
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viii.
Health Facilities in schools
The aim of education is to secure the overall all development of the child. In this regards UNESCO and other ot her international donors should pay adequate attention to heath facilities such as physical health or mental health of the teachers and students. It occupies a very important position in furthering the harmonious har monious development development of the t he child. ix.
Adult education
The concept of Adult education has undergone changes through the ages. The literacy meaning of adult education implies educational facilities to the adults who could not undergo a regular course of formal education during their school age. UNESCO has given support to the adult education. In Pakistan the adult education started for the first time in Ayub Khan Government. x.
Training Program
The teachers in Islam were not only responsible for the educational activities of the student but also for the evaluation of their moral character on the basis basis of Islamic Islamic teachings and ethics. ethics. UNESCO clarifies that the teachers should: a.
Be academically well trained in the subject he/she teachers.
b. Has sound professional training to teach his subject. c. 4.7
Have a deep sense of professional honor etc. IMPACT OF SEPARATION OF MANAGEMENT AND TEACHING CADRES
In the recent years the government has separated the management and teaching cadres, which has brought negative impacts on the education sector. The system has has improved the the system of supervision. It It brought efficiency and effectiveness in the system. It brought professional excellence and better management of educational issues. The negative
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aspects are: it deprived teachers to work for better management of education. It is not a well-defined clear system. It is not fully implemented that has disturbed the educational environment. The provincial government is neither favouring f avouring this t his system nor disapproving it. At present it has proved a total failure and is seriously in need of revisiting. 4.8
THE ROLE OF PROVINCIAL GOVERNMENT TH EDUCATION AFTER 18 AMENDMENT
IN
With the introduction of 18 th amendment the education completely become provincial subject. Now the entire responsibilities of the education sector are to be shouldered by provinces. After the 18 th amendment the provincial Govt. has been assigned the following roles in the education sector. a.
Formulation of Planning
b. Development of curriculum c.
Allocation of finances
d. Management and supervision e.
Quality enhancement
f.
Provision of faculties
g. Selection and recruitment of staff h. Cooperation and Coordinating Under this amendment all the universities, federal education centers such as Centre of Excellence in Geology, Centre of Excellence in Physical Chemistry, The Pakistan Study Centre and Central Asian Study Centre have been transferred to the province. The present provincial has taken step by announcing that from 2014 all schools and colleges be having uniform syllabi. There will be no distinction between the private and public sectors institutions. institutions.
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4.9
RULES REGARDING APPOINTMENT, LEAVES, PAY AND ALLOWANCES
The rules regarding the appointment, leave, pay and allowances etc. have been notified by the federal and provincial governments from time to time. The students are encouraged to download and go through following government notifications for further details. 1.
Pay
A civil servant appointed to a post shall be entitled, in accordance with the rules, to the pay sanctioned for such post. post. His pay shall be be fixed in the prescribed manner. There are different kinds of pay scale systems in Pakistan, namely: Basic Pay Scale, SPS and army scales etc. The army, atomic energy commission, universities, private organizations , institution, companies and industries have their own pay structure. The education department also uses the Basic Pay Scale. These Pay Scales are regularly revised after every few years. These pay scales were last time revised in 2011, which given below.
BPS
Minimum Pay
Annual Increment
Maximum Pay
No. of Stages
BPS-1
4800
150
9300
30
BPS-2
4900
170
10000
30
BPS-3
5050
200
11050
30
BPS-4
5200
230
12100
30
BPS-5
5400
260
13200
30
BPS-6
5600
290
14300
30
BPS-7
5800
320
15400
30
BPS-8
6000
350
16500
30
BPS-9
6200
380
17600
30
BPS-10
6400
420
19000
30
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BPS-11
6600
460
20400
30
BPS-12
7000
500
22000
30
BPS-13
7500
550
24000
30
BPS-14
8000
610
26300
30
BPS-15
8500
700
29500
30
BPS-16
10000
800
34000
30
BPS-17
16000
1200
40000
20
BPS18
20000
1500
50000
20
BPS-19
31000
1600
63000
20
BPS-20
36000
2350
68900
14
BPS-21
40000
2600
76400
14
BPS-22
43000
3050
85700
14
Basic Pay Scales 2011 in Pakistan
All the payment is done in Pak rupees. The government also pays pension to its retired employees. Federal Government and provincial governments have their separate pay systems closely similar to each other. 1.
Allowances
Meaning
a.
Money that you are given regularly, especially to pay for a particular thing. It is other other than pay.
b. An amount of something that you are allowed, in addition to pay. The following are the different type of allowances which are given to the government employees including teachers.
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a.
Housing Allowance
The government employees who are provided housing through the government of Khyber Pakhtunkhwa has to pay 5% of their salaries back to the government as rent for this housing. However, those employees who have their own residence or who rent housing from another party, they have to choose one the following three different housing allowances options. i)
They can choose to receive 30% of their salary as a housing allowance. This amount is 45% for those who reside in Peshawar.
ii)
They can choose a lump sum rental subsidy of Rs. 750/ per month. This amount is for those who live in Peshawar. Those who live outside Peshawar get Rs. 520/ per month.
iii)
They can have their property officially assessed and can choose a housing allowance amounting to 75% of their salary depending on the assessment. This is called House Subsidy allowance.
The approval and sanction of Estate Officer’s Sanction is needed in case of last two options, which then forwarded to EDO along with application. The female teachers who teach in rural areas are exempted from paying 5% of their salary as house rent provided that the house is of one or two rooms. This exemption is given as incentive to female teachers. b.
Conveyance Allowance
Conveyance allowance according to pay scale is admissible to all those teachers who come from far off places. Conveyance allowance is not allowed to teachers teaching in the rural areas. The existing conveyance allowances are as under.
BPS
BPS 1-4
(RS. P.M.)
680 93
BPS 5-10
920
BPS 11-15
1360
BPS 16-19
2480
BPS 20-22
2480 (Only to those who do not have official vehicle in their use)
c.
Medical Allowance
The schools teachers are entitles for medical allowance according to their pay scale under the government rules. Rs. 500/ per month is given as medical allowance from BPS 1 to BPS 16. They are entitled for reimbursing the expenses on fossilization. d.
Dearness Allowance
The teachers are also allowed monthly dearness allowance as a cost of living. It is not allowed to teacher who is on extraordinary leave, posted abroad or has been suspended. e.
Unattractive Area Allowance
The unattractive area allowance @ of 20% of the salary is allowed to those teachers who teach in remote unattractive areas like Swat, Malakand, Dir, Chitral, Kohistan and Waziristan etc. f.
Heating Allowance
The teachers who teach in those remote cold areas are given heating allowance in the form of 5 kg charcoal per month from BPS 1 to 15 and 40 kg of fire wood per month for teachers and administrators in BPS 16 to 19. g.
Compensatory Allowance
Teachers are entitled to 10% of their pay as a compensatory allowance. This allowance in neither subject to income tax, nor it is used in the calculation of pensions or the recovery of house rent. A person who is on
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any kind of leave except extraordinary leave can get this allowance during the entire period of leave. h.
Retirement Pension
After retirement teachers are given retirement pension. A teacher retires at the age of 60 years. If his total service is 25 years at the completion of 60 years of age, the pension will be 60% of his last basic salary. For 30 years service, it is 75% of the basic salary and for 35 years or more service he gets77% of the basic salary as pension. i.
Appointment
Civil servant act 1973, says that appointment to a civil service in the province shall be made in prescribed manner by the governor or by a person authorized by the governor in that that behalf. Methods of Appointment
a.
Appointment by promotion or transfer
b. Appointment of acting charge or current charge basis c.
Initial recruitment
d. Ad hoc appointment a.
Appointment by promotion or transfer
Appointment by promotion or transfer is done by the chief minister on the recommendation of the provincial selection board and appointment by transfer or promotion falling other than provincial selection board is done by the recommendation of appropriate departmental promotion committee. Appointment on regular basis is made in the same basic pay scale while there will be no increase in basic pay scale for grade 18 to 21 unless the officer concerned completes minimum length of service specified from time to time.
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b.
Appointment on acting charge or current charge basis
Appointment on acting charge basis is made on the recommendations of the departmental promotion committee or provincial selection board. When a seat is open for promotion and there is no one who qualifies the criteria for promotion then the appointment is made by current charge base. This is not regular promotion, it made to the posts that are vacant for the period of six months or more. c.
Initial Appointment
For initial appointment, an advertisement is floated in different national and local newspapers. Initial appointment is done by two methods. i. By Public Service Commission on the basis of examination or test. ii.By ii.By Department Selection Committee. For initial appointment on the post, the candidate must have the required educational qualification, experiences and acceptance of framed rules laid down for the post. A fixed last date for submission of application and recruitment is done after conducting the test and interview. Two percent of the total posts in each basic pay scale are reserved for disabled persons while 10% for for women. During appointment, if a candidate is eligible for two or more posts he will be appointed to the higher position. Appointment of primary school teacher is done on union council base; the candidate having higher position in the merit in each union council gets the post as per requirement of teachers in the union council. a.
Ad hoc appointment
When a job needs to be filled though commission and nomination of candidate is pending, then the appointing authority fill the post through ad hoc in the best interest of the public and a period not exceeding six months the same should be advertised a dvertised by the commission.
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Probation and Confirmation a.
Probation
Probation means the period of time at the start of a new job when the candidate is watched and tested to see if the candidate is suitable for the job or not. A person appointed on regular basis shall remain on probation for a period of two years. If the authority finds him not satisfactory, the following measure can be taken against him. i)
Dispense from his job or service, if he is initially appointed.
ii)
Revert him to his former post or position from which he was promoted.
iii)
Extend the period of probation not exceeding one year. It could be during or on the completion of the initial initial probation period.
a.
Confirmation
On satisfactory completion of probation period, the civil servant is confirmed for the post. After Af ter the confirmation, he is not supposed to give or pass any other test for that post. b.
Seniority
The seniority rules mainly fall in three types as follows: f ollows: a.
Seniority in the case of initial Recruitment.
b. Seniority in the case of promotion. c. a.
Seniority in case of initial Recruitment and promotion. Seniority in the case of initial Recruitment
The seniority in this case is given by the order of merit assigned by commission. A person selected for appointment to a post in an earlier selection shall have seniority to the person selected in a later l ater selection.
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b.
Seniority in the case of promotion
Seniority on promotion in to a high post remains the same as that of on the earlier or lower post. It means no change occurs in seniority in this case. If a junior person gets promotion to a higher post, he will not affect the seniority of his seniors in fixation of his seniority in higher post. c.
Seniority in case of initial Recruitment and promotion
If a person gets initial recruitment to a high post and another person gets promotion to the post post having same same basic pay scale, in this case the person who has promotion will be given seniority. 1.
Rules Regarding Leaves
A civil servant shall be allowed leave in accordance with the leaves rules applicable to him provided that the grant of leave will depend on the exigencies of service and be at the discretion of the competent authority. Leaves are applied, expressed and sanctioned in terms of days. An application for leave or for an extension of leave must be made to the head. The leaves records are kept kept in the service book of the respective teacher. Following are the different type of leaves that are available to the teachers. a.
Casual Leave
A teacher can accrues 25 days of casual leave in one calendar year. This leave is granted by the head or administrator. The casual leave is recorded in the teacher’s attendance register in each school. The casual leave should not exceed 10 days at once. Other type of leaves needs approval from the District Education Officer (DEO). b.
Recreation Leave
Recreation leave may be granted for fifteen day once in a calendar year. It includes 10 days leave with full pay.
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c.
Earned Leave
Any period spent on Foreign Service qualifies as earned leave. A teacher accrues 12 days of earned leave each calendar year. Earned leave can only be taken with the approval of the DEO concerned. d.
Leave Without Pay or Extraordinary Leave
A teacher can apply for up to five years of leave without pay at any time and on any gourds if he or she has completed ten years of continuous service. A teacher who has not completed ten years of continuous service is limited to two years of leave without pay. Leave without pay also requires approval from the DEO concerned. e.
Leave For Foreign Travel or Study
A teacher is allowed to apply for leaves outside of Pakistan for foreign travel or study. Such leaves are granted on full pay for a maximum of 120 days at a time. f.
Disability Leave
A teacher is eligible to apply for disability leave if an "injury, ailment or disease contracted in the course of or in consequence of duty or official position" occurs. Disability leave requires medical certification from a doctor and can be taken for 720 days, the first 180 days with full pay and the remaining days on half pay. g.
Medical Leave
As distinct from disability leave, a teacher is permitted medical leave with the approval of the DEO. After two years of continuous service, teachers accrue 120 days of medical leave on full pay, and this can be taken without producing a medical certificate. The number of medical leaves days on full pay increases to 180 days upon submission of a medical certificate. A teacher can take no more than 365 days of medical leave during his or her entire career in the service.
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h.
Compassionate Leave
Compassionate leave is a special kind of leave is meant only for female teachers. A special leave of 130 days on full pay is granted to a teacher upon the death of her husband. i.
Maternity Leave
A female teacher is allowed to apply for three months maternity leave on full pay for each pregnancy. She is automatically granted 40 days of this leave upon delivery. With a written statement from a doctor she may take up to 50 days maternity leave before delivery. j.
Leave Preparatory to Retirement Retirement (L. P.R.)
A teacher is entitled for LPR provide that he/she has to his/her credit earned leave that has not been utilized during the service is entitles for up to 180 days of leave on full pay as "preparatory to retirement leave". Now this leave has been extended extended to one year year with full pay. k.
Leave During Transfer
A teacher who has been transferred can apply for leave from the authority who orders the transfer. A person on long leave can be recalled to duty and permitted to use any unexpired leave at a later date l.
In service Death etc.
If an in service teacher dies or declared permanently incapacitated for further service by the Medical Board, a A lump sum payment equal to the leave pay up to 180 days out of the leave pay shall be given to his family members. m.
Absence after the expiry of leave
If a teacher remains absent from the duty without extending his period of leave from the sanctioned authority, he will not be entitled to any remuneration for the period of such absence and double period of such absence will be debited against him. If there is insufficient credit in
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his/her account, this will adjust in the future accumulations. This double debit shall not preclude him from any disciplinary actions. n.
Combination of leaves
Different kinds of leaves can be combined, provided that leave for preparatory to retirement shall not be combined with any other kind of leave. j.
Recall from leave
If a teacher is recalled for duty by the sanctioned authority from any kind of leave. He will be granted single return fare plus daily allowance as admissible. In case of recall to duty and the leaves is cancelled then one side fare shall be given to him. 4.10
EFFICIENCY AND DISCIPLINE ROLE
There are definite rules for the government employees including education department for efficiency and discipline. According to which the employees should perform their duties according to the job assigned to them in efficient, regular and to the satisfaction of the superior and immediate authority. A person found of guilty may be punished by deducting of at least three days of salary, demotion to junior grades, removed from service or terminated. If teacher shows poor performance in his results then his annual increment may be stopped, or allowances may be cut off. In case of any punishment awarded to him, the employee can go to the court of Law for justice. 4.11
TERMS OF REFERENCE OF VARIOUS PERSONAL IN THE SCHOOL
There are various personals in the school including the principal, the teaching staff, the ministerial staff and the supporting staff. All of them have their own terms of reference in the school. The principal is the administrative and academic head and supervises the affairs of the school. The teaching staff is responsible for teaching and other duties as
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assigned by the principal. The managerial staff keeps the record and various office work of the school including correspondences with the concerned offices. The supporting staff is responsible for facilitation of the teaching staff, students and principal by doing the basic functions of cleaning the school, ringing the bell and guarding etc. 4.12
CODE OF ETHICS
Code of ethics refers to those t hose terms and condition by which the employee is bound to act in a desirable way. These include manners, values, politeness, personality, behavior, dealing with students, fellows and guests and all concerned of the school. The leader must always work for betterment of teachers t eachers and other staff. They should be treated kindly and affectionately. All employees should observe professional ethic in punctuality and professional honesty.
The parents should be given
information and their participation in school activation should be encouraged. The orders of principal pr incipal should be obeyed. 4.13
PERSONAL FILES OF TEACHERS AND OTHER STAFF
The personal files of all employees including teachers and other staff should be maintained properly as it the records of the education department. The personal files record all the information right from initial appointment to the day of retirement. The promotions, leaves, punishments, rewards, transfers , salary increment and all service matters related to the person is recorded. It represents a complete Personal Service Profile of the employee.
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UNIT 5 SCHOOL ADMINISTRATION AND RELATED ISSUES 5.1
COMMUNICATION SKILLS
Meaning
The word communication has been derived from Latin word “communes” which means “to transfer, to make common, to share, to impart or to transmit”. It is a process, which is both purposeful and interactive. It is a process of enhancing meaningful interaction between individuals. This process has been going on through early civilization. Definition of communication
According to Brooder, “communication is anything that conveys message that carries massage massage from one person to another”. another”. According to another definition, Communication is social integration through messages. According to Laswell communication is “Who says what, to whom, through which channel and for what effect” Communication is a two way process, which need a sender and a receiver as well. The process of communication takes place when the communicator selects a certain message and then gives it a special treatment channel to a receiver who interprets the message before taking the necessary action. Effective communication provides a bridge of meanings between two people so that they can share with each other what they feel and know. By using this bridge both parties not only understand each other but also can solve misunderstandings between them. Effective communication needs two parties because one person alone con not communicate with himself, but the receiver persons (s) can be one or more than one. one.
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5.1.1
Classical Theory and Communication
It is also known as authoritarian theory. This theory is derived from the authoritarian philosophy of Plato who thought that state was safe only in the hands of few wise men. The classical theory of communication is based on the t he concept that t hat communication is made by highest authorities and the subordinates have only to receive it. There is only one way and single way traffic in which the subordinates have little or nothing to say regarding any issue of educational administration. The decisions are dictated by the higher authorities. The lower or subordinates have to obey only. This theory is basically based on the t he idea that it is the central power of authority that are in a better position to make decisions and implement policies what they feel suitable for the overall development of educational administration. Steps in communication
There are following steps in communication. a.
Sender
It is also known is speaker, source, encoder, and communicator. It is the person that puts the process into i nto operation. He decides what message to send, how to treat it so that the audience can follow it. The sender decides what channels should be used and whom to reach. If the sender does not make the right choice the whole process of communication is likely to fail. b.
Message
It is the information for the use of audience. It may be a single signal or a single word just as class monitor says, class stand on the entry of a teacher, or may be long like lecture by the t he teacher. c.
Treatment
It refers to the way how the message is handled before putting it into the channel. It purposes is to make clear, understandable to the audience.
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The message by class monitor, “Class stand” is clear message to class. The single worded cautions by armed forces are clear for the receiver to act upon. d.
Channel
The channel is the medium through which communication take place. This might be direct verbal channel from teacher to students, from speaker to audience or it might be radio message, load speaker. Thus, it is the medium through which the message will spread to receiver end. In a class room the teacher is sender and students are receiver. The radio or TV news caster is sender and all those who listen are receiver. e.
Receiver
It is also known as decoder, respondent. It can be a single person or a group of people. Channel of communication
It is the medium through which the message is transmitted to intended audience. Following are some of the communication channels. a.
Brochures/ Pamphlets/Posters
b. Letters c.
E-mails
d. Video-email e.
Telephonic conversation
f.
Face to face conversation
5.1.3
Barriers to Communication
Definition
Barriers mean any obstacles or difficulties that come in the way of communication. They may be physical, cultural, psychological,
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mechanical and linguistic in nature. Personal biases, prejudice and noise are also the barriers. There are following types of barriers to smooth and better communication in educational educational administration. Types of barriers a.
Physical barriers
The physical barriers are further divided into four types. i.
The competing stimulus
It is another communication going on within hearing distance of actual desired communication such loud music, or traffic noise in the back ground, an airplane passing, crowing of crow. A noisy and disturbed class where neither students can hear teacher nor students can receive message from teacher. ii.
Environmental stress
A high temperature, poor ventilation, humidity, vibrations felt, all can contribute to distortion of sending and receiving of message. iii.
Subjective stress
Sleeplessness, illness, mood swing, drowsiness, fatigue, overworks use of drugs; all these lead to subjective stress causing loss of message. Such persons can neither send message nor can receive the massage properly. Thus, there is lack of communication. iv.
Ignorance of the medium
The various media used for communication include body language, oral, written, verbal or non-verbal. The use of medium with which the communicator himself is not familiar will turn the medium itself into a barrier. One can ca n communicate c ommunicate just with face fa ce expression, blink of an eye or, gesture. The domestic and pet animals and birds are familiar with signal, gesture or body language of the owner.
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a.
Psychological barriers
Everybody has a certain frame of reference, a kind of window, through which one look out at the world, events, people and situation. This frame of reference is influenced by our experiences, circumstances, childhood, the cultural environment and heredity. All these factors together shape psychological profile of person. Ever one is working under the influence of his psychology. psychology. Types of psychological barriers
There are following types of psychological barriers. i.
Self-image
It is also called self-concept. It is the way an individual looks at himself or paints a picture about himself. It is always this self-image that makes us to defend our point of view. The message is interpreted in the way he wishes to interpret them and see reality accordingly to his own preconceived ideas. E.g. a dream, one will take it in different way than the other. ii.
Resistance to change
We resist change in any form except where we are convinced and it is for our benefit. Thus, new ideas that do not support our views are rejected right in the beginning. In fact most of the time, we do not listen to the people that conflict with our ideas. We listen with attention to anything that reinforces our beliefs or values. iii.
Defensiveness or Fear
One of the man’s most compelling needs is to justify himself, even when we are convinced that we are wrong. Few of us admit it. Fear definitely affects our communication. E.g. During interview tension, fear and anxiety affect the performance of the t he candidate. The students get nervous during viva and fail to reply to examiner question.
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iv.
Linguistic and cultural barriers
Language is the expression of the thoughts and expression of people in term of their cultural environment. When the same language is used in another cultural set up, it takes a different meaning. Persons from two different cultures hesitate to communicate. Gusts coming for the first have hesitation in communication. v.
Mechanical barriers
Mechanical barriers are those which arise due to channels. Such barriers include any disturbance which interprets with the facility of the physical transformation of the message. Examples: a.
A poorly working telephone with lot of noise or lack of receiving re ceiving voice.
b. Very small font size that cannot be read properly c.
Ink smeared on newspaper.
d. Projector that doesn’t work properly. e.
A rolling screen on T.V.
f.
Lack of mobile phone signal or poor signal.
g. Disturbed internet facility. 5.1.4
Verbal and Non Verbal Communication
A. VERBAL COMMUNICATION Definition
Verbal communication is simply the communication that is expressed through words. It is necessary for a healthy relationship, friendship, teaching, business and groups. Verbal V erbal communication plays an important
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role in our daily life. It should be in conformity with non-verbal communication associated with it. Use of verbal communication a.
Interpersonal
It is when oral words are used between two people. Just as questions and answer between teacher and student. b.
Public speaking
When an individual is talking to more than two persons, a group or gathering. It occurs on daily basis. Speaking at public meetings, conferences, seminars etc. Types of verbal communication
There are following types of verbal communication. i.
Oral/ speech
Oral communication describes any type of interaction that makes use of spoken words. It is an integral part of communication at meetings, presentations, telephonic telephonic conversation, at home, home, almost everywhere everywhere etc. ii.
Written communication
Express ideas, message, views or orders through in written form. This type of communication is the transmission of a message in black and white. Question paper paper is communication communication with students. students. A notification is means of communication with the concerned people. A notice from principal, chairman, director director and teacher is written communication. communication. b.
Non-Verbal Communication
Non-verbal communication is usually understood as the process of communication through sending and receiving wordless message. It means that language is not the only mean of communication as there are also other sources. It is sending and receiving message in a variety of
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ways without the use of words. Non-verbal communication can be accomplished through volume, touch, glance, dress, sounds, posture, facial expressions and gestures etc. The way you listen, reads and move tell others whether or not you care for them. The non-verbal signals that you send may produce either trust or confusion and distrust. Types of non-verbal communication
a.
Body language: Body language is one the most common and
effective means of non-verbal communication. One can understand the feeling, facial expression of the sender. Just a blink of eye or gazing sends message message to receiver. During shaking hands a slight press of hand gives a message. The lover and beloved communicate secretly through mechanism. A smile is positive message. b. Appearance: One can guess from the appearance of person about his worries or what he wants to communicate. The addict people are easily identified from their appearance. A health and wealthy person can be identified through his physical appearance. A tired and fatigued person gives different look than untired person. c.
Posture: Posture like the body language communicates proper
message. d. Space and distance : Spacing and distance creates difficulty in non-verbal commination but at the same when your voice can reach, you can display in written form, you can use signaling to communicate. Proximity promotes nonverbal communication in many ways. e.
Touch: Touching some really is a fascination non-verbal
communication. The type of touch and part of body to be touched may convey hatred or love and soft corner for you. You may be beaten if the receiver interprets the touch as misbehavior.
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The loving couple survives by touching each other. A pet animal likes to be touched on the back or neck or face. A few month old kids understand your touch. f.
Body smell: The body smell may be fragrant or bad odour. Both
communicate message. A sweating person is repellent while a fragrant person is attractive. You feel pleasant when someone with perfumes nearby you. Friend attractive each other through this means. A bad body odour always communicates negatively. g. Visual thing: Visual things such a diagrams, photos, sketches communicate the idea, theme and message especially during teaching. Our ballot papers besides name of the candidates also have their allotted signs for the lay man. They vote for lion, book, bat, arrow and any other of their choice. This communication is possible to visual display. h. Graphic design: Displaying a graphic design of certain product, lecture slide or any other thing is also an effective source of nonverbal type of communication, i.
Illustrations: Illustration such as map of an area, house,
building, lecture, fig, machine, or some equipment is good source of communication. j.
Advertisement: Advertisement is very effective means of
communication
when
it
intended
on
a
mass
scale
communication. One can daily see various advertisements in newspaper for jobs, tenders, purchasing equipment, construction, admissions, court notices and other similar aspects. k. Sign/Sign Boards: One can see traffic signs all the roads, traffic lights, signs of various products, signs of provinces on car number plants, insignia of school, colleges, universities and various government departments to communicate their identity.
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5.2
SCHOOL COMMUNITY RELATIONSHIP
The school and community are like two sides of a coin which are inter related and inseparable from one another. The aim of the school is to train the children for the community of life i.e. for the society. The new and modern idea is to consider the school the community centre. Education is not an isolated activity but it is related to life and its all points. Therefore, there should be a close contact between the community and the school. The school is not alone in providing educational experiences for the child it is assisted by the community through which the child has a variety of worthwhile and significant experiences. It is important, therefore, that you should be informed about the
community
and
the
cultural
educational
and
recreational
opportunities which it provides for school youth. The relation of school and community is very important. Organization of some school activities can bring the school in the community close to one another. For example, the organization of some co-curricular activities such as debates and parent-day can ensure the close contact of the school in community. Such activities can make the school as social centre for the adults in the evening. They can therefore feel that the school belongs to them as much to the younger people. The organization of such activities makes a close relation between parents and teachers which is very much necessary for the teaching process. Besides this the parent-teacher association is also also necessary in this respect. respect. The community is a social laboratory in which pupils can gain variable suggestions into local civic, social and economic problems. The community serves not only as a laboratory but also as a focus of many school activities. A close interaction is possible between the community and the school. The community is the source of child education. People who think about education in broad terms is a process of teaching children the concepts of their societies and of teaching them how to behave in their social, civic and economic relations, r elations, tend to think of the whole community as an educating agent.
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Close relationship with community group is essential for good understanding. It is, therefore, important for the teacher to strengthen the programme of the school by developing a close relationship with community the result is that the teacher will be happier and more successful of the community in which the teacher becomes his home. 5.3
STUDENT TEACHER RELATIONSHIP
AND
1.
Student Teacher Relationship
STAFF
PRINCIPAL
The role of teacher in education is too obvious. Its role is just like a back bone in the teaching learning process. The T he status of teacher in the school is very high. The duty of teacher regarding in relation to their pupils are as under: 2.
Teaching
The main responsibility of teacher is to teach his pupil the materials included in the curriculum of the class. He should come well prepared to the class and teach them according to the principals princi pals of teaching. 3.
Moral Training
Besides imparting the bookish knowledge to the students, a teacher has the responsibility to give moral training to them. He should be a role model for his pupils and develop in them the love for sympathy, cooperation, kindness, truthfulness, cruelty, jealousy and hatred for lie. 4.
Social Training
Children have to live in a society, which has to own demands. The teacher has, therefore, taught to the students what the demands of society are? He should teach them how to deal them like other member of the society.
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5.
Religion and Spiritual Training
One of the greatest responsibilities of teacher is to make aware the students about the teaching of Holy Prophet (P.B.U.H.). He should teach them the basic believes of Islam along al ong with other Religious duty. 6.
Economic Training
Children mostly depends upon their Parents and do not feel f eel any difficulty during their academic career. But after education they may face many economic problems. The teacher should made them aware of this fact and teach them how to solve these problems in future life so that, the student will be able to stand on their feet. 7.
Training Of Domestic Life
To train the students’ about their domestic life is also the duty of the teacher. He should guide them how to deal with other members of the family such as father, mother, brother and sister. He should teach them how to cooperate with their relatives. 8.
Overall Development Of The Children
The teachers enable the students to develop them physically, mentally, socially, morally and emotionally. He helps them to mold their personality and develop develop a good moral moral character. Relation between Principal and Staff
A principal is the most responsible person in the school. Success and failure of the activities and their consequences depend upon him. He is the manager and head of the staff. But it should be remembered that the principal cannot achieve their goals without the cooperation of the teachers. He should not play an authoritative role, rather be a democratic leader and adviser. The following principles are very helpful for the better relationship between the headmaster and the staff:
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1.
Principle of Cooperation
Cooperation is the basic principle of relation between the headmaster and his staff. No one can achieve the goals without the cooperation of others. They should cooperate with each other in almost all the activities of the school. 2.
Principle of Sympathy
The principal should treat his staff with sympathy. He should not order them like an autocrat. He should take interest in solving the problems of teachers with sympathy and kindness. He should avoid negativism. If he finds any fault in the activity of teacher, he should not rebuke him in the presence of staff or pupils. pupils. 3.
Staff Members can take an Example
Education is a group work or team work and the fruitful results could be achieved when combined efforts are exercised, whenever, a principal thinks to bring a change or launching a new plan, he should consult all of his staff members by arranging a staff meeting with them. He should give them opportunity to share their ideas or proposals concerned to the plan because group mind is i s more fertile than individual and group action is more fruitful than individual. In this way, they will feel that the school belongs not only to the principal but but to all of them because because they are given full opportunity to participate in the school problems. Hence they will consider the problems of the school as their own and well utilize all of their energies for the progress of school. s chool. 4.
Encouragement
The principal should encourage the teachers on their good activities. However, if they commit wrong, he should neither rebuke the minor criticize negatively. Rather try to make them understand the problem.
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5.
Principal of Common goal
This is the point which is more important to make the relation between the principal and staff because both the parties have common interest, i.e. i .e. the overall development of children. That’s why if there is good relations between the staff and principal, principal, they will achieve their their goals easily. 6.
Friendly Attitude toward staff
The relationship between staff and principal should be based on sound, strong and warm grounds. This will lead to flow of creative and beneficial ideas from the staff towards principal. 7.
Democratic Attitude in dealing
With the passage of time the behavior of people has changed that negates the autocratic attitude. Thus, there is need to develop democratic attitude for the betterment of institution. The principal can win the staff and teachers with democratic type of friendly supervision. 8.
Give reward openly to the teachers
This is the merit, recognition of services and efforts of a teacher in maintain a good name for the school. Syrus says that “admonish (rebuke) your friend privately privat ely praise him openly” Rewards in the form appreciation, medal, recommendation for promotion, addition increments etc can be given. 5.4 FORMAL, EDUCATION
INFORMAL INFORMAL
AND
NON
FORMAL
Education in Pakistan is the responsibility of the ministry of education which is headed by the minter of education. The educational system in Pakistan is highly centralized. The education in Pakistan is among the least developed in world. The system was based on the British colonial system. There are some major sectors of education in Pakistan: 1. Formal Education System
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2. Informal Education System 3. Non – formal formal education System 5.4.1
Formal Education system
This system has been properly designed. It imparts education through institution of formal education. Examples of formal education are schools, colleges and Universities. The following are the main components of formal education system: i.
Pre – primary primary schooling
This level of education includes playgroup, nursery and kg education. ii.
Primary Schooling
This type starts with the admission to class one and lasts for five years terminating with the passage of class five. iii.
Middle Schooling / Elementary
This enrolls students from class 6 th to 8th classes iv.
High Schooling
High schooling includes classes 9 th to tenth. After passing the student get Matric or Secondary School Certificate by the respective r espective BISE. v.
Higher secondary education
This may in selected schools called Higher Secondary School or mostly in intermediate colleges. The successful students are granted Higher Secondary Certificate (FA, F.Sc.) by the respective r espective BISE. vi.
Higher Education / Tertiary Education
Higher education is imparted in degree colleges. The student undergoes 3rd and 4th year courses. The successful students are awarded B.A. or B.Sc. by the respective universities. Now in some colleges and all universities 4-year BS program has been initiated. The students are
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admitted after FA or F.Sc. The degree is awarded by the respective universities. The MA. / M.Sc. two year programs are running in the universities and selected major Post graduate colleges. The degree is awarded by the respective universities. vii.
Professional and Technical education
Many professional colleges such as Medical and Engineering are awarding degree in medical and engineering sciences. The medical education extends over 5 years and one year of house job. The engineering course spreads over 4 years. Degrees in Agricultural Sciences are awarded by Agricultural universities. viii.
Vocational education
Various vocational centers and colleges are serving for vocational education. The intake is from Matric or F.S. ix.
Teacher education
Many Colleges or Institutes of Education are awarding one year B.Ed. and one year M.Ed. degrees. There are other low training centers for the training of school teachers. x.
Religious Education system
Many Religious Madrasa and Dallam are imparting both religious and other education in the country. They T hey are accommodating large number of students from teen age to any level. They have their own syllabi. a.
Informal education system
It is informal way of educating masses for those who have no access to formal education. Government provides teachers, salary and teaching material while community provides space, building and rooms in homes or mosques. They have no regular curriculum and formal certifications. Adult education and Mosque School are the examples.
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b.
Non formal education system
It is an organized leaner activity outside the structure of formal education. Although this activity is standardized yet
without clear clear
formal education. There is a great flexibility in respect of place, method and time of learning. Examples are AIOU and VU. The campuses of AIOU are spread through the country. VU communicates through TV lectures throughout the country. 5.5
PARENT – TEACHER TEACHER COUNCIL
Educating the future generation is the joint responsibility of parents and the teachers. The individual efforts of teacher as well as of parents are not enough for the overall development of the child. There is a need of combined efforts of parents and teachers for better learning process and development of child. PTC in the light li ght of Educational policy 1998 – 1998 – 2010 2010
The educational policy 1998 – 2010 2010 took initiative for the establishment of School Management Committee where village representatives were involved in school matters to secure community participation in school. The School Management Committee was replaced by Parents-Teacher association (PTA), which was later on then renamed as Parent-Teacher Council (PTC). PTC is the combined organizational effort of parents and teachers for the betterment of of children and school. It is a platform that works for the development of the education process of the children and for the safety and protection of the children at school, home and place of worship. Purpose and Objectives
The purpose and objectives of the PTC are as under: i.
To promote the welfare of the children.
ii.
To realize parent’s importance in the education of their children.
iii.
To practically involve parents in the affairs of school.
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iv.
To develop strong relationship between home and school, so that the parents and teachers may co-operate intelligently in the education of children.
v.
To enhance a relationship between the educators and the general public to work for the development of the physical, mental, social and spiritual education.
vi.
To solve problems school, students and teachers
Composition of PTC
i)
Chairman is elected among the parents of school children.
ii)
Principal of school acts as secretary.
iii)
Two members to be elected among from parents
iv)
Two teachers from the school.
The election of PTC is supervised by the Principal / Head master of the Institution while teachers representatives are selected by the school. The final approval of PTC is given by the ADO. Role of PTC
The PTC plays following role a.
Solution of school problems
PTC is not only concerned with the students but to the institution as well in solving the problems like Ghost schools, corruption, underfunding, no drinking waters and so on. b.
Platform for Community
PTC is the joint platform for community participation in the working of school. The efforts of PTC will improve the quality of education. It provides forum for combined effort to teachers and parents for satisfying the need of the school and students. c.
Revolutionary steps towards community participations
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The establishment of PTC is a revolutionary step towards community participation and devotion of financial and administrative power at school level. d.
Fulfilling financial needs
The PTC is empowered to utilize the school funds on the need bases. The council is responsible to utilize the funds and for the settlement of all schools financial related problems. 5.6
COMMUNITY MODEL SCHOOL
Background
In 1951, the number of illiterate persons in Pakistan was approximately 20.25 million whereas according to 1998 census, 48.8 million people were illiterate. Pakistan ranks among 6 th of the 7 SAARC commission. In Khyber Pakhtunkhuwa about 7.7 million people are illiterate. i lliterate. KP has certain geographic, climatic and socio – economic constraints. The regions of Malakand & Hazara are rugged mountain with chilly winter. The province has the higher population growth rate and incidence of poverty. The lack of infrastructure facilities with the socio – economic and locational, traditional constraints and poverty are major causes of large number of illiterates. Purpose
According to the Prime minister Literacy Commission in 1995: 1)
to achieve 100 % enrolment, it was needed at least additional 4000 schools which was not possible. So the salient features of the informal are easy establishment.
2)
to gain community ownership for eradicating illiteracy specially in female
3)
to provide facility to the community community on their door step.
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4)
to provide accommodation, accommodation, watch and ward and utilities by the community.
5)
to reduce dropout rate
6)
promote female literacy So far female education, the community model school were establishment with the help of the community. It was decided that these schools would be established and functional when
i)
No female primary school is exiting
ii)
These would be established in remote area
iii)
Where girls participation rate were low
iv)
These schools would be played role until regular primary schools are established.
v)
These schools would be gradually replaced or absorbed with regular system.
vi)
These school would be functional on the idea of home school through NGOs. The Education Policy (1998 – 2010) recommended expanding the programme to a large scale by opening 75,000 community schools during the next three years.
vii)
These schools are functioning at places provided by the community free of charges.
viii)
Final exam is conducted by DEO.
ix)
Students of these schools are eligible for admission to 6 th class in formal schools.
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