contents and... · meezan college of education zarobi swabi contents 1.2 difference between...

Meezan College of Education Zarobi Swabi

Contents

1.2 Difference between Administration, Management Organization &

Supervision ....................................................................................................................... 3

1.3 Scope of Educational Administration .................................................................. 4

1.4 Theories of Educational Administration ............................................................. 4

1.4.1 & 1.4.3 Classical Theory or Structural Theory ............................................... 5

1.4.2 Human relation Approach ................................................................................ 7

1.4.4 Socio-Technical System Theory ...................................................................... 10

Unit-2 Concept of Supervision ......................................................................................... 11

2.1 Concept, Definition and Areas of Supervision.......................................................... 11

2.2 Modern Concept of inspection & Supervision .......................................................... 11

2.3 Nature and Characteristics of Supervision ................................................................ 14

2.4 Kinds of Supervision ................................................................................................. 15

2.5 Purpose of Supervision.............................................................................................. 16

2.6 Essential of an Effective Supervision........................................................................ 17

2.7 Role of Supervisor ..................................................................................................... 18

Unit-3 Education Planning and Management ............................................................ 20

3.1 Concept, Meaning & Elements of Management ....................................................... 20

3.2 Basic Elements of Management Process ................................................................... 20

3.3 Concept of Educational Planning .............................................................................. 22

3.4 Social development Approach .................................................................................. 23

Unit-4 Educational Planning Process and Management ............................................ 26

4.1 Types of Educational planning ..................................................................................... 26

4.2 The process of plan formulation: .................................................................................. 26

4.3 PLANNING IN PAKISTAN ........................................................................................ 27

4.4 PRESENT PLANNING MACHINERY IN PAKISTAN ............................................ 31

4.5 Data needed for education and planning ................................................................... 36

4.5 Education Planning as Part of Five year Planning: ....................................................... 37

Unit # 5 Problems of implementation of Policies. ........................................................... 39

5.1 Problem implementation of Policies ............................................................................. 39

5.2 “MODES OF EDUCATION”....................................................................................... 40

5.3 Main Problems of Education ........................................................................................ 42

Unit-6. Administrative and Supervisory Structure in Pakistan Education System .................. 45

6.1 Ministry of Education ................................................................................................... 45


6.3 Provincial Department of Education ............................................................................. 47

6.4 Boards of Intermediate and Secondary Education ....................................................... 48

6.5 National Bureau of Curriculum and Text Book Boards ............................................... 48

Unit-7 Resource Management ....................................................................................... 50

7.1 Human Resource ....................................................................................................... 50

Introduction to human resource management: ......................................................................... 50

7.2 Physical Resources ....................................................................................................... 52

7.3 Financial Resource ....................................................................................................... 55

Definition ............................................................................................................................. 55

7.4 Information Resources. ............................................................................................. 56

Information Resource Management ......................................................................................... 56


Unit-1 Educational Administration

1.1 Meaning & definition of Administration

Meaning of Administration

The word “Administration” as the Latin root “Minister” “suggest” means

service i.e. work dedicated to the good of other’s the main objective of administration

therefore, is to source for an individual (OR) society (OR) the nation , such

environment as may lead to their fullest growth and development.

Definition of Administration

Educational Administration is concerned with dealing and coordinating the

activities of groups of people. It is the dynamic side of education. Educational

philosophy sets the goal, educational psychology explains the principles of teaching

and educational administration deals with the educational practices. It is planning,

directing, controlling, executing and evaluating the educative process.

1.2 Difference between Administration, Management Organization &

Supervision

Administration Management Organization Supervision It is actually a

guidance,

leadership, and

control of the efforts

of a group (OR)

individuals towards,

some common

goals.

It is a social

process which is

designed to

ensure

cooperation,

participation,

intervention and

involvement

of others in the

effective

achievement of

a given (OR)

determined

objectives

Organization is

collective struggle for

achieving some

common goal in a

principled and

systematic way. It is

based on cooperation,

coordination and formal

relation between various

activities. It is therefore

very important for the

performance of all the

activities of an

educational institution.

Without organization we

cannot achieve our goal

successfully.

It means “Super”-“vision”

for one who supervises. But

it actually implies “a

forward look” (OR) “a

broad look” for the

professional growth of

teachers. It means that the

activities of the teachers are

so guided and stimulated

that it ensures improvement

of their efficiency in the

teaching learning process.


1.3 Scope of Educational Administration

The Scope of educational Administration is very vast. It includes everything

regarding efficient functioning of the educational institutions, securing the greatest

benefit to the greatest number through an adoption of practical measures. It ensures

sound educational planning, good direction and efficient and systematic execution. A

good administration is one which exhibits human activity at its best. The ingredients

of good administration are:

i. Associate performance Human being work in close collaboration and there is sharing of responsiblies.

ii. Organized purpose Well defined purposes are achieved through sharing of responsibilities.

iii. Creativity Through dynamic approach the group, the proceeds towards its goal.

iv. Achievement The feeling of achievement makes an administrator take more efforts to

achieve perfection. Administration involves different kind of activities to achieve its

purpose and perform the functions related to it.

1.4 Theories of Educational Administration

Theories are attempted to accurately describe and to successfully predict

relationships among elements of the physical, social and psychological worlds.

There are basically two types of theories of administrative organization these

are:

1. Universal Design theory

This theory believes on the one vest way of structuring the organization. The

theories included in this section are Scientific Management. Classical Theory and

Bureaucratic Theory.

2. Situational Design Theory

This theory emphasize the human aspect of the organization there several sub-

streams, such as Behavioural Approach, Systems Approach, Structural-Functional

Approach, Human Relations Theory and others.

The first serious thought was made by Fredrick Winslow Taylor to conduct

studies in management of industry in U.S.A. toward the end of the 19th century. The

impact of his studies was so great, that management, which was hitherto considered an

art, was given the status of science. An engineer by profession and training with his


varied work experience ranging from a labourer to that of a chief engineer is regarded

as the father of Scientific Management, for it was he who would first advocated the

systematic adoption of the methods of science to problems of management in the

interest of higher industrial efficiency. He believed that best management is a true

science, resting upon clearly fixed laws, rule and principles, as foundation and

introduce ‘scientism’ modern management approaches and techniques.

Taylor himself did not employ ‘Scientific Management’ to refer to his thoughts. This

concept was first used by Louis D. Brandies in 1910 and subsequently used by Taylor

in his widely known book, principles and Methods of Scientific Management

published in 1911. Development of Scientific Management: In the beginning of 20th

century the working conditions in the factories were chaotic. The workers were left

entirely to themselves in the matter of choosing the methods be employed for doing

the work. Not only this, they even used to bring their own tools for doing the work.

The result was efficiency and considerable adhoc planning.

1.4.1 & 1.4.3 Classical Theory or Structural Theory

This theory has been enunciated most notably by Henri Fayol. Luther Gulick.

I.F.Urwick, J.D.Mooney, A.C. Reily, M.P. Follet and R. Shelton. These writers argue

that administration is administration regardless of the kind of work undertaken or the

context within which it is performed. The most important concern of this theory is the

formulation of certain universal principles of organization.

Henri Fayol: He was one of the earliest on the general theory of management. He

believed that there was a single ‘administrative science’ whose principles were

applicable not only to business but also to government, religious and other

organizations. Knowledge of administration rather than technical knowledge,

according to Fayol, is what is needed at higher levels of an organization. Fayol

divided all activities in an organization into the following six groups:

a) Technical activities

b) Commercial activities

c) Financial activities

d) Security activities

e) Accounting activities

f) Managerial or Administrative activities

Administration, according to him comprises the following five elements:

i. Planning

ii. Organizing

iii. Co-ordination

iv. Command

v. Control


Fayol perceived the administration from a manger’s viewpoint and confined his

analysis to top managerial functions. His theory is often considered as the first

complete theory of management.

Fayol suggests that managers should have the following attributes:

i. Physical

ii. Mental

iii. Moral

iv. General Education

v. Special Knowledge

vi. Experience.

Fayol is also a pioneer in suggesting the need for systematic training in administration.

He suggests that training is a continuous process, starting from the employs within an

organization. He considers every superior officer in an organization as a Teacher to

his immediate subordinates.

Luther Gulick summed up the principles of organization in the word ‘PROSDCORB’

His famous POSDCORB; an acronym contains the first letters of seven administrative

activities as follows:

Planning:

The development, in broad outline of the activities to be carried out and the

methods of execution so as to accomplish the purpose set for the enterprise.

Organizing

The establishment of the formal structure of authority, on the basis of which

work sub-divisions are established and co-ordinate for the achieving the defined

objective.

Staffing

The entire personnel function of recruiting and training staff, and maintaining

favourable working conditions.

Direction

The continuous task of leading the enterprise by making decisions and

embodying them in specific and general orders and instructions.

Co-Ordinating

All important duty of inter relating the various parts of the work


Reporting

The job of keeping superiors informed of the status of the work through reports

and records.

Budgeting

The tasks of fiscal planning, accounting and control.

Mooney and Reiley’s Onward Industry is a pioneering work on the

development of organization theory. An important contribution of the classical

theorists in general is their attempt to find certain universal principles of organization.

Increased co-ordination of administrative operations and specification of role brought

more predictability and stability in organizational beheviour.

1.4.2 Human relation Approach

The Hawthorne experiments which were conducted between 1924-1932 proved

that social or human relationships among the workers were important in determining

productivity than were changes in working conditions. The high morale of the ‘test

group’ workers appeared to be responsible for the productive increases. A worker’s

feelings about himself and his work group were of the utmost importance.

About the complaints of the worker’s Ventilation therapy’ was seen as

important. The human relations theory focuses on what is called informal organization

and the productivity of the workers increased where the sentiments of the informal

group were in harmony with the objectives of the formal organization, other

significant finding is the importance of communication system, particularly to

facilitate workers to motivate fellow worker.

Elements of the Theory

The important of Human relations theory are as follows:

a) The individual

This theory emphasizes difference among individuals. For them each worker is

unique. Each worker brings to the job situation certain attitudes. Beliefs and way of

life, as well as certain skills, technical, social and logical. The emotions and

perceptions are recognized as important.

b) Work Groups (Informal Organizations)

This theory focuses is attention on the social aspects of man whose overriding

need is seen as desire to belong, to be accepted by, and stand well in his groups. Mayo

concluded that man’s social situation in his work group ranked first and the work was


incidental. The informal organization means natural groupings of people in the work

situation.

c) Participative Management

It means participation if the workers in decision-making about their work

conditions. Workers discuss with supervisors and influence decisions that affect them.

This participation results in higher productivity.

Contribution

1) It introduced the idea of the organization as an open system.

2) It emphasized the importance of employee attitudes.

3) It revolutionized the management training.

4) Mayo critically examined the employee employer relations, stability of the

labour supervision, etc... Of the industrial workers.

Taken as a whole, the significance of Hawthorne Investigation was in discovering the

informal organization which it is now realized exists in all organizations.

In public administration’. Behaviouralism as a distinct line of study started in the

1930’s along with the Human Relations Movement. The mechanistic orientation of the

traditionalists has been counterbalanced by the humanistic view of the behavioural

scientists. Berelson and Steiner have defined the behavioural sciences thus:

“By the behavioural sciences we mean the disciplines of anthropology, psychology

and sociology – minus and plus: Minus such specialized sectors as physiological

psychology, archaeology, technical linguistics, and most of physical anthropology;

Plus social geography, some psychiatary, and the behavioural parts of economics,

political science, and law. In short we are concerned here with the scientific research

that deals directly with human beheviour.” The behavioural scientists have been

contributing to organizational dynamics since the days of the Hawthorne studies. Carl

Rogers, J.L. Moreno, Kurt Lewin, and A.H. Maslow are some of the great names in

this school. Rogers is well-known for his clinical approach to counseling therapy, and

Moreno for his studies of interpersonal relations. Lewin pioneered the action research

approach to organizational development. Maslow’s theory of motivation has exerted

strong influence on studies of organizational behaviour.

Silent Features

This approach has the following salient features.

1. Its literature is descriptive rather than prescriptive, with the studies on

motivation being an exception.

2. Increased attention is paid to the individual based on more realistic approach

concerning motivation, decision-making process and the nature of authority.

3. Stress is laid on informal relationship and communication patterns among

members of an organization.

4. It is mainly concerned with quantification, and formal theory constructions.

5. Its emphasis is on use empirical study based on methods.


6. It is inter-disciplinary in character and makes considerable use of propositions

drawn from other social sciences.

Contribution of Herbert Simon

a. Simon has been basically concerned with the behaviour of origination as goal-

oriented and adaptive entities.

b. He focuses on the cognitive aspects of organizational operation and

emphasizes on problem solving and rational choice.

c. He introduced the concept of ‘satisfying’ behaviour in organizational

situations.

The Behavioural Approach Theory

Specialization, span of control, and unity of command. Strict adherence to

classical principles, according to him, is likely to create an organization that will tend

to make the employees dependent and passive. Contribution of Chester Barnard: He

developed an equilibrium theory of organization by suggesting that the organization

exists by maintaining equilibrium between the contributors and satisfaction of its

participant members. Both material inducements and psycho-social rewards are

important. According to Barnard, efficiency in organization is a personal matter

related to individual’s satisfaction and effectiveness is related to the accomplishment

of a common organization authority. Authority to his is a matter of acceptance, of the

superior role of the supervisors by the subordinate. Other contributions have come

from Maslow’s ideas on hierarchy of needs. McGregor (his theory X, and theory Y),

Likert and Herzberg.

Weber defines a system as “A set or arrangement of things so related or connected as

to from a unity or organic whole.” A system is thus a unified whole having a number

of inter-dependent parts or sub-systems and it have identifiable boundaries that

distinguish it from its surrounding environment in which it is embedded and with

which it interacts.

Features of Social System

1. Social systems are open systems as they are in constant interaction with their

environment. By contrast physical and mechanical systems are closed in relation

to their environment.

2. Boundaries of social organizations are not easily identifiable. It has to be

understood from their activities and functions in real life situations. Physical and

mechanical systems have easily identifiable boundaries.

3. Closed systems have the general tendency toward ‘entropy’ and disorganization:

open systems, on the other hand, have the tendency to develop through greater

internal.


1.4.4 Socio-Technical System Theory

By definition, an organization exists for the purpose of achieving something,

reaching some goal or set of goals. It seeks to do this by accomplishing certain tasks.

Rationally, of course, the organization is structured, equipped and staffed

appropriately to accomplish its mission. The main goal of the state is to operate

schools, a transportation system and food services. The state must employ people,

provide legally mandated services, and perhaps engage in collective bargaining. There

are numerous tasks that the school district must organize internally in order to achieve

its goals and achieve assigned tasks that may include a large number of subtasks and

operationally necessary tasks for which an organization is built, and a structure is

given. It is fee structure which gives an organization its order, system and many of its

distinctive characteristics. The structure establishes a pattern of authority and

responsibility, thus defining its role: there are top management executives and middle

management supervisors, bosses and workers each of who attempts to know the extent

of his or her own legitimate authority as well as that of others. The organization must

have technological resources or, in other words the ‘tools of its trade. Technology

used in this sense, does not only include such typical hardware items as computers,

text-books and microscopes. Technology may also include programme inventions

systematic procedures, sequencing of activities or other procedural inventions

designed to solve problems that stand in the way of organizational task achievement.

Finally, of course, the organization must have people. Their contribution to the task

achievement of the organizational behaviour. It is this behaviour that selects, directs,

communicates and decides. These four intemal organization factors task, structure,

technology and people are variables that differ from time to time and from one

organization to the other, within a given organization, these four factors are highly

interactive, each tending to shape and mould the others.


Unit-2 Concept of Supervision

2.1 Concept, Definition and Areas of Supervision

Definition of Supervision

Encarta Dictionary defines the word supervisions as “to watch over a particular

activity or task being carried out by other people and ensure that it is carried out

correctly”, or “to be in charge of a group of people engaged in some activity and to

keep order or ensure that they carry out a task adequately”.

The dictionary of Education defines supervision as “all efforts of designated

school officials towards providing leadership to teachers and other educational

workers in the improvement of instruction; involves the stimulation of professional

growth and development of teachers, the selection and revision of educational

objectives, materials of instruction, and method of teaching; and the evaluation of

instruction.” Here the word “supervision” means to guide and stimulate the activities

of teachers with a view to improving them, that is, teaching as well as instruction and

promoting professional growth.

In technical terms, supervision is a “forward look” or “broad look” for the

professional growth of teachers. It means that the activities of the teachers are so

guided and stimulated that it ensures improvement of their efficiency in the teaching-

learning process. Supervision may be defined as the effort to stimulate, co-ordinate,

and guide the continuous development of the teachers in a school both individually

and collectively in better understanding and enrichment of all the functions of the

institutions, so that they may able to stimulate and inspire the continuous upheaval of

every pupil towards the richest and the most intelligent participation in the modern

democratic society and to develop a better education for the children and youth of the

country.

2.2 Modern Concept of inspection & Supervision

Modern Concept of inspection

Definition of Inspection

To check the efficiency of Administration, Functions i.e. Communication and

Information

School Inspection

A School is a process of evidence gathering in order to provide an assessment

of how well a school is performing. This is achieved using analysis of data,

observation of lessons, interviews with teachers, analysis of pupils’ work and


meetings with parents, pupils and governors. Inspections must be conducted by teams

of inspectors, led by a registered inspector, and must result in a written report.

Why School Inspection?

School inspections are required in a law and are governed by the School Inspections

Act 1935 and later amendments. The School inspection provides to parents an external

and independent view of what is good and bad about the school in which their

children are studying as compared to other schools.

Type of Inspection

Normally there are two type of School inspection in Public Sector School

i. Annual Inspection

ii. Surprise Inspection

When do inspections take place?

i. Annual Inspection

This is an inspection which is carried out annually. The inspector circulates the

schedule of annual inspection to the schools in his / her jurisdiction. Inspection has

multiple purposes. The inspection evaluate and asses the academic performance of the

kids maintenance of schools and performance etc.

ii. Surprise Inspection

All the activities of annual inspection and teacher attendance etc.

How are parents involved?

The school is required to inform PTA through Head Master / Principal

inspection is about to take place. The EDO / DDO arrange a meeting with parents to

explain the scope and procedures of the inspection and to listen to any issues that they

raise. Parents are also invited to complete a questionnaire and this gives an

opportunity for parents who cannot attend the meeting to make their views known.

After the inspection the school is required to inform parents promptly of the main

inspection findings and what actions have been proposed to improve the performance

of the School.

What happens in a school inspection?

A team of inspections led by a district officer of education department spends

ONE full day in the school observing lessons and speaking to teachers and pupils, to

gather evidence on how well the school is performing. The length of the school

inspection depends on the size of the school and the type of inspection. Typically an


inspection of a small primary school may take a team two inspectors 3 hours to

complete: whilst for a large secondary school it may take 15 inspectors one day. The

inspection is designed to answer the following questions

What sort of school is it?

What does the school do well?

How high are the standards?

How well pupils are taught?

How well the school is led and managed?

How much has the school improved since the last inspection?

What should school do to improve further?

How much course has been covered?

How much written work has been done?

What is over all condition of the school?

What are the results of school inspection

There are two outcomes depending on the results of the inspection.

An oral report of the corporate judgment of the team is given by the DO / EDO

in the meeting at the end of the inspection to the head teacher and staff. This follows

by a written report within two weeks. The school makes the inspection report a public

document. The parents are provided with the summary of report within ten days of its

receipt. The school has to prepare an action plan that describes how it is going to

implement the supervisors / inspector’s recommendations. The supervisors /

inspectors may judge that there are serious weaknesses in the schools performance and

made recommendations in their report.

Important points for inspectors

Supervisors / Inspectors are expected to

Evaluate objectively, be impartial and have no previous connection with the

school which could undermine their objectivity.

Report honestly and fairly, ensuring that judgments are accurate and reliable.

Carry out their work with integrity, in the friendly environment.

Do all they can to minimize the stress on those involved in the inspection, and

act with their best interests and well-being as priorities?


Maintain purposeful and productive dialogue with those being inspected, and

communicate judgments clearly and frankly.

Respect the confidentiality of information, particularly about individuals and

their work.

Modern Concept of Supervision

Modern concept of supervision is democratic in nature. It is concern with

assisting, supervision and sharing rather that directing. The aim of supervision is the

improvement of the total teaching learning process, rather than the narrow and limited

aim of improving teacher in service. The democratic concept of supervision thus

demands constant efforts on the part of inspecting officers to stimulate, so-operate and

guide the continued growth of the teacher in a school, both individually and

collectively in better understanding and more effective performance of all teaching

activities so that they may be better able to stimulate and guide the continued growth

of every pupil towards the richest and most intelligent participation in modern

democratic society.

2.3 Nature and Characteristics of Supervision

The following are some characteristic of Modern supervision.

1. Modern supervision is Democratic and co-operative.

Modern supervision focuses on co-operative leadership role and is based on the

principles of sharing and co-Ordination rather than directing. In the modern

supervision all teachers, pupils, parents and administrations participate and

supervisors are their academic leaders who stimulate, guide and advise them in the

improvement of instruction.

2. Modern Supervision is Communicative

Modern Supervision is not only based on the principles of co-operation but also

on social interaction and communication as well as exchange of information which

helps in good planning.

3. Modern Supervision is based on human relation

In modern Supervision, all persons involved are regarded as human beings with

their specific contribution in developing the process of education. The relationship of

the supervisions among all personnel is informal, friendly and open.

4. Modern Supervision is Comprehensive in Scope

The scope of the Modern Supervision is wider and comprehensive than the

traditional concept of the supervision in which the supervisor was only a visitor of the


classroom. Modern Supervision is directed at improving all factors involved in the

teaching learning process.

5. Modern Supervision is Scientific

In Modern Supervision scientific methods are used for the improvement of the

teaching learning process. The supervisor makes his performance more scientific

through surveys, experiments and so on. He encourages constructive and critical

thinking among teachers and discourages flattering and biased opinion.

School Supervision

In an act of helping teachers by providing professional guidance and technical

assistance in accelerating effectiveness of the process of teaching and learning i.e.

Evaluation and Support.

2.4 Kinds of Supervision

In every country of the world from the earlier times to the recent days

there have been a number of varieties of educational supervision each of them

reflecting certain objectives and perspectives concerning teaching-learning

situations; school organization and curriculum. An excellent statement of such

kinds of supervision is made by Burton and Bureckner (pp. 5-13) in the

following manner, i.e. (i) Inspection (ii) Laissez-faire, (iii) coercive (iv)

Training and guidance, (v) democratic leadership and Me Nally (pp.146-47)

have rightly opined that whereas it is not possible to draw sharp chronological

lines between these five types, they seem to have developed roughly in that

order. It is important to note, however, that none of them is and extinct museum

piece as yet; all five types are still to be found in American schools as in any

other country, both eastern and western.

i. Inspection

In United States, this function was accomplished by a lay member of the school

trustees or board of education. As the number of schools increased by leaps and

bounds, this duty was delegated to administrative and supervisory officers. Inspection

was intended to ascertain whether or not teachers were performing their normal duties

and to replace the unsuitable teachers with suitable ones.

ii. Laissez-faire

The officer with such type of supervision proudly remarks, “I let my teachers

do as they like. No autocratic dictation to my teachers here”. Their “hands off policy

hamper the improvement of the learning programme and reduce their status and

position as professional leaders.


iii. Coercive

It is an authoritarian concept which attributes to some authority of omniscience

necessary to make momentous decisions. Nobody ever questions the validity and

feasibility of such decisions. Teachers are to carry on the orders and instructions of the

coercive supervisor. Such supervisors find it easy to believe that the most effective

means of making teachers to work is to compel them to teach scheduled subject-

matter on the stereotyped methods. Teachers are visited by them while teaching and

defects or good points are made them known. They are coerced to follow the dictates

of the supervisor, and are awarded in crements of prizes on the basis of his personal

judgment.

iv. Training and Guidance

Education is a “Process of guiding growth”. Learner’s voluntary co-operation

in the learning process is of utmost significance. This change has brought to bear its

impact on supervision. Instead of trying to compel teachers to adopt certain methods,

emphasis is laid on the teaching of teachers; supervision assumes the role of imparting

in service education and training on the job. Teachers are motivated to do better and

supervision becomes a process of teaching.

v. Democratic Leadership

“Democratic supervision builds upon the power of teachers to exercise self

direction through his participation in the determination of goals and formulation of

methods and procedures for improving instruction.

2.5 Purpose of Supervision

1. The ultimate purpose of supervision is the promotion of pupil growth and

hence eventually the improvement of society.

2. A second general purpose of supervision is to supply leadership in securing

continuity and constant readaptation in the educational program over a period

of years; from level to level within the system: and from one area of learning

experience and content to another.

3. The immediate purpose of supervision is cooperatively to develop favourable

setting for teaching and learning.

a. Supervision, through all means available, will. Seek improved methods

of teaching and learning.

b. Supervision will create a physical, social and psychological climate or

environment favorable to learning.


c. Supervision will co-operate and integrate all educational efforts and

materials, will supply continuity.

d. Supervision will enlist the co-operation of all staff members in serving

their own needs and those of the situation; will provide ample, natural

opportunities for growth by all concerned in the correction and

prevention of teaching difficulties, and for growth in the assumption of

new responsibilities.

Need of Supervision

Supervision is mainly concerned with the teaching program of educational

institutions. The man emphasis in supervision is usually on assisting the teacher for

improvement of teaching. The main tasks of supervision can be identified such as

teaching work, guidance program, co curricular activities, management of school

property, curriculum development and improvement, evaluation program, office

record, school accounts and, school community relationship etc.

There is a need that supervisory work should be given to a person who has

particular knowledge, of this particular area. The supervision depends upon the ability

and characteristics of the supervisor and the environment in which supervision is

made. There is a need that the supervisor should provide stimulation and directions so

that the purpose of the organization is achieved.

2.6 Essential of an Effective Supervision

Qualities of Effective Supervisor.

Various attempts have been made by researchers to prepare lists of personal and

professional quality of a supervisor. It is hard to find a supervisor possessing all the

qualities and virtues.

Essential personal qualities of a person who is working as supervisor should be:-

(a) Approachability

In supervision, the supervisor is accessible to teachers, who has friendly

atmosphere. He must be able to move naturally and freely from informal talk to

deeper level of conversation, he should encourage and welcome new ideas and try

them in actual situation.

(b) Perceptiveness

Perceptiveness enables a supervisor to anticipate responses and to have

foresight of how events and action may look to others. It also helps a supervisor to

indentify a teacher needs for assistance.


(c) Aspiration and Faith

The supervisor should be articulate about his aspiration and faith. Unless he

keeps himself abreast of new knowledge and developments and believes in what he

believes, he can neither inspire others not face the unexpected challenges.

(d) A “Becoming” Person

“Becomingness” implies adaptability and flexibility in problems solving

situation, trusting new experiences, understanding new experiments for possible

growth for themselves and others.

(e) Imagination and Resourcefulness

It is important the supervisor be imaginative and resourceful. Efforts to

improve instruction and human relations often fail for want of imagination and

resourcefulness. Fresh perceptions, seeing new uses for familiar materials and

procedures, noticing previously, unnoticed elements in a situation, willing to take a

calculated risk, are all characteristics of good leadership.

2.7 Role of Supervisor

The most important component of the competency pattern is the task that the

supervisor is exempted to do in order to act competently. These tasks are many some

are incidental or insignificant, others are fundamental and crucial. Such critical tasks

are those which are mostly performed on the basis of competent behaviour. These

tasks allow variety method and have significant relationship.

Once these tasks are understood, it becomes possible for the supervisor to

achieve a better comprehension of the total job. Some important tasks are as under:-

(a) Curriculum and Instructions

i. He helps schools in clarifying for themselves the aims of teaching various

subjects, expressing those terms of learner’s behavior and in keeping them in

mind while planning lessons.

ii. Supervisor assists in understanding the scope and requirement of curriculum.

iii. He encourages innovations and experiments in teaching techniques and guide

teachers to focus attention on individual learners needs, particularly the gifted

and the slow learner ones, etc.

(b) Students Personnel

(i) This is a very important task in supervision. In this contact the supervisor

makes schools aware of the importance of individual differences for learning

process and of the need for providing differentiated learning activities to satisfy

individual needs and drives.


(ii) He guide teachers in maintaining a good school and discipline and advises

schools in improving attendance and reducing wastage and leakage through

stimulating schools work activities.

(c) Staff Personnel

(i) In this context the supervisor orientates new teachers and stimulates creative

efforts on the part of school personnel, commends their contributions.

(ii) He involves school personnel in selecting teaching materials and aids and

promotes recreational and social activities for personnel.

(iii) He also encourages action research, shares, and leadership roles and respects

teacher’s individual’s personalities etc.

(d) School Community Relations

(i) In supervision, the supervisor plays a vital role in seeking co-operation of the

community for the better education of its children.

(ii) He organize parents teachers association for exchange of information between

school and community, guides schools in involving community in planning

sports and other school functions.

(e) Evaluation of School Programs

i. The most important task of the supervisor is to use various techniques to

determine the extent, to which the school is achieving purpose.

ii. He appraises school programs to discover their strengths and limitation with

me ultimate view of reducing the limitation, and teachers to determine the areas

in which they needs help, and guidance.


Unit-3 Education Planning and Management

3.1 Concept, Meaning & Elements of Management

Definition and Meaning of Management

Management deals with making systematic arrangement so that the purpose of

the entire programme can be achieved. Management means an organized body or

system or structure or arrangement or framework which is undertaken for ensuring

unity of effort, efficiency, good well and proper use of resources.

3.2 Basic Elements of Management Process

The management specialists have attempted to analyse the management

process into its elements. Their view in the classifications of the elements of

management differ. Some of the modes are given bellow:

i. Foyal in 1957 presented the following as elements of management;

Planning – Organizing.

Commanding – Coordinating-controlling (POCCC)

ii. Luther and Gullick in 1961 suggested following as the elements of

management.

Planning – Organizing – Starring - Directing

Co-Ordinating – Reporting (POSDCR)

iii. Newman and summers, in 1981 presented following elements of

management:

Planning -- Organizing – Staffing – Leading – Controlling – Measuring

(POSLCM)

iv. Koontz and O, Donnel in 1964 arrived at the following elements as

components of a management:

Planning – Organizing – Starting – Direction

Control – (POSDC)

v. Date in 1956 suggested the following stages of management:

Planning – Organizing – Starting – Direction


Innovation - Representation (POSDIR)

vi. The latest and most popular model is POSDCORB, representing the

following seven elements of management Process:

a. Planning

b. Organizing

c. Staffing

d. Directing

e. Coordinating (CO)

f. Reporting

g. Budgeting

vii. However a simplified version most commonly adopted these days consists

of the following elements:

a. Planning

It includes creating, programming and project formulation.

b. Organizing

It includes the assembling of resources and staffing.

c. Direction

It includes motivation, supervision and coordination.

d. Control

It includes budgeting, reporting and evaluation

Basic Elements of Management in Education

According to the point of view of planners and managers in education, the

management process can be briefly described as follows.

a. Planning

It includes (a) assessing needs; (b) formulating goals and objectives; (c)

selecting programmes / projects; (d) conducting assessments; and (e)

conducting follow-up programmes


b. Organizing

It includes (a) the organization of group activities into logically related units;

(b) specification of authority and responsibility levels; and (c) coordination

among responsibility areas.

c. Staffing

It includes (a) selecting people to meet needs of activities; (b) training people

to perform; (c) including motivation to achieve; (d) matching people with jobs;

and (e) evaluating performance.

d. Controlling

It includes (a) Setting standards; (b) measuring out comes; (c) identifying

discrepancies; and (d) taking corrective actions.

3.3 Concept of Educational Planning

The various selected definitions of educational planning are as follows:

* Zewing’s view; “Planning is considered as an essential arrangement of defined

aims to achieve the centralized economy”.

* Gregory’s view: “Planning may be sufficiently defined as any attempt to

organize resources for the attainment of chosen ends.

* Dickinson’s view: Planning refers to an organization which is connected with

production, distribution and consumption.”

* View of American Association of School Administrators: Planning involves:

i. Including the definition and classification of purposes and scope.

ii. Investigating several conditions affecting the achievement of purposes.

iii. Analyzing to ascertain the meaning of the fact and to forecast effects of

possible courses of action on achievement of purposes.

iv. Making decision to set the courses of enterprise as revealed the processes of

purposes, defining, investigation and analysis.

Education Planning

A comprehensive educational planning includes the different aspects of

educational reconstruction like universalisation of elementary education, eradication

of illiteracy, strengthening of vocational education, at the secondary school stage

levels, using formal, non-formal open channels of learning, woman education, and

teacher education. Adult education, new education pattern, higher education and

national policy on education. This should also cover resources and financial


allocations. As Pakistan is considered to be hiving the network of education, it means

that educational planning is more or less essential to under-take to promotion and

development of education.

Importance of Planning

Planning is of vital importance in education, organization, administration and

business planning is a major instrument in any social system. An unplanned education

system lives in anarchy and fails to achieve to goal. Planning provides direction to

educational and national development.

Planning is regarded to be basic in any social activity or programme. It is more

or less true of the basic social activity such as education because it involves the

growth of a nation’s human resources.

Further, educational planning becomes more relevant and useful in a country

like Pakistan where material resources are limited and the number of beneficiaries is

large. Careful! Planning is required to avoid wastage and achieve maximum benefit.

Planning does not simply imply distribution of money but it increasingly implies

human support to various programmes. Pakistan, like other developing countries,

needs educational planning because of the reasons given as follows.

1. Developing nations should make an intensive effort to develop and go higher in

all educational fields.

2. It is necessary to plan educational system from a scratch to provide strong

foundations for future growth. Universalization of Primary education is one

such example.

3. Wise planning gives like to maximum achievement.

4. Because of a wide gap between needs and resources educational planning has

to base on cost benefit.

5. In order to improve manpower, education has to be given top priority in

planning; Careful planning has to be done.

3.4 Social development Approach

This approach underlines the Robbins committee report on higher education in

Britain. According to this method, there are several major and minor steps to

the projection of demand for place in higher education thus involve five steps

as detailed belows:

Step-I: To estimate the size of the age group relevant to higher education.

Step-II: To estimate what proportion of this age group is likely to reach

particular levels of school leaving attainments not considered relevant

for entry into higher education.


Step-III: To estimate what proportion of those qualified will apply for admission

to higher education.

Step-IV: To decide what proportion of these applicants should be given places

and

Step-V: To assume the length or duration of the study.

The first three steps relate to entrance and the fourth converts entrance into

place.

Manpower Approach

This method gives the basis for the estimates of enrollment in the in the

different streams of educational system. This gives a forecast of the general demand

and supply in the educational system. It is further based on the fact that the main link

of education with economic development is through knowledge and skill it produces

in the labour force to the extent that the educational system produces qualified people

in the right number and at the right place. It is often supposed that the problem of

manpower planning is peculiar only to the less developed countries. But it is found in

the developed countries also.

Three factors are involved in manpower planning:

a. Analysis of existing system of education and employment.

b. The main function and principles in preparing the perspective plan in education

in the light of manpower needs, and

c. Some different regarding the Manpower approach.

A. Two Major factors should be considered in analyzing the existing system of

education and employment.

i. The financial resources of the country being limited, educational planning has

to be adjusted as closely as possible to the types of employment which are

desirable for economic growth

ii. The teaching profession approximately needs 60 percent of the high and

medium level manpower of a nation.

The demand for education for education implies a demand for manpower in

competition within the sectors of the economy.

B. Preparing a perspective plan in the light of manpower needs. The first step

will be to make two inventories inventory of education and inventory of

manpower. The first inventory includes the numbers the number of children

who have been enrolled, the teachers and their qualifications, enrolment in

teacher trainings, institutions and finally the number of school building, their

nature and equipments. The second inventory takes into account the present


status of the people to be employed in terms of occupational and industrial

qualifications, their levels of training and the interconnection between these

levels.

C. Difficulties regarding manpower research: A number of advanced countries

like France, Norway and Sweden their manpower need to plan as far ahead as

possible. These countries deem it important that the student should be trained

to meet the needs of the economy as it is expected to develop. On the other

hand, in a number of other countries, like the United Kingdom, there is a

serious doubt that such estimates are valid over a period of fifteen to twenty

years. The British prefer to estimate the number to be educated at each level:

not on the basis of the economy’s needs, but rather on the demand for

education by the students. Detailed projection of demand for manpower is

made difficult by uncertainty of productivity trends, or the reward that will be

available, and hence the response of supply, the relationship between numbers

available and numbers trained, the structure, of industry and international

competition.


Unit-4 Educational Planning Process and Management

4.1 Types of Educational planning

The following are the types of Educational planning

1. Individual plan: this is responsible for only a particular part of the total plan

and deals in detail about it.

2. Group plan : this is a cooperative process in which all the aspects are involved

and mere than one person is involved in this plan

3. Short term plan: the duration is 3-5 years . this plan is prepared for immediate

action. To illustrate , the national five years plans may be mentioned.

4. Long term plan: this is a perspective plan and is spread over 10 to 20 years.

Often short term plans form a part of long term plans. Never the less, without

long term plans the administrator cannot function as effectively as it should.

4.2 The process of plan formulation:

It is highly involved complex and time taking exercise involving a number of

government department and specialists and technical experts working in semi-

government organization as well as in the private sector

(1) At the very outset the planning commission (or its secretariat, the planning and

development division) invites the provincial governments to formulate their

developments priorities and major development initiatives that they would like

to adopt in their provinces during the next plan period. This provides time to

the provincial government to carry on detailed exercise at their level.

(2) Simultaneously, the planning commission constitutes a large number of

technical group on major planning area of special concern for example . for

the nine five year plan technical groups were constituted in the fields of

primary education technical education and higher education in the sector of

education and training. These technical groups consist of officials working in

concerned federal and provincial departments. Qualified personal working in

universities technical field and experts from the private sector. The terms of

reference of these technical groups were requested to suggest policies

measures that should be adopted in that sector during the next plan

(3) Concurrently the various sections of the planning commission carry out

detailed analysis of national provincial statistics pertaining to their sector and

chalk out a strategy for correcting current imbalances and deficiencies

(4) On the receipt of the reports of the technical groups and proposals of the

provisional governments and concerned federal ministries a series of meeting

are held with concerned departments of the provincial governments and


federal ministries. Both individually and collectively to enlarge the area of

agreement .

(5) The planning commission then prepares a draft plan which is circulated to

provincial governments federal ministries professional organization and the

media .a second round of consultations begins to reduce the area of

disagreement.

(6) The draft plan then considered by the federal cabinet in the light of the

summary prepared by the planning commission .the summary brings out the

point of view of the dissenting provinces/ministries.

(7) The draft plans as amended by the federal cabinet is then submitted to the

national economic council for final approval. then the provinces being

represented in the NEC by chief minister present their points of view for

decision . The NEC is finally published as the official five year plan. In the

light of the procedure described above the following generalization can be

made about plan formulation in Pakistan --That plan formulation in Pakistan is

a centralized activity --That the provincial governments are fully involved

within the framework of a centralized system --That the planning departments

at the provincial level are in touch with realities in the ground through

consolations with the line departments --That elected representatives are

involved in the planning process only at ministerial level

4.3 PLANNING IN PAKISTAN

PLANNING

DEFINITION

Planning is to organize various activities or programs in such a manner that

maximum objectives are achieved by mobilization the available resources in

effectively organized manner

OR

A method of organization and utilizing the available resources of a country

for the purpose of fulfilling certain needs.

OR

Planning is a set of decisions taken now for implementation in FUTURE to

achieve certain predefined OBJECTIVES with optimal use of RESOURCES.

Need for planning

The preliminary question “why to plan at all” is to be answered. Planning

is necessary for tackling the problem of:

A: Social up-life

B: Economic Development

C: Economic Stability

D: Problem of unemployment


E: Equitable distribution of income and wealth

F: Avoiding monopolistic exploitation Growth in Production

The following are involved in planning

Situation analysis’

Determination of objectives, needs and requirement.

Prioritization of objectives, needs and requirements

Identification of available resources

Mobilization of resources for achievement of objectives.

PLANNING CYCLE:

The whole planning process can be represented as under

STAGES IN PLANNING PROCESS

The following six stages are considered as basic stages in process of the

educational planning

1. PRE_PLANNING

In the pre planning stages

A) planning unit is organized and its staff is trained

B) Planning procedures are setup

C) Proper statistical information base in line with planning needs is created

D) Regular information flow is ensured

2. DIAGONSIS

This is very important stage in the planning process. Here diagnostic study is

undertaken regarding structure and main dimensions of the system. This is done by

Situation

Analysis

A

National Aims

(Identification of

Goals)

National Plans

(Five year Plans)

Annual Development

Plan

(ADP/PSDP)

National Policies (Objectives/Targets

)

Projects

(PC-1 Forms etc.)


considering the objectives, aims and expectations of policy makers and those of

immediate concern as well as of other population groups which have a stake in the

plan

3. PLAN FORMULATION

Following diagnosis, the planner commences a series of activities that are often

considered his prerogative. The voluminous document so prepared with the official

seal of approval, will known as the “National Development Plan”

2 PLAN ELOBRATION

The development plan of the country is not usually a document ready for

implementation. It needs to be elaborated up to the point that specific packages of

action become identifiable. This process of elaboration proceeds in two inter-related

dimensions i.e.

Regional micro-planning

Programming and project preparations

3 PLAN IMPLEMENTATION

The implementation of a plan begins with the execution of individual projects in some

or all of the country’s geographic regions. At this point, the planning process mergers

with the management’s process, i-e projects need to be accepted and executed by the

administrative machinery. The planner’s task, however, does not end here. It includes

such key activates as assessing and enhancing the performance capacity of the

administrative system, and installing suitable mechanisms to monitor the execution of

the plan

4 EVELUTION , REVISION AND RE-PLANNING

Evaluation is essential a continuous operation, which accompanies rather than follows

plan implementation .however at the end of the plan period, it usually takes the form

of an ex-post plan review which either gives rise to a revision of certain ineffective

implementation strategies for future or puts into question certain plan targets as

unrealistic , overly ambitious , or no longer relevant.


PRACTICAL MODEL OF PROJECTS PROCESSING

EVOLUTION OF THE PLANNING MACHINERY IN PAKISTAN

The planning machinery in Pakistan has been evolved over a period of time as

briefly indicated below. A development board was established in 1948 for

coordination development projects that had been prepared earlier and for determining

priorities. There was also a planning advisory committee these institutions were

working under the cabinet. After creation of the ministry of economic affairs, they

were transferred to the ministry. The ministry for economic affair was the chairman of

the development board with federal secretaries as members. A national planning board

was established in 1953 to prepare first five year plan 1956-60.

This planning board was renamed planning commission in 1958. It was given

the status of division in the president secretariat. The president was the

chairman with the status of cabinet ministries.

Anticipated Allocation for the Sector

Requirement of the Department

Prep: of D.S.E’s by Executing Agency

Preparation of PC-I by the Department

Release of Funds by F.D

Completion of Project

Provision of Staff (If

required)

Identification of Site

Execution of Project

Administrative Approval

Approval through competent forum

Provision of Furniture &

Equipment (If required)


Planning and development boards headed by Additional chief Secretaries were

established in the provinces in 1971.

4.4 PRESENT PLANNING MACHINERY IN PAKISTAN

The present planning machinery at Federal level in Pakistan comprises of the

following institutions.

NATIONAL ECONOMIC COUNCIL (NEC)

It is the supreme policy making body headed by the chief Executive, and

member includes Federal Ministers in-charge of Development Ministries, the Deputy

Chairman of the planning Commission and the chief Ministers of the Provinces. It

approves all plans and polices relating to development.

EXECUTIVE COMMITTEE OF NATIONAL ECONIMIC COUNCIL (ECNEC)

It is headed by the Federal Minister for finance. Its members include Federal

Minister of Development Ministries, Chief Ministers and provincial Ministers

concerned. Their functions are

A. To sanction development Schemes in public private Sector.

B. To allow moderate changes in the plan within the plan allocation

C. To supervise the implementation of Economic Policies laid down by the NEC.

PLANNING COMMISSION

It is responsible for the operation of Annual , Medium term and perspective plans

and for the coordination of the coordination of the developmental plans of Federal

Ministries, provincial Governments, autonomous bodies and private sector

Central development working party (CDWP) The CDWP is headed by deputy chairman planning commission, with federal

monasteries and heads of provincial departments of planning as members. The

Fed Minister

(Finance)

Deputy Chairman

Secretary P&D

Division

Secretary Finance

Division

Secretary ECO

Affairs Division

Add. Secretary

P&D Division

Chief Economist

P&D Division


schemes approved by CDWP are submitted to the executive committee of national

economic council (ECNEC) for final approval

DEPARMENTAL DEVELOPMENT WORKING PARTY (DDWP)

It is a body for approving developmental projects for federal ministries \

division’s \ departments according to their approved financial limits. It is headed by

the respective secretary \ head of the department and includes representatives of

finance division and concerned technical section in P & D division.

Provincial Level

PRIVINCIAL DEVELOPMENT WORKING PARTIES (PDWPs)

PDWP is headed by the Additional chief Secretary of the province. All the

provincial Administrative Secretaries and Chief Economist are the members of

Provincial Development Working Party. Projects are submitted to the PDWP after the

Technical, Financial and Economic analysis by the concerned sections of the P&D

Department.

DEPARTMENTAL SUB-COMMITTEE(D.S.C)/DEPARTMENTAL

DEVELOPMENT WORKING PARTY (DDWP)

DSC (now DDWP) is headed by the provincial Administrative secretary of the

concerned department. Nominees of Finance, P&D and works & Services departments

are its members.

DISTRICT DEVELOPMENT COMMITTEE (DDC)

DDC is headed by District Nazim with District Finance; P&D and Works &

Services departments are its members.

Executive Agencies

a. Provincial ADP Schemes are executed by Provincial Works & Services

Department.

b. Federal PSDP Schemes / President Directives / Prime Ministers directives for

which funds are provided by Federal Government are executed through Pak.

PWD.

c. In special cases, Consultant / Private Firms are hired to carry out the

Development Activities.


Bodies Competent For Approval of Projects and Their Financial Powers.

Sanctioning Authority Financial Powers

District Level

DDC Rs. 40.00

Department Level

DSC / DDWP Rs. 40.00M

Provincial Level

PDWP Rs. 200.00M

Federal Level

CDWP Rs. Above 200 Million

High Level

NEC Policy Matter.

ECNEC No limit.

Federal and Provincial Projects / SCHEMES

Federal VS Provincial / Schemes

A major share of the total Developmental fund is allocated to Federal Projects relating

to major infra-structural sectors like:

Transport

Communication

Energy

While the remaining Part is allocated to the Provincial Development Programs. Out of

the total Developmental fund available for division amongst the provinces, 10% is

allocated as a special allocation to NWFP and Balochistan while the remaining 90% is

allocated among the four Provinces on the basis of population. In addition the Federal

Government allocates funds to the provinces to cover essential Provincial projects

under the special Development program, which cannot be included in the Provincial

ADP’s due to resource constraint.

Foreign Aided Projects

It is that foreign aided projects are duly funded in accordance with the

agreement signed with the donor agencies.


Data Needed for Educational Planning

Types of Planning

In accordance with the time factor, plans are divided into three categories.

Short Term Plan

A short term plan has a very brief and limited horizon. It is constructed with

only one fiscal year in view. It is also called Annual Development Plans or Simply

Annual Plan.

Medium Term Plan

A medium term plan covers four to seven years period with five year being the

most popular choice. In Pakistan, the following Medium Term Plans have been

prepared.

1st Five Year Plan 1955-60

2nd Five Year Plan 1960-65

3rd Five Year Plan 1965-70

4th Five Year Plan 1970-75






Plans

Medium Term

Plans

Short Term

Plans

Long Term

Plans


Long Term Plan

A long term plan more often called a “Perspectives Plan” May cover 15-25

years period depending upon the economic priorities and needs of a country. In

Pakistan, the 1st perspective plan was prepared for the period 1965-85.

Roll-On Plan

In order to bring flexibility in the five year plan and to relate the sectoral and

project-wise allocation with;

a. The financial position; and

b. Project implementation

A Roll-on plan is designed in which the sectoral and project-wise position is adjusted

to the foregoing/subsequent year.

Annual Work / Operational Plan

Annual work plan or operational plans are basic instruments of implementation

and monitoring. Annual Work-Plans / operational constitute the breaking down of

plan into implementable activities alongside time frame and allocation of

responsibility. It is usually prepared for one year.

Characteristics of a sound plan

Implementable

Flexible / adjustable

Pragmatic

Development oriented

Change oriented

Realistic (Resources, Targets and duration)

Inclusive / Comprehensive

How to make effective Plans

Involve people affected by the plan to gain their support

Explain why the plan is important / necessary

Sell / resell the benefits to everyone involved

Ensure that the required resources are available and remain available

As far as possible, stick to the existing practices of doing things

Build in mile stones, monitor and review he progress

Keep the plan simple and straight forward

Make the plan flexible

Consider transitional arrangements i.e. how you keep things moving.


4.5 Data needed for education and planning Definition of Education Statistics:

Education statistics provides information about students, teachers, equipment, teaching aids

and physical facilities etc that can be used for planning and management of the education

system.

Functions of Education Statistics:

Education statistics provide information about stock of students, teachers, equipment,

teaching aids and physical facilities in comparison with similar statistics of previous

years. It also provides students flow information.

It is used for monitoring the performance of the system.

It provides essential tools for planning and the outcomes of alternative choices.

Education statistics provides means for project and program evaluation.

Education statistics are indispensable for education research.

Education statistics provide basis for formulation of policies, goals and objectives.

It is a fundamental tool for management of the system.

It is a source of information for other stake holders.

Characteristics of data:

Recent.

Reliable.

Valid and

Comprehensive.

Data Types:

Primary and secondary data.

Qualitative and quantitative data,

Stock and flow data.

Assessment of data needs

Assessment of data needs should be base on the WHY, WHAT, WHEN, WHO and HOW as

follows.

“WHY” - Objectives of data collection exercise.

“WHAT” - The needs of end users.

“WHEN” - Monthly bi-annual, annual.

“WHO” - Distt: & Provl Deptts; of Schools & Literacy.

“HOW” - Monthly returns/Annual school census.

Sources of Educational Statistics:

Annual school census.

Pakistan Integrated Household Survey (PIHS).

School Inspection reports.


Federal Provincial Bureau of Statistics.

National Institute of Population Studies (NIPS).

Data collection and analysis:

Data collection instrument (Questionnaire).

Census and Sample Surveys.

Data Processing (DP).

Analysis of data depends on the information required. In the context of education it should

establish trends and should address the issue of Access, Quality, Equality, Efficiency, and

Effectiveness.

4.5 Education Planning as Part of Five year Planning:

The first five year plan (1955-60) had envisaged to pave the way for making primary

education free and compulsory.

By the year 1975, but only 20% of the total funds earmarked for Education were allocated for

Primary Education. Still more deplorable was the fact that eve out of the meager allocation of

Rs. 50 million only Rs. 18.3 million i.e. 37% of the amount, could be utilized and spent on

primary education. The lapsed funds were probably transferred to other sectors of economy.

ii) In the second Five Year Plan (1960-65) the target for achieving the goal of

compulsory Primary Education to children of the 6-10 years ago group within 10 years time

was fixed. It was planned to bring 56% of the primary school age children on the rolls of the

schools during the plan period. For this purpose Rs. 65.4 million were allocated for primary

education out of the total allocation of Rs.395.5 million for the sector of education. However

only Rs.17.7 million i.e. 27% of the allocation was spent on primary education; the rest was

transferred to secondary, higher and technical education showing disregard for the primary

stage of education.

iii) The Third Five Year Plan (1965-70) was prepared with a view to achieving the goal

of universalization free and compulsory primary education by 1980. Rs.68.5 million were

provided for Primary Education.

iv) During the period from 1970-78 there was no plan as the fourth Year Plan (1970-75)

was abandoned due to disturbed conditions in the country. But total amount of Rs.444 million

was spent through ADPs during 8 years period.

v) In the Fifth Year Plan (1978-83) and amount of Rs.1413 million was spent on primary

education out of the total allocation of Rs.5944 for the sector of Education, but the target of

universal Free Education had remained elusive.

vi) In the Sixth Five Year Plan (1983-88) total allocation for primary education is to the

tune of Rs.7000/- million which was quite a substantial amount keeping in view the overall

resources of the country. At the end of plan period the expenditure incurred were Rs.3533

million and participation rate reached 63.5%.


vii) In the Seventh Five Year Plan (1988-93) allocation of Rs.10, 128 million has been

made for primary education out of the total Education budget or Rs.22680 million. The

participation rate is accepted to reach 80% by the end of 1992-93.


Unit # 5 Problems of implementation of Policies.

5.1 Problem implementation of Policies

An education policy a policy initiatives, a statement a directive or a document

issued time and again by the government for development of education of its country.

The policy plays a pivotal role in the system of education.

A policy on education reflects the country’s political options its tradition, it

values, its culture and ideological aspiration, its social and economic need, it emerging

trends and its conception on future. The policy is the result of long strenuous

deliberation, discussions and thoughts. It comprises a close knit, unified structure of

all elements in whole. Simultaneously, it embodies principals of action, considered

most essential for the achievement of such goals.

Education policy views educational development a dynamic and a continuous

process and which by its very nature implies and revolutionaries exercise and provides

appraisal of its goals, strategic objectives and programs: The interest of the nation

serves to warrant and policy with a flexible approach to the changing and varying

needs of the country.

Results (Problems of Implementation):

For any policy, when it begins to implement, requires smooth economic and

political education. But all occasions the political crises give a resistance to

implementation of policy or program. The policy 1970 was never implemented on

account of the war with India, secession of East Pakistan and the collaps of the

military government.

At the time of the emergence of the “New” Pakistan in 1972, the country’s

literacy status was as below:

Over all literacy rate was about 21.7

Percent, rural literacy rate was 41.5

Percent, male literacy rate was 11.6%

Rural female literacy rate was 4.7%

Problems of Implementation the Policy 1972-80:

This policy was prepared by the education commission under the command of

Federal Minister for Education Abdul Hafiz Pirzada and was announced in March,

1972. This policy of education was the 1st education policy prepared and

recommended by the elected government in the past history of Pakistan. This policy

was for the coming eight years. In this policy so many programs where included to be

continued for long time to give its fall results. But unluckily the politically crises in

the country began to develop day by day. This resulted the dissolution of the elected

government by the army chief. All the programs including education were postponed

and new approaches towards progress and development were started by the new


martial law government. So the policy 1972 was badly affected to implementation for

its required tenure.

5.2 “MODES OF EDUCATION”

The multi-directional gradual growth of an individual to effectively interact with the

environment does not take place in isolation. In this endeavor certain individuals,

groups and institutions contribute significantly. All these and other such influencing

factors and condition may be called the agencies of education or mode of educations.

When education is deliberately planned, chosen and employed by the

community for the welfare of its coming generation it is called formal education. It

encompasses the existing structured school, colleges and universities system. There

are certain other modes of education like non-formal education (NFE) and Distance

education. For better understanding, we will discuss each mode separately

1. Informal Education By informal education we means, the truly life long process whereby every

individual acquires attitudes, values, skill and knowledge’s from daily experience and

the educative influences and resources in his or her environment from family and

neighbors , from work and play, from the market place , the library and the mass

media through informal education, for example, a child acquires a substantial

vocabulary at home before going to school a daughter learns child care and cooking

from helping and observing her mother, a son picks up occupational skills from his

father and children and adolescents learn from their peers

2. Formal Education

Formal education is the education imparted by educational enterprises

prevalent throughout the world chosen and employed by the community, under set

rules and regulation for the welfare of its individuals. This education is given in

schools, colleges and universities and similar other institutions, which are established

with the aim to modify the behavior and to shape the personality of the child in more

desirable form. The consciously structured education is imparted through the process

of formal instruction. This mode of education deliberately planned and has a well

define systematic curriculum.

Now you could surely determined the salient features of formal education

1. Planned with a particular end and in view

2. Limited to a specific period

3. Has a well define and systematic curriculum

4. Given by specially qualified teachers and

5. Observes strict discipline

3. Non Formal Education

Non formal education is the one of the recent international educational

movements which emerged from the idea of general improvement of the people to

meet their social and economical needs

The word non-formal is derived by using the pre-fix “none” to formal. It is usually

written NFE . Coombs 1973 visualizes the NFE as


“ Any organized educational activate out side the established formal system

whether operating separately or important features of some boarder activate that is

indented to serve identifiable learning clientless and learning objective.

4. Adult Educating

All the ways by which mature person learn ate the method adult education.

More important, much of adult education is becoming not a “making up” but a

“Keeping up” and a “going ahead”

In the other word, “adult education is the process where by persons who no longer

or did not attend school on regular and full time basis undertake sequential and

organized activities with conscious intentional of bringing about change in

information, knowledge, understanding a skill, appreciation and attitude or the

purposes of identifying and solving the problems.

5. Basic Education

Basic education is based on basic skills, knowledge and attitudes which are

actually learned in school or out of school. The acquisition of certain things is

necessary to enable the individuals to live a useful and productive life. From the above

statement it can be said that basic education means universal primary education for the

age group 5 to 9 and universal literacy for the age of 10 to 45

Basic education through modernization of attitudes at grass root level provide

basis for socio-economic development of a society

6. Civic Education

Education is the process of producing desirable changes in the individual so

that he may take his place as a desirable efficient and useful member of society. It

would seem that demand of society would be excellent guide for determining the aims

of education for life in that society. Actually the aims of education are to make

efficient producers, efficient consumer, and effective members of society.

“Civic education should developed in the individual those quality as member of

neighborhood, town or city, state and nation, and give him a basics for understanding

international problems”

7. Vocational Education

The objective of the vocational education program are twofold the individual

development and community development.

In personal terms the objectives are to develop reading, Writing and counting

skills, Teaching vocabulary which helps to promote their mental enrichment, in

calculating.

Reasoning power positive attitude and habits toward works. In community

development, the objectives to acquaint learners with their rights and duties.

8. Higher Education

Higher education has always played an important role in increasing the human

resources for socio economic developments

According to national education policy (1998-2010). “Higher education is today

recognized as a capital investment and is of paramount I importance for economic and

social development of the country. Institution of higher education have the main

responsibilities for equipping individual with advance knowledge and skill required

for positions of responsibility in government businesses, and other profession. Only

highly educated manpower can handle advance technology”


No doubt higher education has a positive role to play in the process of development

but it all depends on how resources established its relevance to the development of the

economy.

5.3 Main Problems of Education

Education is corner stone of development. It has been proved that education

makes a significant and positive impact on employment, earning, and productivity,

health and the control over population growth.

The reason of our backwardness is that our education system is not performing

adequately. The reason for the lethargic performance of Pakistan’s educational sector

is the low attention on education on the part of the government. Some of the main

hurdles and obstacles which are greatly responsible for the education decline or low

literacy rate are:

1. Allocation of Funds

Pakistan is the lowest country n the entire world in the allocations of funds.

Financial constraints have all along been a major issue in the development of

education of Pakistan, Conversely the argument that evens the meager. In 1997-98 the

allocated budget for education is Rs. 64,024.6 million, which represents 2.2% of GDP.

2. Government Will

As every govt. didn’t pay any proper need to the primary education, which is a

base for the rest of career. Thus the govt. also failed to achieve the objectives of the

secondary education. Even govt. prepare only paper policies and do not interest to

implement their policies are only limited to the tables. In the past if we have a glance

at the plans, we will come to know that most of them meet to a big failure. The basic

reason for this was, that the funds allocated by the govt. for education wee not

sufficient. In they lack in basic facilities like drinking water, electricity, furniture and

other infrastructure necessary to run a school r imparting, education, consequently

these children’s are compelled to leave their education half way. Due to lack of

facilities the dropout rate in Pakistan is very high.

3. Instability of Govt.

The most crucial factor which is responsible for the educational decline is the

instability of governments. From the very outset each govt. declared the policy of their

own will, but they have been dissolved before the implementation of their policies for

one reason or other.

4. Inconsistency

One reason which emerged as a problem of education is the inconsistency in

the attitude of the govts. As the one govt. launched a policy of their own will but when

that govt. was dissolved, then the next govt. did keep it continue. The tragedy of our


country is that every govt. blows their own trumpet, not keeping in view the actual

achievements; claimed to be achieved by them. But the case is always vice-versa.

5. Politics

The education system of Pakistan has become highly politicized during the

latest decade, the educational institutions, particularly the universities and colleges

have become the center of political activity due to the wide scale interference and

operation of various political parties have their. The political parties have their offices

set up in the educational institutions and frequently indulge in the functioning of

educational institutions. Social imbalances, economic disparities and backwardness

prevailing in Pakistan’s national life makes it imperative for the public representatives

to make crucial decisions in the areas like recruitment of teachers their postings,

transfers on one side while providing patronage to the students in sheer disregard of

the government policies, on the other such political interference is done to extract

maximum benefits for the electorate which holds the key of success in the elections.

The four main components of Pakistanis education system that is students, teachers,

curriculum and examinations have been adversely affected due to the political activity

and have started to makes its detestable impact on the decision like establishment of

institutions.

6. Poverty

One of the main problems which lead to the education decline is poverty. Our

country is overpopulated one as compared to resources. Most of the people are below

the poverty line. They live from hand to mouths, and can hardly meet their daily

requirements. Most of the children inspire of going to schools work in hotels and

shops to support their families. Thus more than 50% of school going children involved

in the children labour. Thus major portion of our country contribute to illiteracy. In

modern time most of the colleges and universities have started admissions on the self

finance basis, which had greatly reduced the approach of the poor students to higher

education.

7. Lack of General Awareness about Education

With all the above problems there is a painful lack of an educational climate in

our country. This is because our educators do not work with missionary spirit. How

many of our teachers and professors are devoted to the propagation of knowledge as

the primary object of their life? They are in the profession. It seems either because

they cannot be employed elsewhere or because the teaching line holds out better

prospects for them, than any other profession. They are, as a result very little

interested in promoting an atmosphere of learning in their institutions and provide no

inspirations to students for study as an end in itself.


8. Unskilled Teachers

Teachers especially of primary schools, lack training skills. The teachers in

Govt. Primary Schools are misfits. Any person who has had ten years of schooling

plus a 39 weeks training course can become a teacher. For most if their part they spent

time on lecturing, asking students to read aloud or answer questions, leading group

recitations and monitoring work being done in the class rooms. They are obvious of

the modern teaching techniques. The daily schedule of the school does not include any

sports or recreational activities. The text books are blindly followed and memorized

by the students to reproduce the matter in the tests or examinations. The teacher does

not encourage the students to put questions on the subject taught in the class rooms.

The students are either punished or harassed on asking questions from the teachers.

They blindly follow the traditionally lecture methods and do not use the audio-visual

aids during teaching. They have no skill to make their teaching more attractive, for the

students.


Unit-6. Administrative and Supervisory Structure in Pakistan Education System

6.1 Ministry of Education

According to the constitution 1973 a number of important matters in

educational fields have been placed on the concurrent. In the legislative list for the

Federal government has invested powers in education.

The Federal Ministry of education under the Minister of education is

responsible for the overall organization and management affairs of the Ministry. It

formulates policies and prepare plan for the development of education keeping in view

the needs and prepares aspirations of the nation. In more specific terms, the functions

and responsibilities of the Federal Ministry of Education are briefly stated.

Supervising the education system.

Reviewing the standard of education at various levels.

Formulation of polices from time to time.

Preparing plans.

Formulation of Curriculum.

Revision of curriculum from time to time.

Preparation at (model) text books in various subjects.

Deputing delegation to foreign countries.

Evaluation the role of Provincial Government for the development of

education.

Arranging seminars, workshops, conferences at national level for orienting all

concerned with planning, development and implementation of the education

programmes.

Building linkage with international agencies.

Bringing about, collaboration between universities and other advanced centers

in Pakistan.

Launch long terms projects like PE, TTP, IPSET etc

Wings of the Ministry of Education

The Ministry of Education is divided into several wings of entrusted with

specialized jobs such as:

Planning and Projects.

Curriculum and Text Books / Teacher training.

Administration and institutions.

Educational research.

Each wing is headed by a senior professional officer.

Autonomous Bodies / Organization.

There are a number of various autonomous bodies / organizations which

function under the Ministry of education such as:


The university Grant commission (UGC)

The Inter Board Committee of Chairmen.

The National Book Foundation.

The National Book council.

The national Education Equipment Centre.

Museum of science and technology.

The Inter University Board.

The Historical Record and Documents Council.

The National science Foundation.

Collaboration of Federal Ministry of Education with other Department

The Ministry of Education works in close collaboration with relevant

ministries, particularly with’ the Ministry of Finance and Planning Division so that the

educational plans could be suitably incorporated in the prospective of national

planning and development similarly, collaboration is maintained with Economics

Affairs Division which negotiates technical assistance with different countries and

international organizations in the field of education under bilateral cultural

cooperation programmes.

Problems and Issues Addressed by Federal Ministry Education Relating to

Development and Improvement of Education in Pakistan.

Federal Ministry of Education in spite of making continuous and sincere efforts

for development and improvement of education in the country has always been at the

cross road and has been facing the task of a forbidding magnitude, since the inception

of Pakistan. Some of the indications are that the country still has 90 million illiterates.

The literacy rate has hardly been raised from 26 percent in 1981to 40 % in 1998. We

have not yet achieved the target of 70 % literacy by 2001 and even the target of 50%

could riot of age group (5-9 years) of children at primary level is 75% and we have

not yet achieved universal enrolment, at the first level of education. All the

development plans and education policies forwarded by Ministry of Education have

been repeating the problems and issues which it has been facing so long i.e. the

formidable task of reorganizing, restricting and reorienting the system of education in

Pakistan. The specific nature of such problems and issues is briefly stated.

Emphasis on expression of literacy and primary education.

Emphasis on bringing about quality improvement along with qualitative

expansion, particularly, at lower and higher level of education.

Curriculum improvement with emphasis on simplification and integration at

primary and secondary levels.

Consideration of higher education, particularly in university education.

More emphasis on teacher training.

Emphasis on excellence n higher education.

Expanding talent support to talented students.


Reducing dependence on foreign universities particularly in scientific

disciplines.

6.2 Education Secretariat (Federal and Provincial)

The executive authority of the Federal Ministry of Education is in the secretary

of Education. He / She ensure the implementation of policies in close collaboration

with the provincial Education Departments. He advises the Ministry of education and

performs the extensive responsibly of the secretariat. He enjoys vast power and the

entire functions of the Ministry evolve round his secretariat.

The Federal Secretariat is assisted by various Joint Education Advisers, Deputy

Education Advisers and Assistant Education advisers of various cadres; the Federal

Secretariat is advised by various bodies / boards. As noted earlier, the Federal

Secretary of Education enjoys vast powers. He / She have the right of:

Appointments.

Transfers.

Taking disciplinary action against an official or punishment.

Termination of the officials.

The jobs of administration and management of educational institutions in the

provinces is the responsibility of provincial education departments. Every province

has a Minister of education who assisted by the provincial education secretary. The

organization and functions of the provincial education department mainly include:

Planning.

Administration.

Direction.

Co-ordination.

Teacher Training.

Budgeting.

Overall Supervision of educational programmes.

Building linkage between the Federal and provincial Governments.

6.3 Provincial Department of Education

The provinces have been divided into various divisions at provincial level. There

are Direrectorates of Primary. Secondary College and Technical Education and at

divisional level, there are Divisional Directorate of schools in large provinces of

Pakistan. In case of KPK there are separate Directorates of Primary, Secondary, a

College and Technical Education. Divisional Directorates of Schools, had been

established earlier, in each division, but these have been established now. The

directorate of secondary / higher secondary education headed by Director of

education, in case of large provinces, it is headed by Director of public instruction.


The directors of secondary / higher secondary education is assisted by the

following officers.

Deputy Director (Administration)

Deputy Director (Planning)

Additional Director (Female)

Deputy Director ((Training)

The above officers are further assisted by officers such as:

Assistant Director (General)

Assistant Director (Science)

Assistant Director (Instructional Material)

Assistant Director (Statistics)

Assistant Director (Extension)

Assistant Director (Equipment)

Assistant Director (Budget and Account)

Assistant Director (Planning)

Personal Assistant to Director All the above senior officers are assisted by a large number of superintendents, senior

assistants and junior assistants and other supporting staff in their respective sections.

6.4 Boards of Intermediate and Secondary Education

At provincial level, and at divisional level. BISE have been established which

supervise the academic state of secondary / Higher secondary , intermediate colleges.

At secondary schools, higher secondary schools / intermediate colleges are affiliated

with the Boards in their respective jurisdiction. The main responsibility of the Board is

to conduct examinations at secondary and higher secondary / intermediate levels and

award certificate to the successful candidates. They are also conducting research,

arranging short courses for teachers and preparing item Banks in different subjects for

use of teachers.

6.5 National Bureau of Curriculum and Text Book Boards

National Bureau:

In every region, there is a separate Bureau of Curriculum Development, headed

by Director Bureau of Curriculum who is assisted by Deputy Director, Assistant


Director and other subordinate officials. The prime responsibilities of a Bureau are to

bring about important in the existing curriculum at primary level and in the teacher

training programmes in the elementary colleges. The Bureau is also responsible for

coordinating the training activities and lower level in the province. The Bureau also

conducts research and Academic programmes when new subject are introduced in

schools and in teacher training institutions of the province.

Book Boards

Text Book Boards are functioning in every province which are responsible for

writing, printing, revision, and improvement of text books in primary schools and

some at secondary level. These Boards infect, are in need of enlarging their facilities

so that their efficiency could be improved and the production, distribution and

revision of textbooks could be increased and its service could be expanded future. A

Text Book Board is headed by a chairman who is, assisted by librarian and other

supporting staff.


Unit-7 Resource Management

7.1 Human Resource

Introduction to human resource management:

Every organization is comprised of people, regardless of the type of

organization, government, business, education, health, recreation or social. Getting

and keeping good people is critical to the success of every organization. Human

resource management is the part of the organization that is concerned with the people

dimension. HRM can be viewed in two ways.

1. First, HRM is a staff or support function in the organization. Its role is to provide

assistance in HRM.

2. Second, HRM is function of every manager’s job.

Explaining the term HRM:

The term human resource management refers to the people in an organization.

When managers engage in human resource activities are part of their jobs, they

seek to facilitate the contribution of the people in achieving the organization’s

strategies and plans. The importance of HR efforts comes from the realization that

people are the common element in every organization, they create the strategies

and innovations for which organizations are established.

The purpose of human resource management:

Following are the main purpose of human resource management.

1. Human resource management is to improve the productive contribution of people

to the organization in ways that are strategically ethically and responsible.

2. HRM is guides and practice of HR management, which is also commonly called

personnel management.

3. Human resources determine every organization’s success.

4. HRM shows how personnel professionals contribute to those goals.

5. HRM support managers and employees as they pursue the organization’s

strategies.

6. HRM guides its many activities and support the managers who operate other parts

of the organization.

The objectives of human resource management:

Following are the important points regarding the objectives of human resource

management.

Manager and HR departments achieve their purpose by meeting objectives. In fact

objectives are benchmarks against which nations are evaluated.

Sometimes activities are carefully thought out and expressed in writing. More

often objectives are not formally stated. Either way, they guide the HR functions in

practice.


HR objectives not only need to reflect the intention of senior management, they

must also balance challenges from the organization, the HR functions, society and

the people who are affected. Failure to do so on harms the organization’s

performance.

Organizational objectives:

To recognize that HR management exists to contribute to organizational

effectiveness. Even when a formal HR department is created to help managers, the

managers remain responsible for employee performance. The HR departments exist to

help managers to achieve the objectives of the organization. HRM is not an end in

itself, it is only a means of assisting managers with their human resource issues.

Simply stated, an HR department exists to serve the rest of the organization.

Functional objectives:

To maintain the organization’s contribution at a level appropriate to the organization’s

needs. Resources are wasted when HR management is more or less sophisticated than the

organization demands.

Societal objectives:

To be ethically and socially responsive to the needs and challenges of society while

minimizing the negative impact of such demands on the organization. The failure of

organizations to use their resources for society’s benefit in ethical ways may result in

restrictions, e.g. society may limit HR decisions through laws.

Personal objectives:

To assist employees in achieving their personal goals, those goals enhance the

individual’s contribution to the organization. The personal objectives of employees must

be met if workers are to be maintained, retained and motivated. Otherwise, employee

performance and satisfaction may decline and employees may leave the organization.

Conclusion:

Not every HR decision can meet these organizational, functional, societal and personal

objectives every time. These objective serve as a check on decisions. By keeping these

objectives in mind, HR specialist can see the reasons behind many departments’

activities.

The Human Resource Management Activities:

Human resource activities are acts that are taken to provide and maintain an

appropriate

workforce for the organization. Following are the important activities of HRM:

1. Human resource planning:

Human resource planning systematically forecasts an organization’s future supply

of and demand for employee.

2. Recruitment:

Recruitment is the process of finding and attracting capable applicants for

employment.


3. Selection:

The selection process is a series of specific steps used to decide which recruits

should be hired. This process selects those people who meet the needs uncovered

though HR planning.

4. Placement:

Placement is the assignment of an employee to a new or different job. As demands

change, placement activities, transfer, promote, demote, layoff and even terminate

workers. Subsequent HR plans reveal new staffing needs. These openings are

filled through the recruitment of additional workers and the development of

present employees.

5. Orientation:

Orientation programs familiarize primarily new employees with their roles, the

organization, its policies and other employees.

6. Training:

New workers seldom meet the organization’s needs exactly and so they must be

oriented and trained to perform effectively. Training represents activities that teach

employees how to perform their current jobs.

7. Development:

Development represents activities that prepare an employee for future

responsibilities.

8. Appraisal:

This activity not only evaluates how people perform, it also indicated how

activities have been done. Poor performance may mean that selection, training or

development activities should be revised or there may be problem with employee

relations.

9. Compensation and protection:

Employees also must receive compensation in the form of wages, salaries or

incentives, along with employee benefits such as social security, workers,

compensation, safe working conditions and overtime pay.

10. Employee relations:

HR departments also pay an important role in employee relations, usually be

established policies and assisting managers.

11. Assessments:

Effective HR department conduct an assessment of their effectiveness to assure

their continuous success.

7.2 Physical Resources

As we know that human recourse is very important for an organization, so we

cannot ignored the importance of Physical resources in the organization.

Physical Resources are those resources to which we can see and touch, such

that buildings, furniture’s etc.

Physical resources are the resources that are made by man through his abilities

and skill. The buildings, technology, and many more products that are made by man is


an example of physical resources. This resource helps men daily activities become

easy.

School physical resource management has a direct impact on the learning

environment and is a key determinant of educational outcomes. It is therefore critical

that school physical resource management practices align with the school

improvement plan by linking school assets to basic education service

delivery standards and strategies as illustrated in the diagram below.

This eLearning course is designed for school managers, property custodian, supply

officers, and all other employees involved in school physical resource management.

The program aims to provide learners with a sound knowledge of key concepts in


physical resource management and practical skills in planning, acquisition, operation

& maintenance and disposal of physical resources.

Elements of Competency Performance Criteria

Apply key concepts in SPRM

define & classify school physical resources align school physical resources with service

standards & strategic directives integrate health & safety in all aspects of the asset

life cycle assess the performance of school physical resources

Plan for physical resources

list the key steps in the physical resource planning process

assess physical resource needs determine priority physical resource needs appraise different options to address priority needs document a plan for physical resource management

Acquire assets

determine asset life cycle costs select an appropriate mode for acquiring an asset record asset information upon acquisition

Operates and maintain physical resources

develop policies to ensure appropriate use of assets implement an appropriate maintenance plan determine the value of assets

Dispose of physical resources

determine how assets should be disposed safely dispose of school physical resources

In order for learners to gain proficiency in physical resource management, this

eLearning training program is structured into 5 modules as follows:


7.3 Financial Resource

Definition

The money available to a business for spending in the form of cash, liquid

securities and credit lines. Before going into business, an entrepreneur needs to secure

sufficient financial resources in order to be able to operate efficiently and sufficiently

well to promote success.

In support of the mission of the University, Financial Resources services play

an important role in ensuring the institution’s financial capacity and viability. Our

sector works closely with all faculties and services to improve the student's experience

while making sure we meet our objective to increase and better manage our resources.

This collaborative effort aims to meet all stewardship and strategic planning

responsibilities by focusing on core accounting, financial policy development and

enforcement, and financial risk management.

Each of our services ensures the planning and sound management of financial

resources for the University as a whole by:

offering financial management services in an efficient manner (specialized

services in financial analysis and advice);

supporting pro-actively senior managers at the University, faculty and service

levels, by providing adequate, specific and timely financial information to

assist in the decision-making process;

using effective methods and systems for collecting, retrieving and releasing

financial information.

The Office of the Associate Vice-President coordinates the following services:

Financial Services

o Accounting and Accounts Payable

o Research, Trust and Endowment

o Students Accounts

Financial Planning Service

Payroll Service

Treasury

Each service contributes to the implementation and success of the University’s

strategic directions and to the continuation of the institution’s mission.

http://www.businessdictionary.com/definition/money.html

http://www.businessdictionary.com/definition/business.html

http://www.businessdictionary.com/definition/form.html

http://www.businessdictionary.com/definition/cash.html

http://www.businessdictionary.com/definition/liquid.html

http://www.businessdictionary.com/definition/securities.html

http://www.businessdictionary.com/definition/credit-line.html

http://www.businessdictionary.com/definition/entrepreneur.html

http://www.businessdictionary.com/definition/need.html

http://www.businessdictionary.com/definition/secure.html

http://www.businessdictionary.com/definition/operate.html

http://www.businessdictionary.com/definition/promote.html

http://www.businessdictionary.com/definition/success.html

http://www.financialresources.uottawa.ca/roles-resp/finance/finance-en.php

http://www.financialresources.uottawa.ca/roles-resp/planfin/planfin.php

http://www.financialresources.uottawa.ca/compensation/

http://www.financialresources.uottawa.ca/roles-resp/treasury/treas-en.php


7.4 Information Resources.

Information Resource Management

The underlying philosophy behind Information Resource Management (IRM) is to

design, inventory and control all of the resources required to produce information.

When standardized and controlled, these resources can be shared and re-used

throughout the corporation, not just by a single user or application.

There are three classes of information resources:

BUSINESS RESOURCES - Enterprises, Business Functions, Positions (Jobs),

Human/Machine Resources, Skills, Business Objectives, Projects, and

Information Requirements.

SYSTEM RESOURCES - Systems, Sub-Systems (business processes),

Administrative Procedures (manual procedures and office automation related),

Computer Procedures, Programs, Operational Steps, Modules, and Subroutines.

DATA RESOURCES - Data Elements, Storage Records, Files (computer and

manual), Views, Objects, Inputs, Outputs, Panels, Maps, Call Parameters, and

Data Bases.

These three classes of information resources provide the rationale as to why there are

three complementary methodologies within "PRIDE".

ENTERPRISE ENGINEERING METHODOLOGY (EEM) - for defining the

mission and goals of the business and the development of an Enterprise

Information Strategy synchronized with the business.

INFORMATION SYSTEMS ENGINEERING METHODOLOGY (ISEM) -

for designing and building enterprise-wide information systems (business

processes crossing organizational boundaries). Software Engineering is

considered a subset of ISEM.

DATA BASE ENGINEERING METHODOLOGY (DBEM) - to design and

develop the corporate data base, both logically and physically.

Each methodology consists of a series of defined phases, activities and operations.

Laced throughout the methodologies are defined deliverables and review points to

substantiate completeness and to provide an effective dialog between management and

developers. The methodologies promote design correctness and the production of a

quality product.


IRM/MRP ANALOGY

The concept of Information Resource Management is actually no different in intent

than "Materials Resource Planning" (MRP) as used in manufacturing. Both are

concerned with the efficient and cost effective use of resources. The classification and

control of resources are the main objectives. Resources are classified to prove their

uniqueness so that redundancy is not introduced and to promote sharing. Control is

required to collect, inventory and retrieve resources as required by the business.

Whereas MRP is concerned with managing products and the parts required producing

them, IRM is concerned with managing information and the resources required to

produce it.

One of the important by-products of cataloging and cross-referencing information

resources is a model of the enterprise, including how it is organized and how it

operates. Other benefits include:

All information resources are controllable, permitting the ability to design

integrated systems and perform an "impact analysis" of a proposed resource

change.

Simplified search of information resources for reuse. Redundancy of resource

definition is eliminated.

Complete and current documentation of all information resources, in an

organized and meaningful way.

Communications within the organization is improved since developers and

users would use standard and common definitions for information

resources, all of which would be in standard business terminology.