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Q.1 Differentiate the administration, management and supervision. Critically examine the
role of educational administrator, school heads and supervisor. Also compare the theories of
management, in your opinion which theory is effective and why? Discuss.
Administration can be defined as the science of determining the objectives and policies of an
organization. Management can be defined as the act of putting the policies and objectives of
the business organization into practice. Supervision and management go together. A supervisor is
someone who oversees the work; whereas the manager is someone who oversees as well as handles
everything. Administration is a determinative function. Management is an executive function.
Supervision is checking if the work is done properly by all the workers.
Administration departments handle company finances. For the success of any firm, it is necessary
to plan and fix objectives. Administration frames the long term and short term goals of the business
firm. The objectives framed by administration can be fulfilled only if the management is capable
of putting all the plans into practice. Plans can be made on paper; however, fulfilling them needs
expert managers. As such, managers, if talented, can work wonders in getting the work done.
The task of executing the policies and objectives is given to the managers. It's difficult for one
manager to oversee the work of thousands of workers. Hence, managers assign the duty of
supervision to senior workers or in large organization, to assistants or deputy managers or first line
managers. The role of a supervisor is to ensure that work assigned by the manager gets done
properly and on time. In case of any problem, the manager handles the situation as supervisor has
limited authority.
 For growth of an organization, it's necessary that administration, management and
supervision work hand in hand. There should be co-ordination, support and excellent
communication between these three departments.
 Administration can make policies depending on the successful fulfillment of objectives by
the management.
 Management can progress further based on the plans made by administration.
 Efficient supervision helps in achieving targets given by management.
Educational administrators work in schools, but not as teachers. They are responsible for
overseeing the administrative duties at schools from preschool through post-graduate levels. An
educational administrator ensures a safe and productive learning environment for the students and
faculty at their institution. Budgets, logistics, schedules, disciplinary actions, evaluations, and
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public relations fall under the purview of educational administrators. Administrators ensure
teachers have the equipment and resources necessary to deliver educationally effective curriculum.
They also have a hand in matters like planning events and implementing curriculum. Educational
administrators provide leadership and lay out optimistic goals and visions for the institutions they
serve. They must ensure that their school follows regulations set by local, state, and federal
authorities. Every person who works for a school, from teachers to custodial workers, reports to
an educational administrator. The actual specific job functions for an education administrator will
vary depending on the institution of employment. For schools, this job is usually the role of
a principal or assistant principal. For private schools and businesses, the job may be as a director of
programs or head master. Libraries and museums often employ administrators as instruction
coordinators. For colleges and universities, education administrators are employed at all levels of the
management structure — as admissions officers, department heads, and as deans and provosts.
Making policies and procedures and setting educational aims and standards is the responsibility of
an education administrator. They act as a supervisor for managers and support other faculty, such
as librarians, coaches, teachers, and aids. In small organizations, such as a daycare, there may be
only one administrator in charge of all these duties. At larger institutions, such as universities or large
school systems, several administrators share the workload, each having a specific responsibility.
Brief outlines of the seven major roles of headmaster are discussed in this article. The roles are (1)
Role in Planning (2) Role in School Organisation (3) Teaching Role (4) Role in Supervision (5)
Role in Guidance (6) Role in Maintaining Relations (7) Role in General Administration.
1. Role in Planning:
Planning is the first and foremost duty of the head of a school. He has to plan a number of things
in the school with the co-operation of the teachers, the pupils, the parents and general public.
Planning goes on throughout the year.
2. Role in School Organisation:
The headmaster is not to plan things theoretically, but to give them a practical shape.
3. Teaching Role:
The headmaster must share instructional work with the teachers. He should consider himself
teacher first and last. His teaching should be exemplary. This way he keeps in touch with the work
of the teachers and the achievements of students. The headmaster should understand the problems
of the teachers and the pupils better when he himself teaches.
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4. Role in Supervision:
The head of a school should not simply sit in his office. He should supervise the work of the school
here, there and everywhere. He should supervise instructional work. He may have a round of the
class-rooms. However, it is not to be a fault finding business.
The headmaster should supervise the activities going on in the playground, hall, art room, library,
workshop etc. He must supervise the proper use and keep up of school materials. In general, he
should supervise the behaviour of students, provide facilities for them to maintain cleanliness of
the campus etc.
5. Role in Guidance:
The headmaster is not simply a fault finder. Wherever he finds defects, errors and inefficiency he
should show the correct path to the students. He must guide the teachers in the methods of teaching
and organisation of activities. Besides students are to be guided by him in matters of study,
activities and personal difficulties. A guidance cell may be organised in the school. Besides, the
headmaster has to guide parents and higher authorities etc.
6. Role in Maintaining Relations:
The reputation of the headmaster and of the school mostly depends upon the relations that he
maintains with the staff, students and their parents and the community.
Duties and Responsibilities of a Supervisor in School
Preschool and Childcare Center Directors
Preschool and childcare center directors hire, train, supervise and provide professional
development opportunities for their staff. They make policies and communicate the same to
teachers and parents, while regularly meeting with the two parties to evaluate the child's progress.
Preschool directors also develop programs and ensure that teaching excellence is upheld. Besides,
they prepare the budget and maintain the facilities to meet state regulations.
School Principals
Like preschool and childcare center directors, school principals also supervise and analyze their
staff's performance and periodically organize professional development programs for them.
Further, they meet with teachers and parents to evaluate the students' performance and discipline
or counsel students when the need arises. School principals are also responsible for developing
and implementing class schedules and maintaining curriculum standards. They also manage the
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school's budget and establish security procedures to ensure a safe environment for staff and
students.
Postsecondary Education Administrators
Admissions officers review applications and determine which and how many students are
admitted to the school. They also encourage candidates to apply and analyze data about prospective
and current students.
Deans are responsible for looking after the entire educational branch of a postsecondary
institution. For example, there may be separate deans for law school and medical school. Provosts,
on the other hand, formulate budgets and make faculty appointments and also help college
presidents to develop policies.
Registrars manage student registration and schedule space and time for classes. They maintain
the academic records of the school and work to ensure that students meet graduation requirements.
Those in student affairs develop and supervise non-academic programs, such as sports and
recreational events, and offer advice to students on personal problems and academics.
1. Scientific Management Theory
American mechanical engineer Frederick Taylor, who was one of the earliest management
theorists, pioneered the scientific management theory. He and his associates were among the first
individuals to study work performance scientifically. Taylor’s philosophy emphasized the fact that
forcing people to work hard wasn’t the best way to optimize results. Instead, Taylor recommended
simplifying tasks so as to increase productivity.
The strategy was a bit different from how businesses were conducted beforehand. Initially, a
factory executive enjoyed minimal, if any, contact with his employees. There was absolutely no
way of standardizing workplace rules and the only motivation of the employees was job security.
According to Taylor, money was the key incentive for working, which is why he developed the
“fair day’s wages for a fair day’s work” concept. Since then, the scientific management theory has
been practiced worldwide. The resulting collaboration between employees and employers evolved
into the teamwork that people now enjoy.
2. Systems Management Theory
Systems management offers an alternative approach to the planning and management of
organizations. The systems management theory proposes that businesses, like the human body,
consists of multiple components that work harmoniously so that the larger system can function
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optimally. According to the theory, the success of an organization depends on several key
elements: synergy, interdependence, and interrelations between various subsystems.
Employees are one of the most important components of a company. Other elements crucial to the
success of a business are departments, workgroups, and business units. In practice, managers are
required to evaluate patterns and events in their companies so as to determine the best management
approach. This way, they are able to collaborate on different programs so that they can work as a
collective whole rather than as isolated units.
3. Contingency Management Theory
The main concept behind the contingency management theory is that no one management approach
suits every organization. There are several external and internal factors that will ultimately affect
the chosen management approach. The contingency theory identifies three variables that are likely
to influence an organization’s structure: the size of an organization, technology being employed,
and style of leadership.
Fred Fiedler is the theorist behind the contingency management theory. Fiedler proposed that the
traits of a leader were directly related to how effectively he led. According to Fiedler’s theory,
there’s a set of leadership traits handy for every kind of situation. It means that a leader must be
flexible enough to adapt to the changing environment. The contingency management theory can
be summed up as follows:
 There is no one specific technique for managing an organization.
 A leader should be quick to identify the particular management style suitable for a
particular situation.
 The primary component of Fiedler’s contingency theory is LPC – the least preferred co-
worker scale. LPC is used to assess how well oriented a manager is.
4. Theory X and Theory Y
Do you believe that every individual gets maximum satisfaction from the work they do? Or are
you of the opinion that some view work as a burden and only do it for the money? Such
assumptions influence how an organization is run. The assumptions also form the basis of Theory
X and Theory Y. Douglas McGregor is the theorist credited with developing these two contrasting
concepts. More specifically, these theories refer to two management styles: the authoritarian
(Theory X) and participative (Theory Y). In an organization where team members show little
passion for their work, leaders are likely to employ the authoritarian style of management. But if
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employees demonstrate a willingness to learn and are enthusiastic about what they do, their leader
is likely to use participative management. The management style that a manager adopts will
influence just how well he can keep his team members motivated. Theory X holds a pessimistic
view of employees in the sense that they cannot work in the absence of incentives. Theory Y, on
the other hand, holds an optimistic opinion of employees. The latter theory proposes that
employees and managers can achieve a collaborative and trust-based relationship. Still, there are
a couple of instances where Theory X can be applied. For instance, large corporations that hire
thousands of employees for routine work may find adopting this form of management ideal.
Reference:
1. https://getsling.com/blog/management-theories/
2. https://study.com/articles/School_Supervisor_Job_Description_Duties_and_Requirement
s.html
Q.2 Compare the approaches and types of educational planning. Also highlight the factors
which affect the school discipline and management of resources.
The word ‘planning’ has lost the undertones it had earlier of infringement with individual liberties
and is becoming increasingly accepted by all as part of the vocabulary of development, each
country having its own type of planning within its own political system. In what follows, planning
refers to the system a country adopts of forecasting its needs and setting up a framework, or
alternative frameworks, of national action to meet them. It deals with matters which are subject to
forecast and to substitution and can never cover the whole policy. A sudden policy decision to
devaluate the currency or to enter a common market may have more important effects on economic
development and social structure than the most detailed ten-year plan. The main approaches and
techniques of relating educational planning to development planning, which are in use or
recommended by various authorities are set out below. Usually combinations of methods are in
operation:
1. SOCIAL DEMAND APPROACH
The first approach, which may be called the social method is in general use, but is scarcely a
method at all, and is a starting point from which improvements must be devised. This method takes
educational needs in terms of the current demand for education at the different levels and projects
them on the basis of population increase, age distribution, long-term national or social goals
(inarticulate or defined) and on the basis of what is known about state and consumer preferences
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for education. Among such goals and preferences are universal literacy, universal compulsory
primary education, and cultural objectives. The stress is upon education as social infra-structure
for development purposes, and as an end in itself. The financial implications of these targets are
then considered. The usual result is that the funds required for the educational expansion are found
to be larger than those available either to launch or to sustain it, on the basis of projections of
national income and revenue. A compromise is struck, and what is deemed to be a feasible plan
emerges, cut down to the funds expected to be available. This is the traditional approach, and may
work satisfactorily in high-income countries, although even in these, concern over flagging rates
of growth and ever-increasing competition in export markets is leading to increased emphasis on
the contribution of education to technological progress and productive efficiency.
2. MANPOWER REQUIREMENT APPROACH
The second approach, which we may call the manpower approach, is based on the fact that, as we
saw earlier, the main link of education with economic development is through the knowledge and
skills it produces in the labor force. To the extent that the educational system produces qualified
people in the right numbers and places, the major part of the economic and social contribution of
educational planning is achieved, provided that in so doing the educational system has not
consumed so great a proportion of resources as to set back the development plan itself. Various
methods exist of estimating future manpower requirements and the demand they will make on the
education system. But various difficulties hamper this approach as Professor Harbison recognizes.
First, manpower forecasts can seldom be made with reliability beyond short-term periods of five
to eight years. The time perspective required by educational planning as a whole is fifteen to twenty
years, though it is possible to influence over shorter periods the supply in the ‘pipe-line’. Secondly,
the educational component of different occupations changes with technological progress and the
rise of educational standards. A further limitation on the manpower approach is that it leaves out
of account provision for education as a ‘consumers’ good’, and it makes no provision for the ‘social
minimum’. It is tempting to believe that these objectives might be obtained as by-products of the
training for occupation by influencing curricula, but this is unlikely. The occupational needs of the
economy are not the whole of society’s needs for education. An addition has to be made for women
and girls who are not gainfully employed, and for the amount of education which a country requires
to fulfill its cultural, political, and social goals. It is also necessary to assure that educational output
will grow faster than demand to the degree required to stimulate growth, without creating problems
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of unemployment. The educational plan must also provide for turnover of employment and
continuous adjustment between the educational system and the socio-economic environment. Full
account must be taken of the ‘wastage’ involved in various educational systems, as well as students
switching in mid-stream, students’ and parents’ preferences, locational disequilibrium of supply
and demand, and adjustments required by technological change.
There are five main types of educational planning:
(1) Collection and Analysis of Statistical Information:
At this stage, relevant information about the system of education and concerned socio-economic
factors is collected so as to provide the quantitative basis for projections aimed at the future
development of the educational system. Along with this, assessment in some allied fields is also
necessary as education is an integral part of the total plan and is closely inter-related with the
economic development of the country.
(2) Evolving Policy Proposals:
The statistical information collected helps in identifying the gaps, weaknesses and shortcoming
and provides the planners with a clear idea of the existing conditions. This helps the planners in
formulating policy proposals aimed at accomplishing pre-determined objectives. The formulation
of the policy proposal requires an over-all view of the role of education vis-a-vis the economic
development and the over-all planning. It should also take into account the complexities of a large
country like India, the diversities of cultures within it as well as the regional aspirations. These
necessitate the introduction of a uniform educational system (e.g., 10+2+3 system) along with
scope for regional diversities in the curricula. It should also aim at evolving policy decisions
concerning rational norms of optimum class-size in terms of enrollment and student-teacher ratios
at different levels and types of education. Besides, policies concerning admission criteria (except
the compulsory primary education level), promotion of students, fees to be paid on the basis of the
principle of social justice, supply of text-books, equipment, devising curricula, methods of
teaching, teachers’ qualifications and in-service professional development, methods of evaluation,
medium of instruction, language policy and teachers’ salaries must be taken into account.
(3) Projections, Programming and Project Analysis:
An effective plan necessitates projections of all the inputs of the educational system – students,
teachers, administrators, school buildings and classrooms, equipment and financial requirements.
Projections have to be made of the future nature and size of the demographic composition of
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population for a period of fifteen to twenty years. Since student is the focus of the educational
process, projection should begin with the school and the college age-groups drawn on a yearly
basis in terms of enrolments. There are two commonly employed procedures available for
scientific projections:
(i)The enrolment ratio method which is based on the projection of past and present ratios of school
enrolment or school attendance into the future. It requires estimates of population by age and sex
regarding school enrolment and/or attendance data.
(ii)The grade cohort method which is also known as cohort survival method. This method also
makes use of the past and current enrolment data by grade for every school level and for
approximately seven-year and ten-year data for primary and secondary levels respectively.
It also requires data on the number of new students, repeaters and those who pass on to the next
higher class for every standard/class. Projections are calculated from the survival rates of students
after taking into consideration demographic characteristics such as birth rate, mortality rate and
migration rates. Along with this, a minimum social standard of education needs to be postulated
such as compulsory schooling for every child for a certain number of years. Besides, provisions
should be made in the estimates for the changes made by students midstream (e.g., switching from
science faculty to commerce faculty) and other forms of turnover, adult education, literacy
programmes, excess supply of products in a particular stream etc. An assessment should also be
made about the efficiency and effectiveness of the curricula, pedagogy used and criteria of
admissions and evaluation as well as the changes required therein. This is followed by
programming and operation. For example, if 800 technicians are to be produced, a programme on
the number of institutions, teachers, equipments, space, syllabi, courses, etc., is to be worked out.
Here, one institution is called a project programming and project analysis involves the application
of administrative and economic principles in order to assess a particular situation and establish an
operational programme.
(4) Costing Educational Plans:
Education is an activity wherein the institution and the society bear part of the cost and the learner
bears part of the cost. In order to improve the formulation and implementation of educational plans,
it is necessary to understand the methods of costing education and the problems associated with it.
The unit costs of different types of educational facilities need to be computed. These costs are to
be studied in terms of the availability of present and future financial resources. It should be ensured
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at this stage that the real cost of education is not too high so as to be inconsistent with the attainment
of the overall plan objectives.
(5) Decision, Implementation and Evaluation:
A five year plan needs to be broken up into annual plans. Each annual plan is scrutinized, discussed
and criticized in relation to a review of previous year’s strengths, weaknesses and achievements.
At this stage, the necessary conditions for effective implementation of the programme need to be
created. Thereafter, the actual operations take place.
Working to change the above-mentioned characteristics may decrease disruptive behavior. First,
rules and the consequences of breaking them should be clearly specified and communicated to
staff, students, and parents by such means as newsletters, student assemblies, and handbooks.
Once rules have been communicated, fair and consistent enforcement helps maintain students'
respect for the school's discipline system. Consistency will be greater when fewer individuals are
responsible for enforcement. Providing a hearing process for students to present their side of the
story and establishing an appeal process will also increase students' and parents' perceptions of
fairness.
Discipline policies should distinguish between categories of offenses. Minor infractions may be
treated flexibly, depending on the circumstances, while nonnegotiable consequences are set for
serious offenses. Actual criminal offenses may be reported to the police as part of a cooperative
anticrime effort.
Lack of Leadership in Teacher
Teachers have no respect as they had in the past.
Students do not show respect the teachers
Teachers get involved in the cesspool of politics and self-interest
Teachers loose their ideals and do not pay their intentions for the development of the students
Teachers usually excite the students and use them as tools of private tuitions.
Miserable economic condition is also one of the main reason for lack of leadership
They are incapable of giving the guidance to the students
The Current Education System
Current education system is always being criticized
Students came to know that education given to them is not good
Students have no regard for education
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Students just consider the education for the sake of their earning
In present, primary aim of educational system is to get good position in the annual examination
Students use their unfair means for achieving their objectives
Lack of Sustaining Ideal in the Students
Society has pitiable condition now a days
Social changes are going to be changed
Moral values have shaken our society
Individual have no security of his life
Lack of healthy ideals among the students
Economic Difficulties
Our economic condition has its deplorable degree
Increased population created many national problems
Less resources
Lack of Communication
Between staff
Between students
Between parents
Disruptive behavior of the teacher
No interest toward the students
No new methodologies
No interest in the curriculum
No interest in the development of the students’ personalities
References:
1. http://edchat.blogspot.com/2011/01/factors-affecting-school-discipline.html
2. https://www.shareyouressays.com/knowledge/5-main-stages-of-educational-
planning/100978
Q.3 critically examine the role of school record, administrative and supervisory for structure
in Pakistan and evaluation for improving the school performance.
Education is a process through which a nation develops its self-consciousness by sensitizing
individuals who compose it. It is not mere public instruction; it is a social institution, which
provides mental, physical, ideological, and moral training to the individuals of the nation.
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Education as a process is necessary for the creation of a sound mind in sound body. Dewey defines
education in these words education is a process of living through a continuous reconstruction of
experiences. It is the development of all those capacities in the individual; which will enable him
to control his environment and fulfill his possibilities. Secondary education is an important sub-
sector of the entire education system. On the one hand it provides middle level work for the
economy and on the other it acts as a feeder for the higher levels of education. The quality of
higher education, which is expected to produce high quality professionals in different fields of
social economic and political life of the country, hinges on the quality of secondary education.
This level of education therefore needs to be organized in such a way that it prepares young men
and women for the pursuit of higher education as well as prepares them to adjust to their practical
lives meaningfully and productively. A school is a social institution and is responsible for the
growth, development and progress of future citizen. It is a basic and fundamental principle that no
institution can work smoothly and properly without good and efficient leadership. The headmasters
do not take the position necessary for effective management and they are always in trouble by
interference from outside. At the same time headmaster must be given effective contact over the
position and responsibility similar to the authority of headmaster elsewhere in the world. He must
be the type of persons who can handle his staff and public, a man whose ideas carry weight and
whose character is an example for his students. “The schools actually have to function as an
integral aspect of each community. Cooperation and coordination with other agencies of
government in many communities this coordination has been maintained on a voluntary base. Its
operation is a democracy is very desirable”. “Leadership always requires cooperation and
coordination but not dictatorship”. A leader is one who seems the willing cooperation of his
followers. Hence a headmaster, who merely gives orders and expects them to be obeyed is not a
good leader, He is only dictator. He seems obedience because he has the power. But such a man is
hardly loved or respected. The leader of a school can be successful only when secures willingly
cooperation from his co-workers and make them to realize that the problems of school are theirs
and not his own. The headmaster occupies a unique position in the school system, which is seeking
to assume the teacher a greater part in the management of education. He is the center of the inter-
relationship. Therefore, it is the first and foremost duty of the Headmasters of secondary Schools
to cooperate with the public and community in order to improve the development and growth of
the school activities. The headmasters are not provided residential facilities in this connection also.
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The researcher was interested to know as to what kind of difficulties were being faced by the heads,
their respective schools and what kind of remedies could be suggested to make them efficient and
lesser their tension about the work load. There are many difficulties and problems, which are being
confronted by the high school head master/head mistress in order to achieve the desired objectives
and goals of education. Schools have become big business in more ways than in size above
increasing urbanization rendered the task of community relations incredibly more complex. New
trend in instruction takes place-challenging burden upon the leaders. Teachers are becoming more
articulate often less patient with authoritarian administration. The curriculum plans and student
activities have come of age too and these activities perplexing the problems of scheduling and
financing of appraisal. Training for competence does not involve training a person’s mental
faculties so that they will be available to serve him in every appropriate situation which arrive- not
entirely a matter of person the correct habits competence then is patterned behaviour- a pattern of
general action which tends by and large, to repeat itself as similar situation arises. Good
Administrator as one whom does not plan for others but plans with others. It means that a good
administrator takes his faculty into confidence. Since he knows human nature, he knows the art of
human relations. A perfect system of human relationship cannot be achieved over night. No
administrative techniques are so good to eliminate all stress and frictions. The administrator
seeking advice of the staff and community and making decisions on group based thinking and
discussion has the best chance of making the vision. The relations of the principal and teachers
must be characterized by reciprocity and not by rivalry. Both must share whether the enterprise
fails or succeed because one cannot without others cooperation.
MINISTRY OF EDUCATION
The Ministry of Federal Education and Professional Training is a federal ministry of Government
of Pakistan. The ministry's political head is known as the Education Minister of Pakistan and the
ministry's bureaucratic head is the Education Secretary of Pakistan.  Education is primarily
provincial issue in Pakistan in the wake of 18th Amendment to the Constitution of Pakistan when
Education department was transferred from federal to provinces. The Ministry was established in
July 2011. In 2013, it was renamed to Ministry of Education, Trainings & Standards in Higher
Education and in 2014 was renamed to Ministry of Federal Education and Professional Training.
RESPONSIBILITIES
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Policies, plans and programs to ensure the accessibility and availability of education in Pakistan
It is also a provider of many technical, vocational and professional skills and training that are
needed to satisfy the national and international standards of the employment market. It works in
collaboration with other ministries and organizations by sponsoring students, distributing
scholarships and conducting multiple training sessions
SUB DEPARTMENTS
The Higher Education Commission (HEC) is an autonomous institution of primary funding,
overseeing, regulating and accrediting the higher education efforts in Pakistan. Academy of
Educational Planning and Management AEPAM is a training institution for education managers
in the field of financial and administrative management of secondary schools and higher secondary
schools
SUB DEPARTMNETS
Basic Education Community Schools  The BEC Schools are based on Non-Formal basic
education system having a single home based room for school for primary education where the
premises is provided free of cost by the community. National Commission for Human
Development. National Commission for Human Development is a not for profit organization
whose mission is to improve access to basic education and healthcare in the country’s poorest
communities. National Education Assessment System  National Education Assessment System
(NEAS) was launched in 2003 to develop national capacity for monitoring learning achievements
of elementary students and improve the quality of services — curriculum, textual material,
teachers’ delivery, policy formulation. National Education Foundation was founded in late 1994
and became operational in 1996. In 1997 Federal Teacher Foundation (FTF) was also merged with
it. It was restructured as corporate in 2002. It has mandate to promote basic education through
Public Private Partnership in FATA, Gilgit-Baltistan, and AJK & Islamabad Capital Territory. The
National Training Bureau (NTB) has the mandate to assess existing and future training needs,
develop training syllabi, specifying training standards and conduct trade testing. Since its
inception, keeping in view the local & foreign labor market needs, National Training Bureau has
implemented & completed different training projects on vocational training.  Federal Board of
Intermediate and Secondary Education. Federal Board of Intermediate and Secondary Education,
Islamabad is the Intermediate and secondary Education Government board in Pakistan for
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educational institutes in Islamabad Capital Territory, FATA, Gilgit–Baltistan, AJK and for
Pakistan International School abroad. The Education Secretary of Pakistan is the Federal Secretary
for Ministry of Federal Education and Professional Training. The position is occupied by a BPS-
22 grade officer, usually belonging to the Pakistan Administrative Service. The Secretary heads
the Ministry which is mandated to prepare policy direction for preparing and training of the
country's manpower to meet national and international demands for skilled workforce. After the
Eighteenth Amendment to the Constitution of Pakistan in 2010, the subject of education was
devolved from the federal government to the provincial governments, which has drastically
reduced the powers and mandate of the Federal Education Secretary.
BOARD OF INTERMEDIATE AND SECONDARY EDUCATION
BISE Boards of Intermediate and Secondary Education are responsible to administer school and
colleges offering primary and secondary education in Pakistan. Every BISE also administer the
exams for such classes. Every province has boards in major districts. National Bureau of
Curriculum and Textbooks (NBTC) under Ministry of Education Also known as curriculum wing.
Supervise curriculum and textbooks. Approves and maintain curriculum standards from the
primary to the higher secondary levels
PROVINCIAL CURRICULUM CENTRES
Every province has a provincial curriculum center to ensure provincial collaboration. Involve in
all activities falling within the purview of the federation. Each Province has its own Provincial
Textbook Board (PTTB) PTTBs are responsible for: Preparing Publishing Stocking Distributing
Marketing school textbooks
References:
1. https://www.ukessays.com/essays/education/problems-faced-by-the-heads-of-secondary-
schools-education-essay.php
Q.4 how can we improve, educational administration, management, supervision, planning,
teaching learning process and school performance through evaluation? Discuss.
Schools are responsible for educating their pupils, whose collective performance represents the
performance of the school. Good schools are fully aware of their strengths and weaknesses and
pursue continuous improvement. In particular, schools need an effective leadership team and good
teachers. School performance is a factor of several variables, including role of student, student
leaders, community, head teacher, parents/guardians, nonacademic staff, security staff, teachers,
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and the government departments. Effectively, if the school can create a clear definition of success,
and break it down to all stakeholders to know their role, then results, and not insults, should be
achieved. School performance is a factor of several variables, including role of student, student
leaders, community, head teacher, parents/guardians, non academic staff, security staff, teachers,
and the government departments. Effectively, if the school can create a clear definition of success,
and break it down to all stakeholders to know their role, then results, and not insults, should be
achieved. The causes of poor performance revolve around lack of clear strategic purpose and role
of everyone towards achieving the school’s main objective. Further, the attendant cause include
poor financial management of pocket money, peer pressure leading to drug abuse and indiscipline,
reckless sexual behaviours, poor financial management, poor eating habits, unhealthy
relationships, inability to choose subjects based on their talents, and poor academic performance,
to mention but a few. Performance in schools is increasingly judged on the basis of effective
learning outcomes. Information is critical to knowing whether the school system is delivering good
performance and to providing feedback for improvement in student outcomes. The OECD has
launched the Review on Evaluation and Assessment Frameworks for Improving School Outcomes
to provide analysis and policy advice to countries on the following overarching policy question:
“How can assessment and evaluation policies work together more effectively to improve student
outcomes in primary and secondary schools?” Countries use a range of techniques for the
evaluation and assessment of students, teachers, schools and education systems. Many countries
test samples and/or all students at key points, and sometimes follow students over time.
International assessments such as PISA provide additional information and useful external
comparators. Some countries also use inspection services to evaluate teachers and/or schools and
teacher evaluation is becoming more widely used. In all countries, there is widespread recognition
that evaluation and assessment frameworks are key to building stronger and fairer school systems.
Countries also emphasize the importance of seeing evaluation and assessment not as ends in
themselves, but instead as important tools for achieving improved student outcomes. Although
each country context is unique, some common policy challenges are emerging from the OECD’s
Review. These can be grouped under five main headings. Governance and Implementation
The common policy challenges that emerge concerning governance and implementation are:
ensuring articulations within the evaluation and assessment framework; developing competencies
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for evaluation and for using feedback; securing links with classroom practice; and overcoming the
challenges of implementation.
Student Assessment
Several common policy challenges arise concerning student assessment: aligning educational
standards and student assessment; balancing external assessments and teacher based assessments
in the assessment of learning and integrating student formative assessment in the evaluation and
assessment framework.
Teacher Evaluation
Common policy challenges in teacher evaluation are: combining the improvement and
accountability functions of teacher evaluation; accounting for student results in evaluation of
teachers; and using teacher evaluation results to shape incentives for teachers.
School Evaluation
School evaluation presents common policy challenges concerning: aligning external evaluation of
schools with internal school evaluation; providing balanced public reporting on schools and
improving data handling skills of school agents.
System Evaluation
Common policy challenges for evaluation of education systems are: meeting information needs at
system level; monitoring key outcomes of the education system; and maximising the use of
system-level information.
Here are five steps we have taken that have made a difference in our school.
Implement Positive Behavioral Interventions and Supports (PBIS)
We know first-hand that no matter how skilled a teacher is, if students are not behaving, learning
is not going to happen. So, in 2014-15, we set a goal to reduce office referrals and we began using
a PBIS system incorporating the CHAMPS™ framework from Safe and Civil Schools. CHAMPS
is a proactive, positive approach to classroom management that overtly teaches students how to
behave responsibly. By following the CHAMPS strategies, teachers develop methods for clearly
communicating their expectations for every classroom activity and transition. Our implementation,
however, didn’t exactly go as planned. By the end of the school year, we found that office referrals
had actually increased over the previous year. We determined that we needed to provide our
teachers with additional training on how to create positive learning environments, and we needed
to give them resources and tools to help them deal with discipline issues.
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Track and analyze school culture data
We set a goal to do a better job tracking behavior data, particularly for our students who struggled
the most. We began using a school culture system called Kickboard to collect, analyze, and share
student behavior data, and support our CHAMPS implementation. We customized the behavior
buttons in the system to match each of the CHAMPS components. That way, we weren’t “adding”
something to our teachers’ workday; we were simply providing an easier way to do what they were
already doing. Using the school culture system’s web platform or mobile app, teachers can now
record and reinforce student behaviors in real-time with just a tap, and they can act on that data in
a timely way. This allows us to more closely monitor and adjust our implementation of the
CHAMPS strategies so we can be more successful with them at the student, classroom, and school
levels.
Motivate students
While intrinsic motivation is the ultimate goal, extrinsic motivation can serve as an intermediate
support for students as they learn prosaically habits, particularly at the elementary school level.
So, when our students meet specific behavior expectations, they can earn “Bulldog Bucks’”
Students can earn $10 each day for attending school, $1 or $2 for exhibiting positive behaviors,
and $5 for going “above and beyond.” They can spend their weekly paycheck at the school store
or for special classroom or school-wide incentives. Receiving positive feedback in the form of
Bulldog Bucks is very motivating to students, and this recognition shows them that the behavior
choices they are making are moving them toward success.
Establish a positivity ratio
As part of our culture initiative, we set a school-wide goal for a 3:1 positivity ratio. This means
that we expect teachers to acknowledge a minimum of 3 positive student behaviors for every 1
behavior they correct. Having a positive focus is very important here. In the area surrounding our
school, children are exposed to many risky behaviors, and many children have a deficit in the
positivity ratio before they even walk through the door. When students arrive at school and receive
a warm welcome, a hug, or some positive attention, they are okay, but they have to have that before
they can engage and learn. It is important to note that while our school-wide goal is 3:1, some
children may need 10:1 or 15:1 positive interactions to make it through the day. So, we have done
a great deal of training with our teachers on how to positively interact with students. We also
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regularly monitor the positivity ratio to see if we are meeting expectations at the student,
classroom, and school levels.
Collaborate in culture PLCs
Once a month, our teachers focus on culture in their grade-level professional learning communities
(PLCs). During the meeting, each teacher shares and discusses the behavior data they have
analyzed for their classes and students. As they do so, they reflect on the data and formulate an
action plan. We coach teachers throughout the process, writing down the actions each teacher
intends to take so we can support that commitment in follow-ups. The PLCs not only give teachers
the ability to learn from each other, but they enable them to dig deeper and accomplish more than
they could on their own. Teachers leave with a feeling that they re supported and that we are all in
this together, which is very motivating. In addition, we use our school culture data to highlight
common patterns and guide our professional development and coaching efforts throughout the
year.
Creating a strong foundation for academic achievement
By giving teachers the strategies and tools they need to help students achieve social and emotional
success, we are seeing a positive impact on students’ academic performance. From 2014 to 2017,
our students achieved steady gains on the State of Texas Assessments of Academic Readiness
(STAAR) in reading, writing, and math, and we made significant improvement in closing
performance gaps for minority and economically disadvantaged students. In 2017, our school
achieved the state rating of “Met Standard” for the first time in five years.
References:
1. https://ascd.org/5-ways-to-improve-school-performance/