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

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 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

ii

TABLE OF CONTENTS
PREFACE ........................................................................................... II
TABLE OF CONTENTS ........................................................................ III
UNIT

1.......................................................................................... 1

EDUCATIONAL 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 as a Leader ............................................. 33

1.5.3

Leadership and Human 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

iii

3.4

HUMAN RESOURCES PLANNING ...................................................... 56

3.5

EDUCATIONAL FACILITIES ............................................................... 57

3.5.1

Factors Affecting Educational Planning ............................ 59

UNIT 4 ............................................................................................ 66
EDUCATION IN 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 18TH

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 Communication ............................. 104

5.1.3

Barriers to Communication ............................................. 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

iv

5.4.1

Formal Education system ................................................ 117

5.5

PARENTTEACHER COUNCIL ......................................................... 119

5.6

COMMUNITY MODEL SCHOOL ...................................................... 121

REFERENCES ...................................................................................123

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.
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

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 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

system with changing demands of the society and bringing positive

changes to make education system more dynamic and swift.
Thus, briefly saying, educational management is the policy making 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.

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 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 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, 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 and financial record.

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 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 person for the right job.
4.

Directing

This is the motivational function that tries to obtain a high level of

production from employees through motivation and 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

new approaches. Therefore, innovation provides new and better ways for
better performance of the individuals and 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.

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.
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 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

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

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 for a smooth
and official working of education and structure.
a) Goods

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 it executive branch of government.

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 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 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 existing management.

ii. Modification or enhancement of aims and objectives to be

realized.

11

iii. Change in the condition 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.

12

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 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, its 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 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 in to practice.

14

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 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.

15

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 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 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.

18

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.
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 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 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.

20

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 the order 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.
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.

21

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 the way it is meant that, who guides others and leaves a lesson
for other to follow him. And by goes the way one means that he gives a
practical shape to his 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.

22

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.

23

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. 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.

24

vi.
1.

Change/ innovation made to achieve the targets.

Organization

It is process of putting all stack holders into 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

25

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

26

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.
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 finder.

a)

Democratic/ Participative leadership

In this type of leadership in which leader provides guidance by

participating in 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.

27

Disadvantages
i.

Not good in 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

28

and do not take emotional decisions. They face happiness and miseries
boldly and are 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 be professional competent. He 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.
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.

29

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. He should give directions to the 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
to achieve benefits.

30

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 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. He should stick to his decision and 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.

31

12.

Innovative

A great leader is dynamic instead of static. He always brings new viable

ideas in his organization that keeps pace with the 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 selfaccountability will raise his status in the eyes of fellow workers and

32

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 society.
c.

Diagrammatic Profile of Principals 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 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.

33

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 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 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

35

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. He hopes for their whole hearted cooperation in all
activities of the school i.e. the academic, co-curricular and administrative
activities.
1.6

EDUCATION
ADMINISTRATION
COLLAGE LEVELS

AT

SCHOOL,

36

UNIT 2
ISSUES IN EDUCATIONAL ADMINISTRATION
INTRODUCTION
Administrator is the key person in the school. He is responsible for the
success or failure of the institution. It is rightly said that as the
administrator, so wills the school. He is the commanding 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 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:

37

They should be:

a) well oriented towards their given task to perform.
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 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 the clerical 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

38

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 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.

39

5.

Informative Resources

In educational set up the value of informative resources cannot be

neglected. They provide a great deal of knowledge and 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
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.

40

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 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 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 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. Students 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. Teachers 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 teachers diary and tally it with the students diary.

42

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. It creates a systematic rhythm in managing
classes. The time table should be displayed in principals office, notice
boards and each class and a copy be 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,

43

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 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 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.

44

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 students chairs should be comfortable, easy
to sit, read and write. The administrator should regularly repair the
broken and damaged furniture 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 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 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.

45

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 principals 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.

Visitors room

Every educational institute should have a well-furnished visitors room.

The visitors who come to meet the Principle/ Headmaster should be
seated comfortably in the visitors 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.

46

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 their free 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

47

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:

48

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 institutions. Seeing is 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.

49

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 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, cocurricular 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 to be done.
g. School timetable
The school organization needs a presettled 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 activities.

50

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.

51

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 in anarchy and fails 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 level.
3.2

EDUCATIONAL
PLANNING
PROCESS
PROVINCIAL AND DISTRICT LEVEL

AT

A. Planning at the Provincial 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

52

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

53

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 areas.
i. Planning for allocation of finances.
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. C.T, P.T.C, 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

54

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 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 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)

c)

The accountant of the school

d)

The teaching staff

55

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.

56

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 students 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 running 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

57

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.
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.

58

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 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, values, norms and traditions.

While planning for the

education the philosophical factor is kept in mind and given priority in

the process of planning.

59

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 dont 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

60

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 consensus on education 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 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 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

61

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 cooperative 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 childs future this gap must be reduced. Frequent interaction of the

62

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 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 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 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

64

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 provincial and District level structure of education. At 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 which is
headed by respective Directors. The flow chart shows the hierarchy at
provincial level.

Provincial level
Ministry of Education

Higher Education
Technical
Education

Elementary and Secondary

Secretariat
Secretariat

Directorate

66

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

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, health, over
population and socioeconomic status of the individual and 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.

67

In Pakistan, recently attention has been given to the direct relationship

between the various level and stages of education and socioeconomic
development. Education contributes to the rapid 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 the individuals and 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, the role of education becomes more 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 opportunities to under privileged

68

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. The 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

69

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 excellence. There is big chaos whether the

70

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, 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 gained in social and economic sectors. Pakistans 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

71

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 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 6th 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 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 of 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 in adult 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 through Higher Education Commission

(HEC), Islamabad. However, under 18th 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.

75

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 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 and political arena. Such 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 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,

77

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. This is very common
phenomena in 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 modification
of annual system whereby examination is conducted after six months. iii.

78

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 at M.Phil. and Ph.D. level can 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 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

79

predecessor government and proposing its own policy. This disruption of

policies has shaken our education 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 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 can help reduce all these 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, where the
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 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

81

local language as the case may be. The students are provided free stay,
meals and books supported by local communities.
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 a system in a proper order. It 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.
a.

Fundamental reforms

b.

Incremental reforms

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a.

Fundamental reforms

When major changes are made, it is called fundamental 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.

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 9th 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 (NTS test) was introduced for the purpose
of taking admission in M.Sc. /M.A., M.Phil. and 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 6th 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 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

84

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 its neighboring 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.

85

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 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

86

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

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.

87

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.
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.

88

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 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 development of the 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 of Islamic teachings and 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. Have a deep sense of professional honor etc.
4.7

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 improved the system of supervision. It brought
efficiency and effectiveness in the system. It brought professional
excellence and better management of educational issues. The negative

89

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 this 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 IN

EDUCATION AFTER 18TH AMENDMENT

With the introduction of 18th amendment the education completely

become provincial subject. Now the entire responsibilities of the
education sector are to be shouldered by provinces. After the 18th
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.

90

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. His pay shall 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 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 Officers 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
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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

94

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 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.

95

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 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 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 by the commission.

96

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 probation period.

a.

Confirmation

On satisfactory completion of probation period, the civil servant is

confirmed for the post. After 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:

a. Seniority in the case of initial Recruitment.
b. Seniority in the case of promotion.
c. Seniority in case of initial Recruitment and promotion.
a.

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 selection.

97

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 having 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 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 teachers 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.

99

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 (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 to one 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

100

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

101

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 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 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 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 from one person to 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.

103

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 concept that 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 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 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 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.

104

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.
5.1.3

Face to face conversation

Barriers to Communication

Definition
Barriers mean any obstacles or difficulties that come in the way of
communication. They may be physical, cultural, psychological,

105

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 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 communicate just with face 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.
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 mans 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 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
voice.
b. Very small font size that cannot be read properly
c. Ink smeared on newspaper.
d. Projector that doesnt 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 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 conversation, at home, almost 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 is communication with students. A notification is
means of communication with the concerned people. A notice from
principal, chairman, director and teacher is written 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 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

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 necessary in this 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, tend to think of the
whole community as an educating agent.

112

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 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 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 with other Religious duty.
6.

Economic Training

Children mostly depends upon their Parents and do not feel 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 a good 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:

114

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.
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 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 to all of them 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.
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.

115

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.
the overall development of children. Thats why if there is good relations
between the staff and principal, they will achieve 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 praise him openly Rewards in the form
appreciation, medal, recommendation for promotion, addition increments
etc can be given.
5.4
FORMAL,
EDUCATION

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. Nonformal 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.

Preprimary 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 6th to 8th classes

iv.

High Schooling

High schooling includes classes 9th to tenth. After passing the student get
Matric or Secondary School Certificate by the respective 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 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

117

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 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.

118

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

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

PARENTTEACHER 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 of Educational policy 1998 2010
The educational policy 19982010 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 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 parents importance in the education of their children.

iii.

To practically involve parents in the affairs of school.

119

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

120

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 6th of the 7 SAARC commission. In
Khyber Pakhtunkhuwa about 7.7 million people are illiterate.
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 on their door step.

121

4)

to provide 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 6th class in

formal schools.

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