IMPACT OF AEO INSTRUCTION ON

STUDENTS AND TEACHERS

MUHAMMAD RIZWAN

BN665710

ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD

20-Apr-19

i
 IMPACT OF AEO INSTRUCTION ON
STUDENTS AND TEACHERS

MUHAMMAD RIZWAN

BN665710

Submitted in partial fulfilment of the requirements for B.Ed (1.5 year) program

in……session 2016-18……………..(Area of Specialization at …leadership and

management………. Department of education.

FACULTY OF EDUCATION

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

MUHAMMAD RIZWAN

ii
 20-Apr-19

Allama Iqbal Open University, Islamabad

APPROVAL FORM

Impact of AEO instruction on students and teachers

Proposed and Submitted by MUHAMMAD RIZWAN BN665710

In partial fulfilment of the requirements for the degree of B.Ed.

(1.5) year (Leadership and managemet) is hereby accepted.

Supervisor: _____________Signature

(Sultan Sikinder)

Evaluator: _______________ Signature

(Evaluator Name Here)

Date: _______________20-04-2019

iii
 Research Project Submission Approval Form

(SUPERVISIOR)

(To be Attached with Research Project)

Research Project entitled_____ Impact of AEO instruction on students and

teachers_____________Submitted by_Muhammad Rizwan ) Roll
No.____BN665710_______
Registration No.____17PKB01471____Program _____B.ed
1.5________________

Has been read by me and has been found to be satisfactory

regarding its quality, content, language, format, citations,
bibliographic style, and consistency, and thus fulfils the
qualitative requirements of this study. It is ready for submission
to Allama Iqbal Open University for evaluation.

Date: _______________

(20-04-2019

Signature of Candidate______
Muhammad Riwan___________ Name of Candidate

iv
 IMPACT OF AEO INSTRUCTION ON
STUDENTS AND TEACHERS

Abstract
The main aim for this study was to investigate the monitoring component of auxiliary
schools in regard of education quality under devolution and decentralization. A
contextual investigation technique was embraced by choosing three locale one from
every territory. Information was gathered from 26 Assistant Education Officer of
District Education Departments through meetings and center gathering talks. The
investigation found that the monitoring system to oversee schools exist at the area level,
be that as it may, it was not appropriately sorted out. As indicated by authority
standards, the Assistant Education Officer are required to allot ten days in consistently
for the school visits, yet they are unfit to do as such because of other authority
assignments. The non-presence of measures for the monitoring of schools makes crafted
by managers significantly progressively troublesome. The administrators set up the
school visit reports however there is no appropriate system to examine these reports.
The District Education Management Information Systems (DEMISs) were practical in
the example areas however they were unfit to register the locale or school level markers.
The execution of auxiliary school Assistant Education Officer and teachers was
assessed based on Secondary School Certificate test results. The specialist and intensity
of Assistant Education Officer (AEOs) have been decreased after devolution because
of which they are unfit to determine the school issues. The fundamental purposes behind
not tackling the school issues are the absence of intensity and expert of locale
administrators for the production of instructing staff positions, political impedance in
the managerial issues of schools and the absence of money related assets.

The present Analysis was directed to assess and think about the adequacy of Internal
and External Monitoring Systems in Punjab education division. The Analysis was
delimited to optional schools of Punjab government. For suitable testing areas of Punjab
were partitioned into four gatherings based on proficiency rate. Four areas from each
gathering were taken arbitrarily. Every one of the 11 AEO of chose locale were
incorporated into test. Twenty Assistant Education Officer and 40 teachers from twenty
secondary schools guaranteeing equivalent portrayal of male and female, urban and
provincial territories were chosen arbitrarily from each area. 20 Monitoring and
Evaluation Assistant (10 structure urban district and 10 from rustic district) were
arbitrarily chosen from each chosen area.

v
 TABLE OF CONTENTS

Chapter 01 INTRODUCTION Page

1.1 Introduction 01

1.2 Who Are Assistant Education Officer 04

1.3 Objectives of the study 06

1.4 Research Questions 06

1.5 Hypothesis of the study 11

1.6 Significance of the Study 13

1.7 Limitation of the Study 13

Chapter 02 Review of Related Literature

2.1 Introduction 15
2.2 Role of Assistants Education Officer (AEO)
17
2.3 Power of Assistants Education Officer (AEO)
18
2.4 Typical Duties of Assistants Education
Officer 18

2.5 Rights and Responsibilities of Teachers and

19
Assistant Education Officer
2.6 Making A Relationship work
23
2.7 Educational Needs of
Students 26

vi
CHAPTER 03 METHODOLOGY AND PROCEDURE
3.1 Introduction 32

3.2 Selection of Sample Districts 32

3.3 Sample Size 33

3.4 Instrument 34

CHAPTER O4 DATA ANALYSIS

4.1 Collection, Analysis and Interpretation of Data 35

4.2 Overview of Provincial Variations 35

4.3 Main responsibilities of the Assistant Education Officer 35

4.4 Structure of the Assistant Education Department 36

4.5 Internal Management 38

4.6 Resources 38

4.7 Parallel System of Monitoring of District Education Department 45

CHAPTER 05 SUMMARY, FINDINGS,

CONCLUSION AND SUGGESTIONS
5.1 School Self Evaluation through school development/ improvement plans 51

5.2 Indicator System on Schools 52

vii
5.3 Finding 53

5.4 Conclusion 55

5.5 Suggestions 56

Reference 61

viii
 LIST OF TABLES

Table Name Page No.

Table 1 The executives Structure of the Education Department 37

crosswise over Districts

Table 2 Staff of the District Education Department over the

districts
40

Table 3 Relative proclamation of the arranged versus genuine visits

directed by directors over the areas

42

Table 4 Districts comparison for instructions of high schools by

AEOs
43

Table 5 Surprise month to month visits of schools directed by AEO

over the locale

45

ix
 CHAPTER 1
INTRODUCTION

1.1 Introduction:
Education is the most essential marker for financial improvement of any nation. It is crucial venture for
social and financial advancement of a country, in this manner it is given due significance in the entire
world. All the educational strategies of Pakistan had additionally stressed the job of education as an
apparatus for social changes and advancement (Government of Pakistan, 2009). Nature of education in
Pakistan isn't attractive in light of the fact that it is dismissed part and was not given appropriate
consideration. Pakistan contributes around two percent (2 %) of her total national output (GDP) on
instruction which demonstrates that the bureaucratic just as common governments are not dedicated for
advancing education in the nation. Both quality and amount of instruction are poor when contrasted with
different nations of the (World Bank, 2004). As indicated by the review of United Countries Development
Program, Pakistan has most exceedingly bad education positioning with the exception of certain nations
of Asia (2009). Monitoring is a ceaseless procedure of gathering data, giving check and balance and
exhibiting real position of alloted work (Shah, 2009). It is a consistent procedure of social event pertinent
data (Kaye, 1981). It is perception of the exercises and their unique circumstances, sources of info,
procedure and results. It likewise includes correspondence of results to suitable dimension of the
executives and capacity of data for future assessment (Shamas, 2019). Monitoring is a basic segment of
the board for successful usage of any program. It is a basic element of appropriate assessment (Shahas,
2018). As indicated by Tatnack (2000) monitoring is a part of both responsibility and improvement. It
has both inactive and dynamic capacities. Association can never accomplish its targets without legitimate
monitoring. That is the reason, there is a methodical and viable monitoring framework in all associations
of the created nations of the world. Compelling monitoring is a vital piece of the executives of
neighborhood officers for guaranteeing quality education (Shahas, 2014). Educational monitoring

1
includes ventures of figuring goals,setting apparatuses, and achieving points of education. It watches
educational program watchfully to guarantee whether it is in agreement to set timetable or not. Like
different divisions, all nations of the world have their own monitoring frameworks of instruction.

Assistant Education Officers usually known as AEOs has the scale BPS 17 and has the job to examine
and screen government schools' and improve their execution. Prior to 2018, there were just a couple AEOs
in a district and each needed assistantto screen around 50 to 60 schools yet in 2018 Punjab Government
utilized a ton of AEOs and now every handle around 10 to 15 schools in his general vicinity.
Accumulation of these schools is called Markaz and AEO needs to do routine supervision and the
executives in it. AEOs are alloted grade schools of his district yet some of the time Dy DEO allocates
him to visit primary schools too. Nobody however AEO has the specialist to authorize the causal leaves
to grade teachers. An AEO is made a decision on the execution of his/her markaz over a mix of access
and quality pointers.

The incorporation into ordinary classes of students with uncommon requirements, conduct issue and
learning inabilities of various kinds has extended the obligations of teachers as well as expanded the
measure of data that they have to do those obligations successfully. Teachers have respected the help
given by different experts, paraprofessionals, untrained work force and volunteers. The abilities and
aptitude that educational colleagues convey to their employments regularly empower students to go to
class who might not generally have the capacity to do as such and upgrades cooperation in comprehensive
study halls. By helping teachers actualize exercises and settle on compelling choices, collaborators can
enormously advance the educational experience of students. The commitment of educational associates
might be both fluctuated and concentrated; for instance, some have wellbeing related aptitudes, some
have language abilities and still others—quite lab partners—have particular information in the zones of
science and innovation.

2
Despite the fact that the abilities and learning that educational colleagues have are of precious help to
teachers, the nearness of associates in the study hall has, in the meantime, brought up issues about their
job and its connection to that of teachers. Teachers anticipate that their expert affiliation should give
direction in issues identifying with the job of educational colleagues in the homeroom. This distribution
is planned to respond to a portion of the inquiries that emerge every now and then in schools about the
idea of instructing, the estimation of teacher capabilities and the particular jobs of expert and
paraprofessional staff in deciding.

Individuals who wind up in circumstances that include rehearses in opposition to those suggested in this
production ought not hurry to document complaints and grievances. Rather, they should initially raise the
issue, in a non-angry way, with the suitable school work force to talk about the likelihood of having the
education changed. All things considered, rehearses regularly create after some time and with the best of
aims. For instance, a few schools, as a signal of regard for the diligent work that educational collaborators
do, have enabled them to partake completely in workforce gatherings and basic leadership, a education
that neglects to consider that educational assistants have distinctive obligations from teachers and,
accordingly, are responsible in an alternate manner. Just if talk neglects to make the circumstance proper
should individuals think about more grounded methodologies.

The Government of Pakistan presented decentralization through a Devolution Plan amid 2001 (Zafar,
2003). Viable monitoring is an imperative piece of the command of the nearby officers for guaranteeing
quality education in the post devolution Scenario. With regards to devolution and decentralization, this
job has turned out to be considerably increasingly critical so as to improve the administration conveyance.
At grassroots dimension, the assessment of schools is done to guarantee the nature of instruction and
consistence with the national/commonplace strategy and models. Additionally, they are likewise required
to Academy of Educational Planning and Management, Islamabad-Pakistan lead the yearly assessment of
teachers and head-teachers and to devise measures for upgrading their expert development.

Monitoring can be comprehended as a procedure comprising of three phases: the accumulation of data,
the Analysis of data, and the usage of activities to take care of the issues or shortcomings distinguished.

3
There are four primary wellsprings of data on the working and execution of schools for example the
supervision and bolster visits to schools, the school results in the board tests and the students'
accomplishment tests; school's self assessment reports and pointer framework on schools. With regards
to decentralization of education, a District Education Officer (DEO) needs to assume a crucial job in
monitoring the execution of auxiliary schools. In this way, an Analysis was led to look at how a DEO
screens the working and execution of auxiliary schools at the area level.

1.2 Who Are Assistant Education Officer:

Right hand DEO is designated to help DDEO at circle level. In the educational organization of Punjab,
tehsil is additionally partitioned to circles. Each circle is administered by AEO. AEO is mindful to manage
grade schools. He/she straightforwardly reports to DDEO; based on monitoring, he/she composes yearly
execution assessments of directors and teachers of elementary schools (Government of Punjab, 2001). In
term of monitoring, AEO is mindful to visitn100% elementary schools of his/her circle.

Educational colleagues establish some portion of what, in the education community, is known as care
staff, a term assigning faculty who help teachers complete the educational mission of the school and who
make the educational encounters of kids additionally fulfilling. Some care staff are profoundly qualified
experts who give such concentrated administrations to students as analytic testing, language education
and exercise based recuperation. Others have non-proficient accreditations earned through school thinks
about. Still others have no postsecondary capabilities by any means. The obligations that help staff are
relegated rely upon their capabilities and skills and on the arrangements of the School Act and other
enactment.

I. Visiting every administration school of group in any event once in a month.

II. Getting of required data through head of school or delegate of head of school.

III. Confining themselves to their monitoring proforma.

4
IV. Conseducation themselves in girls‟ school due to Parda culture.

V. Should visit schools amid the working long periods of school proposed by the Punjab Government.

VI. Abstain from composing anything in school record.

VII. Secrecy of data (they ought not share data given by head-teacher to some other individual aside from
related monitoring district officer or common officer of Chief Minister monitoring power).

VIII. Marking of the proforma independent from anyone else and from head of school.

IX. Submitting of the filled Proforma to District Monitoring Office according to plan (Government of
Punjab, 2007).

5
1.3 Objectives of the study:
The investigation plans to:

1. To recognize the viability of Internal Monitoring System that is working in Punjab Education
Department.

2. To analyze the perspectives on partners and respondents about the viability of Internal
Monitoring System in Punjab Education Department.

3. To recognize the viability of External Monitoring System that is working in Punjab

Education Department.

4. To analyze the perspectives on partners and respondents about the viability of External
Monitoring System in Punjab Education

Division.

5. To look at the perspectives on partners and respondents about the viability of Internal and
External Monitoring Systems in Punjab Education Department.

6. Research the authoritative and administrative duties of District Education Officers for
monitoring the execution of optional schools.

7. Inspect how the AssistantEducation Officer for Education (AEO) and the District Education
Officer screen the execution of optional schools.

8. Investigate the system of supervision and bolster visit of District Education Officer to screen
the execution of optional schools. Request the sentiments of the Heads of Secondary schools
about the monitoring of optional schools led by EDO-E and DEOs and to what degree it is
useful in taking care of the school issues.

1.4 Research Questions:

1. What is execution of the Internal Monitoring System in Punjab Education Department as far
as students‟ participation and enrolment, teacher‟ participation, accumulation and utilization
of assets, educational and sterile offices, school committees, and general organization?

2. What is distinction among the suppositions of partners about the execution of Internal
Monitoring System in Punjab Education Department in term of students‟ participation and
enrolment, teachers‟ participation, gathering and utilization of assets, educational and clean
offices, school chambers, and general organization?

3. What is contrast among the assessments of respondents of various areas about the execution
of Internal Monitoring System in Punjab Education Department in term of students‟
participation and enrolment, teachers‟ participation, accumulation and utilization of assets,
educational and clean offices, school boards, and general organization?
6
4. What is contrast among the suppositions of male and female respondents about the execution
of Internal Monitoring System in Punjab Education Department in term of students‟
participation and enrolment, teachers‟ participation, accumulation and utilization of assets,
educational and clean offices, school chambers, and general organization?

5. What is distinction among the suppositions of respondents of urban and provincial territories
about the execution of Internal Monitoring System in Punjab Education Department in term of
students‟ participation and enrolment, teachers‟ participation, accumulation and utilization of
assets, educational and sterile offices, school boards, and general organization?

6. What is execution of External Monitoring System in Punjab Education Department as far as

students‟ participation and enrolment, teachers‟ participation, gathering and utilization of
assets, educational and sterile offices, school boards, and general organization?

7. What is distinction among the suppositions of partners about the execution of External
Monitoring System in Punjab Education Department in term of students‟ participation and
enrolment, teachers‟ participation, accumulation and utilization of assets, educational and clean
offices, school committees, and general organization?

8. What is distinction among the suppositions of respondents of various areas about the
execution of External Monitoring System in Punjab Education Department in term of students‟
participation and enrolment, teacher participation, gathering and utilization of assets,
educational and sterile offices, school boards, and general organization?

9. What is distinction among the conclusions of male and female respondents about the
execution of External Monitoring System in Punjab Education Department in term of students‟
participation and enrolment, teachers‟ participation, gathering and utilization of assets,
educational and clean offices, school boards, and general organization?

10. What is distinction among the feelings of respondents of urban and provincial zones about
the execution of External Monitoring System in Punjab Education Department in term of
students‟ participation and enrolment, teachers‟ participation, gathering and utilization of
assets, educational and clean offices, school boards, and general organization?

11. Which monitoring framework has assumed increasingly successful job in Punjab Education
Department in term of students‟ participation and enrolment, teachers‟ participation, gathering
and utilization of assets, educational and clean offices, school boards, and general organization?

A Question of Accountability
The primary responsibility for the educational program that students receive falls upon teachers,

who are expected to maintain a high standard of conduct, care and instruction. These

expectations are outlined in the Teaching Profession Act and in the School Act, excerpts from

7
which can be found in Appendix 1. The high standards expected of teachers are also described

in the Teaching Quality Standard (Ministerial Order #016/97), which states “Quality teaching

occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about

which pedagogical knowledge and abilities to apply result in optimum learning by students.”

Section 117 of the School Act authorizes school boards to employ non-teaching employees,

including Assistant Education Officer, to help teachers realize the educational mission of the

school board. However, no legislation, not even the School Act, defines the duties and

responsibilities of non-teaching employees and specifies to whom they are accountable.

Although their duties are not defined in legislation, Assistant Education Officer nevertheless

are accountable, as this publication will attempt to demonstrate.

Who Assigns Duties to Support Staff?

When all is said in done, teachers are in charge of allocating obligations to help staff. For instance, outer

expert staff, for example, analysts, physiotherapists and medical caretakers who test students and give

other specific administrations to meet their individual needs ought to do as such in counsel with teachers

and at the teacher's solicitation. Also, educational assistants who work legitimately with students are

directed by the teacher to whom they are doled out. Notwithstanding, a few partners, particularly the

individuals who give therapeutic, clean or welfare-related administrations that empower students to get

to the education framework, may likewise answer to an individual other than the study hall teacher. An

associate who is dependable both for taking care of students' medicinal needs and for helping an teacher

in the study hall may answer to two individuals. Now and again, such an assistant may answer to two

teachers, one for every part of his or her task. In different cases, an assistant may answer to an teacher

and to a medicinal services proficient, for example, an attendant or advisor.

8
Throughout the years, the Association has embraced various arrangements on the job of educational

collaborators. These arrangements, which are recorded in Appendix 2, determine, among different

issues, that

• a teacher ought to be doled out a colleague just if the teacher so demands,

• assistants are capable to the teachers to whom they are appointed,

• the regulating teacher is in charge of deciding the associate's particular obligations, and

• the undertakings that an teacher allocates to a right hand ought exclude obligations for which

the teacher is expertly mindful, for example, diagnosing adapting needs, recommending educational

projects and assessing student advance.

All individuals from care staff ought to have a composed job portrayal that determines their general

obligations, builds up to whom they are responsible and sets out what is anticipated from them as far as

lead. The individual obligations of teachers and educational assistants are additionally explained in the

Association's position paper on educational collaborators, which is recreated in Appendix 3. The

position paper stresses that educational partners are sent most successfully when their obligations are

doled out by study hall teachers instead of by faculty outside to the homeroom.

Following are two Scenarios. The first portrays a circumstance in which an educational right hand is

sent successfully. The second depicts a circumstance in which the working connection between the

educational partner and the study hall teacher is imperfect.

Scenario 1: A Grade 5 class incorporates four unique needs students, one of whom has Down's disorder.

Under the supervision of the homeroom teacher, an educational right hand works with these four

students and, now and again, with different students. Now and again, the study hall teacher approaches

the administrations of a specialized curriculum teacher to help test the students and to recommend fitting

9
exercises and assets. The study hall teacher holds the duty regarding building up the students' individual

program plans ( IPPs) and for appointing obligations to the right hand. Analysis: This Scenario

delineates the best possible working connection between an teacher and an educational associate.

What Duties Can Be Assigned to Assistant Education Officer?

Scenario 2: A custom curriculum teacher is in charge of relegating associates to all study halls in a

school containing unique needs students and for deciding the obligations of those assistants. The

individual study hall teachers keep on composing the IPPs for the extraordinary needs students in their

consideration.

Investigation: This methodology is imperfect in light of the fact that the individual at last in charge of

the result of the instruction program—the study hall teacher—isn't in charge of allocating the obligations

of his or her associate. Such a hierarchical structure may restrain the study hall teacher's capacity to give

the best educational program to all students.

The Association's Code of Professional Conduct (recreated in Appendix 4) characterizes the obligations

for which teachers are mindful. The code expressly restricts teachers from assigning those obligations

to non-teachers. In the meantime, the code determines that teachers may assign "explicit and constrained

parts of instructional movement" to educational colleagues, gave that teachers manage and direct those

exercises.

Educational committees that allocate educational assistants to errands for which they are deficiently

prepared or inadequate spot students in peril as well as hazard being sued for negligence in light of the

fact that students are being denied the privilege to be instructed by qualified proficient teachers.

Educational colleagues who are relegated encouraging obligations ought to illuminate their own

association or affiliation and should dissent any task that surpasses their preparation and experience.

Indeed, even qualified teachers who are utilized as educational associates ought to be mindful so as not

to complete undertakings that fall outside the job for which they were employed.

10
1.4 Hypothesis:
1 In general, teachers ought to abstain from asking Assistant Education Officer to attempt

exercises that expect them to make proficient decisions. For instance, it would be improper for

an teacher to request that an associate arrangement an student's educational program or to stamp

short-respond to or exposition addresses that include a component of understanding. Then

again, it would be proper for an teacher to request that a collaborator recommend (subject to

the teacher's endorsement) assets and activities that may be appropriate for an student; to stamp

tests and activities that include different decision, fill-in-the-clear and other set in stone sorts of

inquiries; and to photocopy freebees, make shows and make different materials under the

teacher's heading.

2 The after Scenarios outline the suitable and improper sending of Assistant Education

Officer.

3 Scenario 1: An educational associate works with an teacher who is regularly gotten out

of the class to take care of different obligations. Amid her unlucky deficiencies, the teacher

representatives to the assistant the errand of finishing the exercise and helping the class work

through arranged activities.

4 Analysis: Because allotting such obligations contradicts the School Act and the Code

of Professional Conduct, it comprises a wrong educational practice. Students are qualified for

get instructions from qualified faculty. Despite the fact that teachers who must go to gatherings

or be far from the study hall quickly for some other reason may request that an assistant direct

a class in their nonattendance, they ought not approach the associate to give more than restricted

instructions. On the off chance that teachers must be away for longer periods than required for

the class

11
Is AEO Job Suits Girls?

In the event that you are female and need to join AEO ship, at that point it will be most extreme

for you. There will no Sunday and Saturday Off. You can be assembled for conferences by

CEO, Dy DEO and DEO office. There might be late hour gatherings like begin from 4PM and

end at 8 PM. To visit any school, you need to keep a family individual with you like sibling,

father as it isn't care for that you will go in solitude on bicycle like male AEOs.

Is AEO work Suits Boys

AEO work isn't intense for young men. On the off chance that you are getting an opportunity,

you ought to avial it. There are no activity timing and when you are on school visits, you can

play out your day by day assignments also. Simply keep your portable on. Meeting will be 4 to

10 of every a month. Keep great connection with Monitoring (MEA) and after that you will

appreciate it. To finish a task under the supervision of a right hand, they ought to mastermind

a legitimately qualified substitute teacher. Partners are not substitute teachers.

Scenario 2: An educational colleague works with an individual student on an altered program

of studies. The student's folks need visit advance reports. The associate reports her perceptions

of the student's conduct to the teacher who, thusly, translates those practices and reports to the

guardians.

Analysis: The educational assistant is directly in answering to the teacher as opposed to the

guardians straightforwardly. The teacher is in charge of counseling every now and again with

the assistant, consolidating the perceptions of the right hand into his very own Analysis of the

student's advancement, diagnosing the student's adapting needs and talking about those

necessities with the guardians. On the off chance that the guardians call the educational right

hand legitimately, the collaborator ought to allude them to the teacher.

12
Scenario 3: In exchanges and email messages, an educational partner always alludes to herself

as education right hand. This term confounds the teachers in the school since they translate it

to imply that the associate has obligations notwithstanding those appointed by the teacher.

1.6 Significance of the study:

The discoveries can help the organizers in the Assistant Education officer in improving quality

in learning organizations. Instruction officers may likewise profit by the discoveries since they

may recognize shortcomings in their supervision devices and consequently enhance them; like

being well disposed to the Assistant Education officer. Instructional supervision may likewise

be helpful to elementary teachers and Assistant Education Officer in improving their educating

and school the board obligations. This is on the grounds that the Analysis may uncover

insufficient showing techniques and the board among teachers and suggest viable educating

and supervisory methodologies which may accomplish the school's destinations. Head teachers

may plan supervisory strategies. The Ministry of Education (MOE) may utilize the discoveries

to detail teacher education programs which might be of extraordinary help to them.

1.7 Limitations of the investigation

As per Best and Kahn (2008), impediments are conditions outside the ability to control of the

scientist that may put confinements on the finishes of the investigation and their application to

different Scenarios. The Analysis won't almost certainly control the frames of mind of the

respondents thus will influence the legitimacy.

Delimitations of the Study

13
As indicated by Mugenda and Mugenda (2003), delimitations are limits of the Analysis. This

investigation will concentrate on elementary schools in Noor Pur Thal County, Pakistan. The

respondents just will incorporate Assistant Education Officer, Assistant Education Officer and

teachers. Private elementary schools will be forgotten since their supervisory methodologies

will subject to class administrators or chiefs.

Association of the investigation

This Analysis is composed in five sections. Section one comprise of foundation of the

investigation, the announcement of the issue, motivation behind the Analysis, impediment of

the investigation, delimitation of the Analysis, , meaning of the critical terms and the

association of the investigation. Section two arrangements with writing audit hypothetical idea

and theoretical structure. Part three involves explore approach under the accompanying sub-

district: investigate configuration target populace, test size and inspecting methodology, inquire

about instrument, legitimacy and unwavering quality of the instrument, information gathering

system and information Analysis procedures. Part four arrangements with Analysis,

introduction and elucidation. Part five arrangements with the outline of the Analysis ends, and

suggestions emerging from the investigation.

14
 Chapter 02
REVIEW OF LITERATURE REVIEW
This part gives a survey of the related writing and is partitioned into the accompanying
segments; the jobs of Assistant Education Officer as instructional chiefs, Power of Assistant
Education Officer, Duties of Assistant Education Officer stc, guaranteeing schedule inclusion
on scholarly execution, arrangement of AEO assets on scholastic execution, synopsis of the
writing audit, hypothetical and theoretical structure.

2.1 Introduction
Pakistan is a parliamentary majority rule government with government, four territories,
Federally Administered Tribal Areas (FATA), Northern Areas (FANA) and Islamabad Capital
Territory (ICT). There is a three level arrangement of instruction for example government,
common and locale. The division of obligations of the organization and districts has been
characterized by the constitution of the nation. As indicated by the 1973 constitution, education
is a commonplace subject, be that as it may, the government is in charge of approach plan,
planning, by and large educational programs advancement and norms of instruction. The
Education Minister heads the government Ministry of Education and is helped by the Secretary
Education. All areas have Departments of Education headed by the Provincial Ministers of
Education. The Provincial Departments of Education are in charge of execution of national
instruction approaches and the executives of basic, auxiliary, specialized and advanced
education in the territories (Ministry of Education, 2008). The districts are additionally isolated
into locale with the end goal of organization. The areas are additionally separated into Tehsils
(sub locale). The tehsils are additionally isolated into association committees which are the
most minimal regulatory units. As indicated by Saeed (2007) an area government is in charge
of supervision and the board of school instruction and the locale education office is going by
EDO-E.

In Pakistan, the instruction framework is three-layered: rudimentary (grade 1-8), optional

(grade 9-12), and tertiary or advanced education, following 12 years' tutoring. The basic
education includes two unmistakable stages for example Essential (grade 1-5) and center (grade
6-8) and is offered in essential and center schools. In elementary schools, the kids are selected
at five years old. The auxiliary instruction comprises of two phases: the optional and the higher
auxiliary. The optional instruction is of two years span and contained evaluations 9-10 and is
granted in auxiliary schools. The higher optional education involves two years length (grade
11-12) and is offered at both middle of the road universities and higher auxiliary schools. The
advanced education in Pakistan begins after the consummation of evaluation 12. The colleges,
universities and other such establishments give higher and proficient instruction (Shamas and
Hussan, 2006).

Proficiency and elementary school enrolment rates in Pakistan have improved however they
are still low when contrasted with different nations of the locale. The education rate for
populace of 10 years or more was 55 percent amid 2006-07 with wide divergence by sex and
area. The gross essential enrolment rate was 91percent though net essential enrolment rate was
56 percent amid 2006-07. The administration offer of the essential enrolment was 69 percent.
The gross enrolment rate for center dimension (lower optional) education was 51 percent
15
though the net enrolment rate was 18 percent in 2006-07. The net enrolment rate for auxiliary
dimension of instruction was 10 percent rather than the gross enrolment rate of 48 percent in
2006-07 (Federal Bureau of Statistics, 2007). Instruction division advancement in Pakistan has
been hampered by various issues, including lacking physical framework and offices and under-
interest in quality education bringing about poor supply of administrations. Absence of
legitimate and ordinary supervision and monitoring has additionally adversely influenced the
nature of instruction. Absence of lucidity in jobs and obligations just as deficient monetary
devolution at the district levels are additionally seen as genuine difficulties (Kazim, 2005).

So as to improve the administration conveyance at grass-root level, the Government of Pakistan

presented decentralization through the Devolution Plan amid 2001. The principle duties of
common governments under devolution included definition of commonplace education
strategies in light of national instruction approach, coordination with bureaucratic and area
governments, limit working of teachers and chiefs, guaranteeing value, access and nature of
instruction (Shamas and Hussan, 2006). In all areas instruction up to higher auxiliary dimension
has been lapsed to the district level (Ministry of Education 2001). For productive and successful
usage of the devolution plan, another area education regulatory structure, headed by the
Executive District Officer (Education) (EDO-E), was made. EDO-E is in charge of all parts of
education including usage of the administration arrangements, monitoring and supervision of
schools, coordination of the whole sub-area of instruction, detailing of the district yearly
arrangement and its execution, and gathering and accumulation of education information (Shah,
2003). EDO-E is helped by the District Education Officers (DEOs) (Elementary and
Secondary). The auxiliary schools are managed and observed by DEOs (Secondary) (Saeed,
2007).

The optional instruction assumes double job in the education framework. From one perspective
it produces center dimension work drive for the economy and on the other, it gives a way to
advanced education. Because of this job, the auxiliary instruction has critical significance for
the improvement of the nation. The nature of advanced education relies on the nature of optional
education… auxiliary instruction is, where an student enters puberty which is the most pivotal
phase of life (National Education Policy, 1998-2010).

Advocates of decentralization in instruction contend that it improves straightforwardness,

regulatory proficiency, money related administration, quality, availability of administrations
and setting of needs perfect with nearby needs. A few reporters think about that the
decentralization procedure over the long haul expands disparity between areas regarding
financing and nature of education in light of the fact that the focal governments would be
liberated of the obligation of neighborhood level organizations and communitys without giving
satisfactory assets to the least fortunate or most burdened districts (UNESCO, 2005). The
contribution of neighborhood communitys in the administration and monitoring of schools to
improve the nature of instruction is a prime goal of devolution. Zafar (2003) has discovered
that the job of school the executives boards of trustees is restricted to arrangement of books to
poor students, monitoring and supervision of fixes/development and their commitment towards
quality related contributions to the school was constrained.

As per Winkler (2005) the nature of tutoring can improve just if procedures and practices
change inside the school itself be that as it may, devolution can fortify parental interest for more
prominent quality and by monitoring teacher participation, spending planning and execution.
He contended that decentralization's effect on school quality relies upon limit, data, service of
16
instruction backing, and neighborhood custom and culture, particularly as they concern
community activity and cooperation. Mitchell (2008) contended that decentralization may
prompt a weakening of instruction benefits as nearby governments are less in fact ready to
administrate open administrations, and do not have the data or devices to design, spending plan,
get supplies, or screen and assess the effect of their endeavors. Winkler and Hatfield (2002)
have indicated out that Pakistan needs cautiously screen both the procedure and the results of
education devolution so as to recognize and see best practice. Be that as it may, they have
shown that directly there is no organized component at any dimension of the administration to
do this sort of monitoring.

2.2 Role of AEO:

Given underneath a profound Analysis of jobs and duties of Assistant Education Officers in
Punjab Government Schools office;

1. Ensure that Class work and home work is being doled out.

2. Ensure reasonable lead of school Analysis.

3. Suggest strategies to improve the general scholastic execution.

4. Identify zones of shortcoming in educating and prescribe feeble performing teachers to

district preparing and bolster focus.

5. Ensure quality education is being conveyed.

6. Take responsibility for consequences of students in his Markaz in every formal

evaluation.

7. Ensure advancement reports are being given to students all the time.

8. Implement SED activities on the field.

9. Maintain authoritative and money related record.

10. Community preparation for school improvement and guarantee school's committees
gatherings at any rate once consistently.

11. Improve usefulness of schools in their markaz.

12. Provide help in directing PEC test.

13. Provide help in directing Markaz and area level challenge of tests, discussions and tests.

14. Regulate teacher participation and STR.

15. Encourage utilization of course readings and educates guides.

16. Aim for 100% enlistment and maintenance of 5 to 9 old tyke in Markaz.

17
17. Make the school environment youngster cordial and helpful for learning.

18. Visit schools in Markaz normally and lead exercises sketched out in the log book.

19. Assess the execution of educating and non-showing staff and prescribe activity.

20. Organize co-curricular and extracurricular exercises.

21. Support the head teacher in keeping up school's records.

22. Mentor head teacher for readiness of yearly non-advancement spending plan.

23. Check the usefulness and working of ECE rooms including however not restricted to
accessibility of ECE stock and showing plan of ECE room.

24. Audit records FTF, NSB, pay rates and supplies of schools to control the event of
inconsistencies.

25. Manage all administration related issues such s administration record and PERs.

2.3 Power of AEO:

1. AEO is approved to surrender any of educating or non-showing staff individuals from
the Markaz on their unsuitable execution or direct to the particular exchanging specialist.

2. AEO while practicing the forces will serve notice to the staff individuals and give them
individual hearing before issuing the requests in regards to surrender of their administrations.

3. The officer holding extra charge may likewise practice this power gave

4. Transferring Authority will change the surrendered occupant in some other Markaz.
AEO can't survey his request nor can more recognizable expert force him to take him back.

5. AEO will likewise present the charge sheet against the surrendered staff individuals for
starting request under PEEDA Act, 2006to the concerned expert alongside surrendering letter.
The designating specialist will start ordinary request under PEEDA Act 2006 against
surrendered teacher(s)/employee(s).

2.4 Typical Duties of Assistants Education Officer

Under the heading of an teacher, bolster staff may work legitimately with students separately
or in little gatherings to convey exercises that fortify and advance the educational program.
They additionally give teachers instructions and recommendations. For instance, they may
evaluate how well students are working, oversee state administered tests (however not influence
decisions on test results), to watch and archive practices as students take part in learning
exercises and, where proper, help plan the educational program. Together with teachers,
Assistant Education Officer enhance the educational program by helping students gain the
18
learning and aptitudes they have to work in the study hall, the school and the bigger community.
In settling on choices about the educational program, teachers depend on contribution from
different experts, guardians and homeroom based Assistant Education Officer. Experts, for
example, clinicians, language teachers and physical advisors attract on their ability to give
teachers specific reports and recommendations about specific students. Teachers utilize this
contribution to create and execute educational projects for which they are at last mindful.

There is no complete rundown of the obligations that help staff are relied upon to do. Rather,
their obligations are controlled by such factors as their capabilities, the necessities of the
students and the data required by the teacher. The accompanying Scenarios delineate a portion
of the manners by which teachers may draw upon the instructions of care staff to adjust the
educational program.

Scenario 1: A physical specialist reports that an student is unfit to raise his arm over his head
without harming himself. The teacher requests that the specialist propose exercises that the
student can do securely. Utilizing the advisor's recommendation, the student's physical
education teacher changes the unit on ball to consolidate bores and activities that the student
can perform securely and that meet the goals of the educational programs.

Scenario 2: A clinician reports that an student experiences issues reviewing data that is
displayed in visual structure as it were. After accepting such a report, the student's teacher
changes her style of instructions to guarantee that all data is displayed in more than one
methodology.

Scenario 3: An educational right hand reports that an student is experiencing issues

understanding study hall assignments. Drawing on the associate's perceptions, the teacher does
suitable tests, analyze the issue and structures exercises and activities to meet the kid's adapting
needs.

2.5 Rights and Responsibilities of Assistant Education Officer and Teachers

Responsible to Responsible for Right to

Teachers • employers • diagnosing learning need • be treated with

• profession • prescribing remedy
• public • planning lesson
• implementing lesson
• evaluating student
• reporting to parent
courtesy and fairness
• have professional
expertise recognized
• enjoy access to all the
relevants provision
of the collective
agreement

19
Other • employer • advising teacher • be treated with
professional • profession • providing services and courtesy and fairness
• public recommendation to the • have a clear jobs
providing descriptions
• supervising teacher teachers that are consistent
supports • enjoy access to all
with professional relevants provisions of
qualification and expertise the collective
agreements (if one
exists)
Classroom • employer • reporting to teachers • be treated with
based • supervising teacher • providing service under courtesy and fairness
directly supervision of a • have a clear jobs
Assistant descriptions
Education teachers • enjoy access to all
Officer relevants provisions of
the collective
agreements (if one
exists)
Volunteers • teacher • undertaking activities as • be treated with
directed by teacher courtesy and fairness
• maintaining • have expectation
confidentiality, privacy clearly outlined
and securities of the
classes and programs

20
Meetings
Regardless of whether an educational right hand working with an student ought to visit and take
an interest in a school meeting relies upon the reason for the gathering and who is responsible
for the choices made amid the gathering. For instance, since teachers are eventually in charge
of creating educational projects for students, teachers would probably go to gatherings
including choices about education programming. The inclusion of Assistant Education Officer
in the process would be constrained to revealing their perceptions about students to the teacher
before the gathering starts. Then again, given their expert aptitude and duty, other Assistant
Education Officer, for example, analysts and language teachers may be approached to go to the
gathering.

Students Program Conferences

When all is said in done, just individuals straightforwardly in charge of deciding an individual
student's program ought to go to an student program meeting. Therefore, participation at a
program meeting is normally confined to the guardians, the teacher(s), a school chairman and
different experts who give direct proficient administrations to the student. Individuals who give
administration to the student under the heading of someone else (for the most part the teacher)
by and large don't go to student program meetings. Individuals who fall into the last class
incorporate Assistant Education Officer, gesture based communication translators and
extraordinary needs partners.

On the off chance that an student program meeting turns into an arranging gathering to talk
about explicit learning exercises and systems and how they are to be actualized, the general
population will's identity doing these administrations ought to be available. Such gatherings
ought to incorporate Assistant Education Officer, gesture based communication mediators and
extraordinary needs collaborators.

Parent– Teacher Conferences

Normal parent– teacher meetings more often than exclude the teacher and the guardians as it
were. Regardless of whether the educational assistant and different individuals from the group
working with the student go to a meeting, the teacher is a ultimate conclusion producer and
representative. Assistant Education Officer ought to never remark on an teacher's expert skill.
Whenever requested to do as such by guardians, Assistant Education Officer ought to just
express that it isn't their job to make such decisions. Answering to guardians is an instructing
capacity. Teachers have an expert obligation to gone to the meeting arranged to give the basis
for choices that have been made concerning the student's program. Subsequently, they should
look for contribution from their colleagues before going to the meeting.

Staff Meetings
All staff ought to be treated with obligingness and regard and be made to feel that, as a feature
of the group, they have an imperative task to carry out in accomplishing the mission of the
school. Subsequently, all care staff in the school ought to be welcome to go to bits of workforce
gatherings that are dedicated to giving data and arranging social exercises. Be that as it may, in
light of the fact that teachers are at last responsible for a school's instruction program, non
teachers ought not ordinarily take part in choices about the education system and spending plan.
21
Direct Issues

The exercises of nonteaching faculty are represented by the employer– representative

relationship. Teachers—even the individuals who regulate non-showing work force—are not
in a Scenario to teach or end the administrations of such staff. In any case, teachers do have
obligation regarding assessing the execution of nonteachers relegated to them and for revealing
the aftereffects of those assessments as per board strategy and the Code of Professional
Conduct.

To enable them to play out this supervisory capacity, teachers should ask their bosses to
guarantee that all agreements of work for nonteaching faculty incorporate the accompanying
components:

1. a job depiction and definition,

2. a explanation such that the representative will regard the secrecy of students,

3. the name and position of the individual to whom the representative reports,

4. a condition illustrating the obligation of consideration that the worker is relied upon to
keep up concerning students,

5. a condition illustrating the benchmarks of lead expected of the worker and

6. a explanation such that the representative will conform to district approaches.

Educational committees ought to have approach that unmistakably plots, among different
issues, the lines of power administering all workers and the endorsed channels of bid.

Risk

Segments 18 and 20 of the School Act appoint the duty regarding managing students to
certificated experts. The standard of consideration expected of teachers is extremely high. Truth
be told, it is higher than the legitimate desire for a normal parent. Nonteachers who oversee
students on the school grounds or on field trips must do as such under the bearing of an teacher,
from whom they can anticipate sensible help and backing.

Legitimately, Assistant Education Officer are commonly held to a lower standard of

consideration than teachers except if they have other expert or specific education. At whatever
point colleagues go about as directors, they ought to approach an teacher with whom they share
responsibility to the business. Volunteers are not representatives and can't, generally, be
considered responsible for issues emerging from their activities. Rather, teachers and principals
are to a great extent responsible for the activities of volunteers, whom they should direct in like
manner.

If a mishap or other episode results in infection or damage, segment 60 of the School Act
reimburses those people approved to follow up for the educational committee. Despite the fact
that reimbursement protection may save representatives from paying a court grant, it doesn't
extra anybody from an unfortunate and awful involvement in court or from offering an
22
explanation to the business. In the event that a mishap or episode results in legitimate activity,
the court will concentrate on the obligation of consideration, the standard of consideration,
regardless of whether the occurrence was predictable and, provided that this is true, whether
satisfactory insurances were taken to avert it. These precautionary measures will incorporate
issues for which the educational committee is dependable just as issues for which the teacher
is capable—matters, for example, monitoring records, surveying the methods to be pursued and
guaranteeing that students are enough administered.

Making the connection among teachers and Assistant Education Officer work is a common
duty. Teachers are all around put to improve the viability of those appointed to help and prompt
them. To guarantee that the relationship is as beneficial as could reasonably be expected,
teachers ought to

1. discuss jobs with the educational associate;

2. establish clear parameters;

3. stress the significance of secrecy;

4. discuss their educational rationality and their way to deal with educating and homeroom
the executives;

5. schedule customary gatherings with the associate to examine his or her perceptions
about students, get input and reports, hear concerns and talk about usage methodologies; and
acquaint the right hand with other individuals in the school, area or community who might
almost certainly give help.

2.6 Making the Relationship Work

A significant part of the duty regarding making connections work falls on the essential. As

educational pioneer in the school, the important must guarantee that the trustworthiness of the

encouraging calling is kept up. Two manners by which the central can encourage this procedure

are growing clear sets of responsibilities for all care staff and telling teachers the best way to

assess Assistant Education Officer.

Supervision and Evaluation

Supervision must be founded on unmistakably comprehended sets of responsibilities.

Assistants ought to get visit input about their execution. This mix of input, uplifting feedback

and self-appraisal makes formal supervision simpler for teachers. Teachers ought to have direct

contribution to the execution assessments of their associates.

23
The desires for Assistant Education Officer, not at all like those for teachers, are set for the

most part inside the school and the school locale as opposed to through commonplace rules or

guidelines. Thus, Assistant Education Officer should be firmly regulated in the beginning

periods of their business and ought to get a composed assessment after the initial couple of

months. The motivation behind supervision is to

1. ensure that Assistant Education Officer are performing adequately inside the set up

principles,

2. encourage Assistant Education Officer to develop expertly and improve their abilities,

3. increase the adequacy of school programs and

4. ensure that the educational administrations gave relate the requirements of the student.

Teachers ought to obviously comprehend the procedure of supervision and assessment,

including the utilization of continuous documentation and perception and the receipt of

customary input seeing such execution criteria as:

1. punctuality,

2. strengths and shortcomings,

3. ability to adhere to guidelines,

4. communication aptitudes,

5. attitude toward work,

24
6. time administration,

7. work and hierarchical aptitudes,

8. ability to acknowledge proposals and reactions,

9. initiative and genius,

10. Attitude toward students and

11. Dependability.

At the point when Concerns Arise

The Association accepts emphatically in the standards of normal equity and the obligation of

decency. The receptiveness, reasonableness and trustworthiness that the Code of Professional

Conduct expects teachers to practice in their collaborations with each other ought to be reached

out to incorporate all connections. In like manner, when teachers experience troubles in their

associations with non-showing work force, they ought to dependably endeavor to determine

those worries by talking about them straightforwardly with the individual included. Just if direct

dialog neglects to determine the worry should teachers consider including other individuals in

the immediate line of power. Teachers ought to abridge their worries in a short composed

archive that depends on perceptible episodes and actualities as opposed to on abstract

understanding.

Similarly as teachers ought to talk legitimately to the educational right hand about whom they

have a worry, along these lines, as well, should Assistant Education Officer who have a worry

about an teacher start by examining those worries straightforwardly with the teacher. Just if

25
exchange neglects to determine the issue should they consider talking about the Scenario with

a manager.

As far as concerns them, heads ought not request that an educational right hand report on an

teacher's act. The uprightness of the two gatherings is hanging in the balance.

Single word of alert—if either an teacher or an educational associate has grounds to trust that

an individual from staff or a volunteer is taking part in a criminal activity, for example, physical

or sexual maltreatment, the person should report the issue legitimately to the proper experts.

In rundown, since current enactment contains little to administer the communication among

teachers and Assistant Education Officer, the onus is on teachers to make the relationship as

compelling as could be allowed. To some degree, the perfect connection between an teacher

and an educational right hand is dependably a work in advancement. Nonetheless, the numerous

positive connections that have been produced all through the territory exhibit that, when the

relationship works—when teachers and associates are clear about their jobs and duties and are

moving in the direction of a shared objective—students can profit massively.

2.7 Educational Needs of Students

As a rule, teachers ought to abstain from asking Assistant Education Officer to embrace exercises that

expect them to make proficient decisions. For instance, it would be unseemly for an teacher to request

that an associate arrangement an student's educational program or to check short-address or paper

addresses that include a component of translation. Then again, it would be proper for an teacher to

request that an associate recommend (subject to the teacher's endorsement) assets and activities that may

be appropriate for an student; to check tests and activities that include various decision, fill-in-the-clear

26
and other set in stone sorts of inquiries; and to photocopy gifts, make shows and make different materials

under the teacher's bearing.

The accompanying Scenarios delineate the fitting and unseemly arrangement of Assistant Education

Officer.

Scenario 1: An educational colleague works with an teacher who is frequently gotten out of the class to

take care of different obligations. Amid her unlucky deficiencies, the teacher representatives to the right

hand the assignment of finishing the exercise and helping the class work through arranged activities.

Investigation: Because doling out such obligations negates the School Act and the Code of Professional

Conduct, it establishes an improper educational practice. Students are qualified for get instructions from

qualified staff. In spite of the fact that teachers who must go to gatherings or be far from the study hall

quickly for some other reason may request that an associate administer a class in their nonappearance,

they ought not approach the right hand to give more than restricted instructions. On the off chance that

teachers must be away for longer periods than required for the class to finish a task under the supervision

of a colleague, they ought to organize an appropriately qualified substitute teacher. Partners are not

substitute teachers.

Scenario 2: An educational colleague works with an individual student on a changed program of studies.

The student's folks need visit advance reports. The associate reports her perceptions of the student's

conduct to the teacher who, thus, deciphers those practices and reports to the guardians.

Analysis: The educational collaborator is directly in answering to the teacher as opposed to the guardians

straightforwardly. The teacher is in charge of counseling as often as possible with the collaborator,

consolidating the perceptions of the colleague into his very own investigation of the student's

advancement, diagnosing the student's adapting needs and talking about those requirements with the

guardians. On the off chance that the guardians call the educational partner legitimately, the right hand

ought to allude them to the teacher.

27
Scenario 3: In dialogs and email messages, an educational right hand always alludes to herself as

education assistant. This term befuddles the teachers in the school since they translate it to imply that

the associate has obligations notwithstanding those alloted by the teacher.

Analysis: The issue here isn't the title by which the associate alludes to herself however the way that

staff in the school appear to be hazy about the job of Assistant Education Officer and how it varies from

that of teachers. The separate jobs of teachers and Assistant Education Officer must be obviously

characterized and comprehensively comprehended.

Planning

• plan exercise exercises and pick assets

• choose fitting alterations to meet IPP details

• establish priorities

• prepare materials, including changes to the educational programs

• provide counsel on accessible resources • help with getting ready materials, making

presentations and undertaking other steady exercises

Scenario 4: A parent telephones an educational associate at home, at night and on ends of the week, to

look for data about his youngster's conduct and program and to give guidelines on how the tyke is to be

taken care of. In spite of the fact that the educational assistant acknowledges the calls, she loathes the

long stretches of unpaid time she spends on the phone and feels that she is turning into a middle person

between the parent and the teacher. Analysis: The educational collaborator ought to thoughtfully

however immovably request that the parent direct his calls to the teacher. She ought to likewise

guarantee that school authorities know about the Scenario and bolster her choice not to manage the

parent.

28
 Assistant Education
Assistant Officer
Duties of Assistant
Education Officer Joint Activities Education Officer and
Advisory Personnel
Diagnosing • diagnose learning needs • discuss student abilities, • observe student
strengths and behaviour and provide
weaknesses
information to teachers
• attend program-planning
meetings (if the teacher
requests that Assistant
Education Officer be
present)
Prescribing • prescribe solutions, • discuss desired outcomes • within the scope of their
choose from available for the student own professional
alternatives • discuss educational,
• prepare individual behavioural and emotional qualifications, suggest
program plans (IPPs) goals possible courses of
• maintain current student action for the teacher to
profiles and IPPs follow and provide
direct services such as
speech therapy
Duties of Teachers Joint Activities Duties of Educational
Assistants and
Advisory Personnel
Disciplining • establish a clearly • meet regularly to discuss • work within established
understood classroom student progress structures, including
• discuss and clarify
management structure, classroom management
expectations for student
classroom rules and structures, behavioural
discipline and classroom
expectations for rules and IPP
rules
students expectations
29
 Teaching • implement lesson • clarify and share outcomes • clarify elements of the
plans and direct and experiences lesson for students who
teaching related to • discuss specific strategies, are having trouble
those lesson plans activities and outcomes • supervise reinforcement
• supervise and • discuss workplace location activities
facilitate student • implement specific
learning techniques, strategies
• model techniques and and language as
appropriate language directed by the teacher
• provide resources for • document, monitor and
the assistants report to the teacher
Evaluating • evaluate student • discuss observations • collect data for use in
progress • exchange information student evaluation
• ensure that students • mark objective tests for
are adhering to the IPP the teacher to review
Reporting • report to parents both • discuss student information • report to teachers on
formally and as appropriate students’ strengths,
• maintain confidentiality achievements and
informally needs
• report to teachers on
observed student
behaviours and
outcomes
Staying • keep up to date on • follow policies and • keep up to date on
current school, district and guidelines school, district and
provincial policies
provincial policies
• keep up to date on
professional matters
Evaluating • evaluate professional • discuss strengths and • advise on education and
assistants and non-professional concerns other needs
staff
• document and share
concerns
• seek education for
assistants as
appropriate
Evaluating • evaluate programs • clarify program needs • advise teachers about the
programs • document and share degree to which the
concerns program structure
promotes or inhibits the
best use of the
educational assistant’s
skills

Summary of literature review

30
This area begun by evaluating the idea of supervision and further took a gander at academic
business related to the theme under scrutiny. The Analysis survey that there is huge connection
among Schools and Assistant Education officer. Hallinger and Heck (1998) and Ali and
Waseem (2016) agree by saying that it is the obligation of the Assistant Education officer to
give instructional authority so as to improve the school scholastic execution. Demonstrate
education session help teachers in changing their methods for getting things done through
perception. Perception assumes an extraordinary job in improving school's execution. An
investigation by Ayoo (2002:27), agrees with that of Schiefel be in and Farell (1973) that school
28 offices do impact instructional supervision practices and accessibility of assets/offices is a
key factor.

31
CHAPTER 03 METHODOLOGY AND PROCEDURE
This part manages the Analysis configuration utilized in the investigation, the objective
populace, test size and inspecting procedures, look into instruments, instrument legitimacy,
instrument dependability, information gathering and information Analysis system.

Research configuration as characterized by (Best and Kahn 2004) the arrangement and structure
of Analysis so imagined as to get answer to look into inquiries. The Analysis received
unmistakable overview look into structure. Its motivation is to examine the relationship that
exist, rehearses that win, convictions and frames of mind held, forms that are going on, impact
being felt or patterns that are developing(Best and Kahn 2004). Henceforth, spellbinding
structure was utilized to assemble data dependent on the variables impacting head teachers'
execution in instructional supervision rehearses in Noor Pur Thal Sub County.

3.1 Introduction

This investigation was directed by the Academy of Educational Planning and Management
(AEPAM) as a team with the International Institute for Educational Planning (IIEP), UNESCO.
The inside and out subjective contextual investigation approach was pictured as a consultative
exertion of the Academy of Educational Planning and Management and IIEP, UNESCO. The
strategy embraced for this Analysis was talked about and concluded in a joint gathering held in
Jakarta, Indonesia.

3.2 Selection of Sample Districts

Three areas, one from every territory, were chosen based on populace, geographic area and
rustic urban nature. The chose areas included: Rawalpindi from the Punjab district, Abbottabad
from NWFP territory and Quetta from the Balochistan district. Determination of the areas was
likewise founded on the higher proficiency rate inside the territory and urban populace. Quetta
and Rawalpindi are the urbanized locale however Abbottabad isn't. In any case, Abbottabad
has the most astounding education rate in the area.

Information gathering methodology

An exploration grant was acquired from the National Commission for Science Technology and
development. The specialist additionally answered to the District Commissioner (D.C.) and the
District Education Officer (D.E.O) Noor Pur Thal Sub County to acquire approval to lead the
investigation. The specialist additionally gotten authorization from each head teacher to lead

32
the Analysis in the school. Surveys were conveyed to the objective respondents and gathered
them three days after the fact which was satisfactory time for them to be filled in.

Information investigation procedures

The specialist examined finished surveys and meeting advisers for archive Analysis recording
sheets. Quantitative information gathered by utilizing a survey was broke down by the
utilization of illustrative measurements utilizing the Statistical Package for Social Sciences
(SPSS) and displayed through rates, implies, standard deviations and frequencies. The data was
shown by utilization of bar diagrams, diagrams and pie graphs and in writing structure. This
was finished by counting up reactions, figuring rates of varieties accordingly just as portraying
and translating the information in accordance with the investigation destinations and suspicions
through utilization of SPSS. Subjective information was operationalized by sorting, arranging
and recombining confirmations to address the Analysis questions. Quantitative Analysis was
displayed through tables and charts and deductions produced using them. Illustrative
information was exhibited by utilization of composition.

The information gathered utilizing meeting guides which is subjective in nature, was dissected
utilizing theoretical substance investigation. Applied substance investigation is characterized
by Creswell (2003) as a procedure for making deductions by efficiently and dispassionately
recognizing explicit normal for messages and utilizing a similar way to deal with relate patterns.
As per Mugenda and Mugenda (2003) the primary motivation behind substance Analysis is to
contemplate the current data so as to decide factors that clarify a particular marvel. As per
Kothari (2004), content Analysis utilizes a lot of classification for making substantial and
replicable derivations from information to their unique situation. The Analysis additionally
utilized inferential insights (relationship and relapse investigation) to break down the impact of
head teachers' instructional supervision rehearses on students' execution in grade school in Noor
Pur County, Pakistan.

3.3 Sample Size

Thinking about the necessities of the investigation, concerned EDO-E, DEOs, and the Deputy
District Education Officers (DDEOs) (chiefs) from each example area were incorporated into
the example. In addition, 10 to 12 leaders of the essential, center and auxiliary schools from
each area were likewise haphazardly chosen for meeting and gathering dialog. In addition,
leader of the area EMIS was likewise met for getting his/her sentiment about the technique for

33
information gathering, Analysis and use of information at areas level. Data was gathered from
56 chiefs and head teachers of the District Education Departments of the example locale
through meetings and center gathering discourses.

3.4 Instruments
The accompanying meeting plans were utilized for directing meetings and gathering exchanges:

a) Interview plan for EDO-E and DEO (Secondary) (Interview structure at Annex-I).

b) Interview plan for the Supervisors (Interview structure at Annex-II).

c) Interview plan for gathering exchange with the head of essential, center (lower
auxiliary) and optional school (Interview structure at Annex-III).

d) Interview plan for the District EMIS cell (Interview structure at Annex-IV)

Research instruments

This Analysis utilized polls in information accumulation. Mugenda and Mugenda (2003), says
that a survey is ordinarily used to get essential data about a populace and every thing in a survey
tends to a particular goal of the investigation. This was use since it empowered the specialist to
gather information from the respondents inside a brief period of time and they are anything but
difficult to regulate. Two arrangements of polls were utilized head teachers what's more,
teachers' polls. The polls contained two areas; Section A contained organized inquiries 35
mentioning for individual statistic information while area B contain both organized and semi-
organized inquiries dependent on the exploration destinations.

34
CHAPTER O4 DATA ANALYSIS
This part exhibits and examines the discoveries of the Analysis. The Analysis researched the
impact of Assistant education officer' instructional supervision rehearses on Pakistan
Certificate of Primary Analysis execution in open elementary schools, in Noor Pur Thal
County, Pakistan. Information was gathered from an example of 23 respondents who included
Assistant education officer and teachers. The information gathered on respondents' statistic data
on instructional supervision for Assistant education officer and teachers which was gone along,
examined then deciphered to answer the reflected research goals. Gathered information was
incorporated into frequencies, rates and introduced in tables and pie diagrams.

4.1 Collection, Analysis and Interpretation of Data

The Analysis group visited the example districts to direct meetings from every one of the
respondents according to talk with timetables. Center gathering exchange was likewise held
with the managers and the head teachers to get nitty gritty data about different available
resources of monitoring and administering the execution of the optional school in the districts.
Significant records about the example locale and the devolution plan were likewise
investigated. Information gathered through meetings and center gathering talks was dissected
with regards to the destinations of the Analysis.

4.2 Overview of Provincial Variations

Association and the board of the District Education Department (DEP)

The principle capacity of the District Education Department in all example districts are the
district level arranging inside the edge work of the commonplace rules and strategies, quality
and models of education, arranging, usage and monitoring of advancement ventures, fortifying
of EMIS, spending planning and its circulation, use of assets and their review, monitoring and
supervision all things considered, posting and exchange of teachers, up-degree, fix, upkeep and
arrangement of essential offices to schools, advancement of the network interest, grant of grants
to the students, leading evaluation eighth standard Analysis, association and advancement of
instruction.

4.3 Main responsibilities of the Assistant Education Officer

Arranging, planning, coordination, execution of the administration plans/approaches,

monitoring and supervision of the considerable number of schools, exchange, posting and

enlistment of educating and non education staff up-to essential pay scale 17.
35
By and large supervision of the auxiliary schools, monitoring and execution assessment of the

head teachers of optional schools, arranging and planning, directing authority request against

the teachers and head teachers of auxiliary schools, and coordination.

4.4 Structure of the Assistant Education Department

The administration structure of area instruction offices over the areas is extraordinary. In all

example areas, the instruction office is going by an Assistant Education Officer (Education).

He is helped by the Assistant Education Officer (rudimentary and optional), yet in the event of

Abbottabad locale, there is no situation of an Assistant Education Officer (auxiliary) along these

lines, the monitoring of optional schools is conveyed by both male and female District Officers

(DOs) for instruction. If there should arise an occurrence of Rawalpindi and Quetta, the

monitoring of every auxiliary school (both young men and young ladies) is finished by a DEO

(optional). DEOs are helped by the Deputy District Education Officers (DDEOs) and the

Assistant Education Officers (AEOs). DEOs (Elementary) in two locale are in charge of the

administration of grade schools. DDEO (Elementary) is dependable to screen the schools at the

Tehsil level and AEOs screen schools at the Markaz/Circle level. DDEO (Elementary)

primarily visits the center schools. The Markaz/Circle is the most minimal regulatory

dimension made for the monitoring of schools. DDEO (male) regulates the essential and center

schools for young men and DDEO (female) administers the essential and center schools for

young ladies. In Quetta locale, the monitoring of grade schools is additionally done by the

Learning Coordinators (LCs) at circle level. As a matter of fact a Learning Coordinators is a

senior teacher chosen among the grade teachers to give scholastic guidelines to the essential

teachers.

36
Table 1

The executives Structure of the Education Department crosswise over Districts

Category of Officers Khushab Sargodha Bhakhar

Executive District EDO-Education EDO-Education EDO-Education

Officer(Education)

District Education DEO (Secondary) District Officer DEO (Secondary)

Officer (supervise (Male) (School &

DEO-Elementary DEO- Elementary
schools at District Literacy)
(Male) (M) DEO-
level)
District Officer Elementary (F)
DEO- Elementary
(Female) (School
(Female) DEO (Audits &
& Literacy)
Planning)

Deputy District DDEO- Deputy DO (Male) DDEO-

Education Elementary (M ) (S&L) Elementary (M)

Officers (supervise DDEO- Deputy DO DDEO-

schools at Tehsil Elementary (F) (Female) (S&L) Elementary (F)

level)
DDEO DDEO

(Administration) (Establishment)

DDEO DDEO

(Development) (Development)

DDEO Head

Quarter

Assistant Education AEO-E (Male) ADO ADEO (Male)

Officers (supervise Establishment,

37
 schools at Circle AEO-E (Female) (Primary & ADEO (Female)

/Markaz) Secondary) (M)

AEO ADEO

(Administration) ADO (Development)

Establishment,
AEO ADEO
(Primary &
(Development) (Establishment)
Secondary) (F)

AEO (Sports)
ADO (Planning),

AEO (Head
ADO (Sports)
Quarter)

4.5 Internal Management

Partner Education Officer in every one of the areas lead month to month gatherings with the

administrators. These gatherings are held in the start of consistently. In these gatherings the

timetable of the school visits, the moves made in light of the monitoring reports on different

issues, the posting and exchange of teachers are talked about. Right hand Education Officer in

three areas utilize both casual and formal method of correspondence with the bosses and leader

of the optional schools. It was seen that there was no free monitoring cell in any district

instruction office to screen the auxiliary schools.

4.6 Resources

After presentation of the Devolution in the nation, the assets were given by the territories to the

districts. Moreover, the districts were required to create their own assets. The government

additionally gives assets to the area through the common governments. The assets are

38
appropriated by the area government to different line divisions.

In like manner, the locale government gives assets to the Education Department. The assets

given by the district government are for the most part repeating costs. It was seen that over 95%

assets are designated for the pay rates of the educating and non showing staff, while, under 5%

is apportioned for the non-pay things. The development work of the instruction office is

completed by the District Civil Works Department. The improvement recommendations put

together by the Education Department are audited by the District Development Committee

(DDC). DDC is led by the District Nazim and EDO-E is an individual from that board of

trustees. The District Coordination Officer (DCO) presents the recommendations put together

by different line bureaus of locale before DDC. The forces of DDC to affirm the plans at the

locale level shift over the areas and this breaking point ranges from Rs. 10 million to 50 million.

On the off chance that the expense of a plan is progressively, at that point it is alluded to the

commonplace government.

The District Government Rawalpindi designated a measure of Rupees (Rs.) 786 million for the

optional education amid 2007-08 as a common spending plan (non-improvement). Out of the

all

out assignment, a measure of Rs.26 million was allotted as the non pay spending which speaks

39
to 3% of the repetitive spending plan. The District Government Abbottabad designated a

measure of Rs.386 million as a repetitive spending plan for the optional education amid 2007

out of which a measure of Rs. 3 million is apportioned as the non-pay spending which speaks

to about 1% of the running spending plan. The area government Quetta apportioned a measure

of Rs. 413 million out of 2007-08 as a common spending plan out of which a measure of Rs. 7

million allotted as a non compensation spending which speaks to about 2% of the repetitive

spending plan.

EDO-E Khushab expressed that a measure of Rs. 80,000 was given yearly to every optional

school for minor fixes and consumables. The DEO Abbottabad expressed that a measure of Rs.

8000/ - was dispensed yearly per homeroom for minor fix for every auxiliary school and

Rs.3500/ - per study hall yearly for consumables for every optional school. In Quetta, a large

portion of the head-teachers showed that they have not gotten any sum from the education

office for minor fixes of schools and for buy of consumables.

Human Resource

Table 2

Staff of the District Education Department over the districts

Category of Officers Khushab Sargodha Bhakhar

40
 Executive District Officer 1 1 1

(Education)

District Education Officer

(DEO) (Secondary/
3 2 4
Elementary)

Deputy District Education 15 2 4

Officers (DDEO)

Assistant Education Officers 31 45 38

(AEO)

The greater part of Assistant Education Officer and DEOs are ace degree holders. They are

additionally expertly qualified having lone rangers and bosses degrees in instruction. The

greater part of them began their profession as an teacher. Some of them got the board preparing

of brief span from the Academy of Educational Planning and Management (AEPAM) and from

other common preparing foundations. There is no different framework of the instruction chiefs

at the locale level and the teachers are posted as managers based on their position.

Supervision and Support Visits to School

It was seen that there were two kinds of school visits. One was an arranged one and the other

was an unexpected visit. Generally the schools are recognized for the arranged visits. In any

case, there are no criteria for distinguishing proof of schools for the arranged visits. For the

arranged visits, the head of foundations is normally educated ahead of time. This is a nitty gritty

visit of a school in which the directors inspect the teachers and students participation, study

halls instructional work, teachers consider work plan, tidiness of school, library books issued

41
to the students, physical offices in school, school's records record, development work, and

gatherings with the teachers. Amid the shocked visits, the leader of the school isn't educated

ahead of time. One of the DEOs called attention to that "even my driver does not realize which

school I am going to visit". The fundamental motivation behind an unexpected visit is to check

the teachers' non-attendance and the students' participation. The administrators as a rule check

the participation register and confirm the nearness of teachers. They likewise check the class-

wise participation of the students. In some cases the astonished visits are led on the proposals

of a District Nazim, DCO, and other open delegates.

Notwithstanding arranged/astounded visits, it was seen that the directors of Quetta area likewise

lead a yearly assessment of schools through a board which involves a leader of the optional

school, three subject authorities and a chief. The advisory group goes through three to four days

in a school and completely inspects all perspectives including the scholarly work of the school.

Be that as it may, a yearly school review of the optional schools isn't led in Rawalpindi and

Abbottabad locale because of other authority assignments of the directors. One of the managers

said that "the greater part of our office time has been squandered in unimportant and futile

gatherings with the open delegates and with other area officers".

As per the official standards, the bosses are required to allot ten days for the school visits each

month. In actuality, they are unfit to do as such because of heap of office work and restricted

transport office and the way that in light of the fact that the schools are dispersed. At times the

schools are difficult to reach through streets especially in the uneven territories.

Table 3

Relative proclamation of the arranged versus genuine visits directed by directors over the areas

42
 Khushab Sargodha Bhakhar

Category of Mont Actua Month Actu Month Actua

Officers hly l ly al ly l

Plann Planne Plann

ed d Visit ed

Visit Visit

DEO 30 20-25 10 5-6 20 15

Secondary)

DDEO 15-20 10-15 15 10 10 10

AEO 20 10 15 10 30 15-20

It was seen that the vast majority of the directors were unfit to visit every one of the schools

according to plan especially in the event of the female chiefs because of absence of transport.

A manager expressed that "frequently vehicles are not accessible. Regardless of whether

vehicles are accessible these are exceptionally old and need fix and support for which the assets

are not accessible". They expressed that the extra schools are given inclination for visit amid

the following scholarly year.

It was seen that AEOs are mindful to administers the center/high schools from 35 to 190 at the

Markaz/Circle level.

Table-4

Districts comparison for instructions of high schools by AEOs

43
 The No. of schools Khushab Sargodha Bhakhar

supervised by AEO
80-180 60-160 30-70

EDOs don't lead the arranged schools visits be that as it may, they direct the unexpected visits

of the essential, center (lower auxiliary) and optional schools.

Table-5

Surprise month to month visits of schools directed by AEO over the locale

Khushab Sargodha Bhakhar

Monthly Monthly Monthly

Surprised Surprised Surprised

Category of Officers
Visit Visits Visits

AEO-s 15-20 10-13 5-6

School Visit Reports

It was seen that DEOs and different bosses set up the school visit reports. The issues/issues
distinguished amid the school visit which go under their domain are settled right away.
Uncertain issues are alluded to the concerned line divisions at the locale level. Presently the
specialist to make or annul teachers' posts has not been regressed to the locale. In this manner,
the area isn't in position to fulfill the schools' needs for extra teachers. For development of the
schools foundation, the instruction division submits proposition to the district government. A
noteworthy lump of the area spending plan is dispensed for the installment of pay rates,
consequently, a pitiful sum is left for the advancement work. Because of absence of assets, the
nature of framework in a large portion of the schools is exceptionally poor. The greater part of
the schools need satisfactory furnishings, showing learning materials, and other fundamental
offices.
44
4.7 Parallel System of Monitoring of District Education Department
The Government of the Punjab has presented the Education Sector Reforms and the primary

focal point of these changes is to build access to education, limit the wastage of instruction

framework, diminish the sexual orientation uniqueness and improve the nature of education. So

as to screen the changes, the Government of Punjab has set up a parallel arrangement of

monitoring of education at the locale level. They have made a different monitoring cell in each

district headed by a lesser government worker called a District Monitoring Officer (DMO).

Normally a DMO works legitimately under DCO in close contact with the Program Monitoring

and Implementation Unit (PMIU) of the common education office be that as it may, they are

not working under regulatory control of EDO-E. PMIU is working under the regulatory control

of a Secretary Education. A large portion of the field staff enlisted in the District Monitoring

Office is resigned armed force/aviation based armed forces faculty and selected on contract

premise. They have been given bikes to schools visits. The field staff is known as the

Monitoring and Evaluation Assistants (MEAs).

Each MEA is required to visit no less than three schools for each day (two essential/center and

one auxiliary school). Data from these schools is gathered on an endorsed proforma. The

information gathered by MEAs is entered and prepared on everyday schedule and a report is

produced on month to month premise. Both the hard and delicate duplicates of the month to

month report are sent to PMIU for solidification at the Provincial dimension. The locale shrewd

reports are inspected by the Provincial Education Authority. Duplicate of the month to month

report is likewise sent to EDO-E for taking vital activities on the recognized issues. To catch

up on the report, a month to month meeting is likewise held with EDO-E and gone to by other

applicable officers of the District Education Department. In these gatherings the choices taken

in the past gatherings are explored. The issues recognized amid the month to month visits of

MEAs requiring quick activity by the District Education Department are likewise talked about.
45
It was seen that the monitoring done by DMO is progressively powerful in regard of

diminishing the teacher non-attendance, expanding students enrolment, diminishing students'

dropout, proficient dissemination of the free course books to the students, young ladies stipend

conveyance and monitoring of the development work. In any case, they were not in a situation

to determine the schools issues on the grounds that the managerial expert rests with the EDO-

E. They are likewise unfit to give the scholastic and academic directions to the teachers since

they are not education administrators. Solid hatred was appeared by the managers and the head-

teachers about the area monitoring office. Some of them expressed that it is mortifying for them

that monitoring of schools is finished by the resigned armed force staff. They recommended

that as opposed to setting up a parallel arrangement of monitoring, the current monitoring

arrangement of the District Education Department ought to be reinforced.

Community Participation in School Monitoring

Native Community Board (CCB) and School Management Committees (SMCs) were proposed

under the Devolution Plan. The essential thought behind production of CCB was that the

neighborhood network ought to have the capacity to survey their requirements, set their needs

and actualize advancement ventures. About 20% assets are reserved for the enlisted CCBs in

the yearly improvement programs at every level of the neighborhood government. The enrolled

CCB can submit venture proposition to EDO-E for network improvement. The individuals from

CCB are required to mastermind 20% of the all out expense of the task and the staying 80% is

given by the locale government. It was seen that in the majority of the tehsils the CCBs have

not been defined and enlisted in spite of the fact that a ton of assets were reserved for this

reason.

Under the arrangement of Local Government Ordinance, each school ought to have School

Education Committee/Parent Teacher Association. The arrangement of School Management

46
Committees (SMCs) fluctuates from area to district. As per DEO Abbottabad, the Parent

Teacher Council comprises (PTC) of Union Council Nazim as Chair Person, four guardians,

one remarkable of the territory and a head teacher who works as secretary of the board. PTC

meets each month and it talks about the school issues and organizes these issues. Assets are

given out of PTC funs to provide food for these issues. PTC reserves are kept up in a shared

service of the school which is worked by the executive PTC and Head teacher of the school so

as to stay away from misappropriation of the assets. The SMCs/PTAs are the affirming

specialist for the PTA's assets if there should arise an occurrence of the essential and center

schools. The SMCs/PTAs get a small measure of assets from the area government which is

intended for the minor fix of schools and for buy of provisions/consumables. SMCs are capable

to screen the teachers' participation so as to limit teachers' truancy, to help the schools in

diminishing the drop-out of students from a school, school's minor fix and monitoring of the

development work and buy of the consumable things.

In the optional schools, a Head-Teacher works the school's financial plan. Normally these assets

are not the same as PTA's assets (these are student's assets). The optional schools have boards

of trustees comprising of teachers who help the Head-Teacher in buys and minor fixes. The job

of SMC is warning in an auxiliary school when contrasted with the essential and center schools.

It was seen that SMC/PTA has been figured for each school. It was demonstrated by the

majority of the authorities that SMCs are not assuming their due jobs as visualized. The primary

reasons distinguished incorporate the absence of preparing, the unbending money related tenets,

trouble and debilitation by the nearby instruction administrators and unskilled guardians being

individuals from the council.

Perspectives on the Head Teachers Regarding the Supervision and Support Visit to Schools

47
As per a large portion of the Head Teachers, the monitoring visits led by directors are not

compelling in light of the fact that they don't have the power and expert to determine their

issues. Regardless of whether they have power and expert, they generally don't practice the

given specialist especially if there should arise an occurrence of posting and exchange of

teachers because of political weight.

They expressed that there is a ton of political impedance in the managerial undertakings of

instruction especially in posting and exchange of teachers. They demonstrated that the bosses

are over loaded with the authoritative work accordingly, they are unfit to give appropriate

consideration to monitoring of schools. The vast majority of the principals expressed that the

administrators lead the unexpected visits of schools, notwithstanding, the visit relies on the area

of school. On the off chance that the school is situated on the fundamental roadside, the visits

are visit, generally the visits are uncommon. In Rawalpindi area, the vast majority of head

teachers expressed that amid a year ago no yearly arranged visits were directed by any chief. In

Bhakhar District, a portion of the head teachers expressed that yearly assessments of schools

were led.

In every one of the three districts, the head-teachers announced that amid the unexpected visit

of school, as a rule EDO-E/DEO looks at the teacher and student participation, school

condition/tidiness, school record, affirmation and withdrawal registers, schools subsidize and

physical offices. Amid these visits, the school issues are examined and brought into the notice

of the administrators. The managers generally offer exhortation amid the school visits. The

managers amid their visits likewise meet with the teachers to distinguish their issues. In any

case, they expressed that the managers did not as a rule check the scholarly exercises of the

schools since they don't have time.

48
The vast majority of the head teachers expressed that they had not gotten the monitoring report

of their schools from the meeting administrators. A portion of the head teachers have

demonstrated their second thoughts about the composition of field visit reports by the managers.

They showed that they have not gotten the school visit reports. Along these lines, they are

uncertain about whether the report has been composed by the managers or something else.

School Results on Exams and Achievement Tests

The auxiliary school Analysis are directed by the Board of Intermediate and Secondary
Education (BISE). The Board conducts grade ninth, tenth, eleventh and twelfth Analysis. The
test for the evaluation ninth and tenth is called Secondary School Certificate (SSC) and the
Board grants Secondary School Certificate to fruitful applicants. A Higher Secondary School
Certificate (HSSC) is granted by the Board for qualifying grade eleventh and twelfth Analysis.

The Board supplies the paper of the aftereffect of SSC test to EDO-E and DEO (Secondary).
The board likewise sends periodical of the student results to concerned secondary schools. In
the wake of getting the outcomes from the board, the periodicals are dissected in DEO
(optional) office. The school insightful data of every student is investigated and the schools are
sorted by level of qualifying students. In Rawalpindi locale, a chief showed that "if 70% of the
students of a school qualify the auxiliary school test, a thankfulness letter is issued to the school
and if 48% to 69% students of a school qualify the optional test, an agreeable letter is issued to
that school and dismay letter is issued to those schools where 25% to 48% students qualify the
Secondary School Exam". It was seen in the Khushab locale that essential disciplinary move is
made against those schools where just 25 percent students qualify the optional school test. A
chief from Sargodha area expressed that "if the pass level of the students in SSC test of school
is 30 or beneath, a disciplinary move is made against the vital of that school and in the event
that 30 percent students don't qualify a subject, at that point a disciplinary move is made against
that subject teacher". It was seen in Abbottabad that a letter of thankfulness is sent to the vital
of the auxiliary school where greater part of the students qualify the SSC test. In these locale
the execution of the optional school head teachers is assessed based on SSC test results.

In Bhakhar area, the Education Department gets the paper of the SSC test result from the Board,
yet no Analysis of the outcome is done in EDO-E/DEO (auxiliary) office. Subsequently, they
don't assess the execution of teachers and head teachers of the optional schools based on SSC
tests result. It was seen that there were no criteria to assess the execution of auxiliary schools
in Bhakhar locale.

CHAPTER 05 SUMMARY, FINDINGS,

49
CONCLUSION AND SUGGESTIONS
This part exhibits the outline of the discoveries, ends and proposals created from the

examination discoveries of the investigation. The section additionally introduces proposals for

further investigation.

Summary

The investigation was led to locate the similar adequacy of Internal and External Monitoring

Systems in Punjab Education Department. All Assistant Educational Officers (DEOs), all

Monitoring and Evaluation Assistant, all Head Teachers and all Secondary School Teachers of

government auxiliary schools of 36 locale of Punjab, were populace of study. Multistage testing

method was utilized to take test. First of sixteen locale were chosen arbitrarily based on

education rate (4 areas from each district status). In second stage every one of the 11 AEOs

were chosen as test. In next stage each locale was additionally isolated into two sections based

on urban and country territories. In next stage, 10 MEAs were chosen arbitrarily, from each

district (5 urban + 5 rustic). At that point 10 government young men and 10 government girls‟

auxiliary schools were chosen arbitrarily. In last stage, head teacher and two auxiliary teachers

of each chosen schools were incorporated into test. Information were gathered through five self

organized polls from five partners. Every survey comprised of two sections (Part An, about the

adequacy of Internal Monitoring and part B, about the viability of External Monitoring), 40

shut finished and one open finished explanations, was utilized to acquire information. Gathered

information were broke down with the Assistantof 167 tables and six figures. It was discovered

that Internal Monitoring was successful in each of the six (6) factors of monitoring. Outside

Monitoring was additionally discovered viable in four (4) factors and moderate successful in

two (2) factors (monitoring of school chambers and educational offices). By looking at the

viability of both monitoring frameworks, it was discovered that Internal Monitoring System

50
was progressively viable in five factors while External Monitoring was discovered increasingly

successful in one variable (to control teachers‟ non-appearance).

5.1 School self evaluation through school development/ improvement plans

It was seen in all areas that the leader of the auxiliary schools did not create school

advancement/improvement plan, in light of the fact that there was no arrangement in the

financial plan accessible with the Education Department for the optional instruction for

improvement of such plans. The financial plan to the auxiliary schools is discharged by the

District Accounts Office straightforwardly to the optional schools. It was seen that the leader

of the auxiliary schools did not get ready school advancement/improvement plan.

It was seen that the school needs are controlled by the head teacher of the auxiliary schools in

interview with the senior teachers. The head teacher presents the school's necessities to EDO-

E/DEO (auxiliary). EDO-E sends these recommendations to the Planning Section for

arrangement of proposition on the endorsed proforma created by Planning Commission. The

concerned Planning Section inside EDO-E office readies the proposition joining the

prerequisites of schools. At that point these proposition are submitted to the District

Government for audit and thought of the District Assembly for consideration in the Annual

Development Program (ADP) of the locale. After endorsement of the plans, these plans are

incorporated into the area Annual Development Program. The advancement work/development

work of auxiliary schools is completed by the Civil Works Department of the District

Government. Under devolution, the job and duties of head teacher continued as before. The

Devolution Plan did not engage the Head Teacher with Financial and Administrative Authority

for arranging, planning or for exchange and posting of instructing and non-educating staff.

51
5.2Indicator System on Schools

It was seen that the District Education Management Information System (EMIS) cells were

useful in three areas in any case, they come up short on the ability to dissect information so as

to process locale markers. They keep up district state funded school database and give expected

data to DCOs, EDO-Es and DEOs. The information required normally relates to number of

teachers, students, number of study halls and missing offices in the schools. It was additionally

seen that the directors did not utilize EMIS information for checking of schools. The primary

reason might be that the vast majority of the educational organizers/chiefs don't have the right

stuff and learning to examine and utilize the current accessible EMIS information in arranging,

the board and monitoring of training framework. DMO (Rawalpindi) demonstrated that EMIS

information is utilized amid school visits. Especially, class-wise enrolment is cross-checked

through school record and head tally of students.

It was seen that school visit reports are not sent to the locale EMIS cell. In this way, these

reports are not dissected by the locale EMIS. These reports stay in the records. The reports are

additionally not broadly coursed. The chiefs are keeping up the schools data gathered through

month to month returns or the directors keep up vital schools' data in their own journals.

Normally the month to month returns are utilized for monitoring visits of the schools. So the

District EMIS cell is neither helping the district instruction authorities in the checking visit of

schools nor in investigation of information for processing markers to screen the nature of

training at the locale level.

5.3 Findings

52
The monitoring instrument to oversee schools exists at area level, be that as it may, there was

no free checking unit inside the training division to attempt the monitoring of schools. The

checking framework isn't appropriately sorted out. As per official standards, the bosses are

required to designate ten days in every month for the school visits. In actuality they are unfit to

do as such on the grounds that they are over loaded with other authority assignments and they

can't give appropriate consideration regarding the monitoring of schools. The quantity of the

schools has been expanded over some stretch of time while the quantity of managers is the

equivalent. A portion of the administrators don't have the vehicles to visit schools. Additionally,

the schools are dispersed and at times in-open through street. The locale training office has not

set up gauges for the school improvement, arrangement of offices and extra teachers, nature of

instruction just as for the checking and supervision of schools. Because of the absence of

standard apparatuses, crafted by chiefs turns out to be progressively troublesome. The

Education Managers come up short on the power and expert to determine the school issues.

One of the fundamental purposes behind non arrangements of the school issues by the

Education Managers is the political obstruction in the regulatory issues of schools particularly

in posting and exchange of teachers.

The specialist and intensity of DEO/DO (Secondary) has been decreased after the Devolution.

He has little association in the issues identifying with posting and exchange of teachers, site ID

for the development of schools and even arrangement of offices to the schools. In two locale,

the improvement plans relating to development of new schools, extra study halls and recovery

of schools were incorporated into the common ADP on command of Members of Provincial

Assembly (MPAs). At area level, EDO-E's job in the distinguishing proof and incorporation of

plans in the Annual Development Plan was warning despite the fact that he was individual from

DDC yet the District Nazim takes the vast majority of the choices particularly for the portion

of assets. A noteworthy lump of an area spending plan is assigned for the pay rates of staff and
53
a small sum is left with the district government for the formative exercises, accordingly, the

framework of the greater part of the state funded schools stays unattended. The creation and

abolishment of the educating and non-training staff positions are with the common government,

in this way, the area government is unfit to fulfill the school's need for extra teachers,

subsequently, the majority of the schools are under staffed.

Generally the bosses set up the school visit reports. These are submitted to the concerned

officers/area of the District Education Department. The issues distinguished amid the school

visits are fused in the reports. These issues are examined in the month to month audit gatherings.

Be that as it may, there is no legitimate instrument to investigate the school visit reports. The

duplicates of the report are sent to the concerned segments inside the District Education Office

just as to other concerned branches of the District Government. The duplicates of the report are

additionally kept in documents for record however these are not sent to the District EMIS for

investigation. Indeed, even in all areas EMISs are useful however they are just kept to direct

Annual School Census and keep up state funded schools database. They were unfit to process

the area or school level pointers because of absence of aptitudes and learning. EDO-Es and

DEOs/DOs (optional) neither sends the school visit reports to EMIS nor use EMIS information

for checking of schools.

The Board of Intermediate and Secondary Education leads the Secondary School Certificate

(SSC) Exam (Grade-ninth and tenth). The execution of optional school head teachers and

teachers is assessed based on SSC test results. The Head Teacher gets letter of thankfulness if

the vast majority of the students perform well in SSC test. Disciplinary move is made against

the head teachers and teachers if there should be an occurrence of poor execution of students in

SSC Exam.

54
Under the Devolution, the job and obligations of head teachers of auxiliary schools continued

as before. The Devolution Plan did not engage the Head Teachers with the budgetary and

authoritative expert for arranging, planning or for the exchange and posting of educating and

non-instructing staff. The Head Teachers of auxiliary schools don't set up a school

advancement/improvement plan because of absence of assets. Notwithstanding, they get ready

proposition to meet the school prerequisites. The yearly spending plan per auxiliary school for

minor fixes and consumable range from Rs.60,000/ - to about Rs. 125,000. In certain areas, the

locale government does not give assets to optional schools to minor fixes and consumables.

The District Accounts Office straightforwardly discharges the financial plan to auxiliary

schools. The monetary allowance is generally for the compensation of instructing and non

encouraging staff and under five percent has been distributed for the non-pay things. This

outcomes in absence of sufficient furnishings, fundamental offices, and satisfactory fix and

support of schools. A large portion of the Head Teachers are not happy with the current

monitoring arrangement of schools. The significant purposes behind their disappointment

incorporate the absence of the executives power and expert of EDO-E/DEO, not practicing even

the given specialist especially if there should arise an occurrence of posting and exchange of

teachers which is prevalently political The Education Managers are over troubled with the

managerial undertaking which is a noteworthy impediment in their giving appropriate

consideration to schools monitoring.

5.4 Conclusions

The observing system to administer schools exists at the area level anyway it isn't appropriately

sorted out. The directors are unfit to give legitimate consideration regarding the schools

observing because of other authority assignments, increment in the quantity of schools, non-

accessibility of vehicles, schools disperse ness and in-openness through streets. There are

55
absence of norms for the checking and supervision of schools which further confound the

activity of the managers. The specialist and intensity of DEO (Secondary) in regard of posting

and exchange of teachers, school site recognizable proof for development and arrangement of

offices to schools has been diminished after the Devolution. Thus the Devolution does not

engage the Head Teacher of optional schools with the money related and managerial specialist

for arranging, planning or exchange and presenting of teachers due on which they are unfit to

build up a school improvement plan. The school visit reports are arranged yet there is no

appropriate system to investigate these reports. Input isn't given to the schools. The district

EMISs are practical however unfit to figure the locale or school level pointers because of

absence of aptitudes and information. The execution of the auxiliary school head teachers and

teachers in Khushab and Sargodha is assessed based on Secondary School Certificate Analysis

results, anyway there are no criteria to assess the execution of optional schools in Bhakhar

district.

5.5 Recommendation

In the light of discoveries and finishes of the investigation, following suggestions were made:

1. The examination results uncover that there was absence of Assistant Education Officer in the

open segment school of Pakistan, resultantly there was low dimension of pass level of students.

So it is prescribed that to build the pass parentage of students, very qualified Assistant

Education Officer in part school of Pakistan be delegated.

2. The examination results demonstrate that Assistant Education Officer are in charge of

declining standard of training. The fundamental reason is that Assistant Education Officer

salary level is low that is the reason they need to expand their pay yet not from educational cost

which they thought about an expert unscrupulousness. It is subsequently suggested that

56
Assistant Education Officer pay rates be expanded at the dimension where they need not to look

into salary creating exercises. The schools may expand their pay by directing exploration

ventures with the cooperation of businesses and different offices. Along these lines, the created

pay be utilized to upgrade the pay rates of Assistant Education Officer. Budgetary pay may

change Assistant Education Officer's conduct and their execution. Resultantly, they be

propelled to utilize their additional opportunity to control their students and teachers.

3. The examination result found that Assistant Education Officer don't grievance against their

schools to the heads of office. It is consequently prescribed that students be urged to bring up

sensible inadequacies of their Assistant Education Officer's conduct before the leaders of the

divisions with the goal that heads of offices may find a way to evacuate the insufficiency of

Assistant Education Officer. Along these lines undesired conduct of Assistant Education

Officer might be limited resultantly the scholastic accomplishment of the students can be

expanded.

4. The examination results uncovered that white board left unclean by the past Assistant

Education Officer upset their activity state of mind. It is suggested that heads of division be

issued directions to the Assistant Education Officer checking school under their control, not

left white board unclean. Thusly the Assistant Education Officer's time can be spared and their

conduct can make homeroom environment charming which is crucial to build the execution.

5. The investigation results as seen by the students demonstrated that their teachers carry on

more pleasantly to certain students and support them unduly. It is, in this way, suggested

Assistant Education Officer's undue preference be disheartened. There ought to be a check by

the heads of divisions to make it conceivable that a few students may not be favored without

legitimacy.

57
6. Study results uncovered that reliability, trustworthiness, persevering, benevolent, certain and

capability are increasingly vital characteristics of Assistant Education Officer's' conduct like

savvy forthrightness of AEO with students, teachers and helping students, teachers at any rate,

indulgent treatment, little resilience, exacting, touchy and forceful disposition, non timelines,

absence of resolution, absence of certainty, outrage, perplexity and absence of interchanges are

causes which influence scholarly accomplishment of the school students. It is subsequently,

suggested that Assistant Education Officer's conduct be changed so that the causes which

influence the scholarly accomplishment can be survived. These causes can be improved by

presenting the subjects in Assistant Education Officer's training.

7. Connection between's Assistant Education Officer's conduct and teachers, students scholarly

accomplishment demonstrated that they were exceedingly positive corresponded. So certain

Assistant Education Officer's conduct advancement ought to be underlined in teacher training.

The training ought to be founded on mental guidelines for which can improve the Assistant

Education Officer's conduct. Before enlistment the teacher ought to experience a thorough

conduct estimation process, resultantly Assistant Education Officer can make positive conduct

towards teachers and students, which is better for their scholastic accomplishment.

8. Administration of Punjab may reinforce the Internal Monitoring System by giving more

offices to the educational officers like vehicle, petroleum and travel recompense. With the goal

that they may effectively visit to schools.

9. Each administrative officer of training might will undoubtedly visit each school of their

purview inside a quarter of a year. Observing document of each school might be kept up and

its execution might be estimated based on these records.

58
10. The executives framework might be isolated from encouraging unit and educational officers

might be chosen through Punjab Public Service Commission. The officers might be chosen

from in administration teachers just as crisp competitors yet every one of the officers might be

chosen through challenge Analysis held by Punjab Public Service Commission.

11. Training administration institute might be built up where administrative instruction might

be given to officer of training office. There might be half year training for new selected officers

of instruction office and one month instruction in consistently so instruction officers might be

furnished with update information and aptitudes of educational administration and initiative of

the world. Training for observing might be underscored alongside other administration

capacities like arranging, sorting out, controlling, planning, and coordinating and so on.

12. A different wing for observing might be set up comprising on new arrangement or resigned

educational officers. DEO observing might be designated in each locale of Punjab helped with

field staff to visit schools and look after record. As the present External Monitoring in Punjab

is working by the name of Chief Minister Monitoring Force. They have numerous different

divisions to screen like clinics other than this they are unimportant perso and very little

compelling in instruction office. As they are not ready to screen the plan of study, exercise

arranging and study hall the executives and so forth. Consequently they can't perform well aside

from administrative work.

13. School plant the board, wellbeing and sterile offices, educational offices, library, research

facilities, play ground, spotless and adequate water, limit divider, study halls, workplaces,

school record, reserves record, furniture, students participation, enrolment, dropout,

maintenance, teachers participation and consequence of school must be observed.

59
14. Apparition schools (school in record yet physically not found anyplace) must be called

attention to and mindful individual must be rebuffed (budgetary + physical) with the goal that

educational target can be met and assets might be utilized legitimately.

15. Concerned officers of observing might be approved more capacity to make vital move

against apparition schools, teacher non-attendance, unpleasant enrolment of students in record

(as the quality of students in record is more prominent than nearness of students in schools) and

unlawful demonstration of assets gathering.

16. Each kind of teachers‟ truancy (late landing, early takeoff, nonattendance in class, Casual

Leave and nonappearance from school) might be limited by making exacting move like stop of

yearly augmentation and advancement, stoppage of compensation, and finally rejection from

administrations.

17. Arrangement of offices to schools might be allowed on the reports of observing officers and

accumulation and utilization of assets might be checked by checking group.

18. This examination was delimited to auxiliary schools of Punjab as it were. Different inquires

about on new measurement/such subjects might be led at basic, and arrangement level in Punjab

just as different territories, AJK and Islamabad Capital Territory. Some different pointers of

fruitful observing like schools results, learning capacity, and aptitudes like perusing and

composing may likewise be considered. Viability of outsider observing may likewise be

examined. Similarly, impacts of stipend program, free circulation of books, and crisis battle for

expanding enrolment may likewise be considered.

References

60
Administration of Pakistan, Ministry of Education. (1998). National instruction strategy 1998-

2010). Islamabad: Ministry of Education (p.37).

Administration of Pakistan, Ministry of Education. (2001). Instruction area changes: Action

plan 2001-2004. Islamabad: Ministry of Education (p.15).

Legislature of Pakistan, Ministry of Education. (2008). Training for all: Mid decade

evaluation (nation report). Islamabad: Ministry of Education (p.11-15)

Administration of Pakistan, Statistics Division: Federal Bureau of Statistics. (2007). Pakistan

social and expectations for everyday comforts estimating review 2006-07. Islamabad: Printing

Corporation of Pakistan (p.5-7).

Kazmi, S.W. (2005). Job of Education in Globalization: A Case for Pakistan. SAARC Journal

of Human Resource Development, 90-107.

Mitchell, J. (2008). How data based arranging can thrive where conventional legislative issues

rule: A model from Pakistan. Diary of Education for International Development, 3 (2), 1-13.

Recovered on August 3, 2008 from http://www.rti.org/bulletins/witw/2008apr-

may/index.cfm?publications (p.1).

Saeed, M. (2007). Instruction System of Pakistan and the UK: Comparisons in Context to

Inter- provincial and Inter-nations Reflections. Release of Education and Research , 29 (2),

43-57.

Shah, D. (2003). Decentralization in the instruction arrangement of Pakistan: Policies and

techniques. Paper exhibited in UNESCO Seminar on Decentralization Policies and Strategies

in Education, Buenos Aires, Argentina (p.20-21).

61
Shami, P.A. and Hussain, K.S. (2006). Advancement of instruction in Pakistan. Islamabad.

Institute of Educational Planning and Management, Ministry of Education (p.11-13 and 61)

UNESCO. (2005). Decentralization in Education: Policies and practices. Paris, France (p12-

13).

Winkler, D., and Hatfield, R. (2002). The devolution of training in Pakistan. Paper exhibited

in a workshop on research and arrangement exchange on key issues in training:

Decentralization, Islamabad, Pakistan (p.12-13).

Winkler, D.R. (2005). Getting Decentralization. U. S. Office for International

Development (p.3-4). .

Zafar, F. (2003). Financial devolution in training: contextual analysis reflecting starting

reactions. Islamabad: Ministry of Education (p.13 and 52).

62