Q1.

The Authoritarian
This type of educational management refers to the centralization of the power and
responsibility of educational administration, supervision and control which results in
educational management on one hand and division and distribution of powers and
responsibilities of educational administration, supervision and control that results in
educational management. Among these two types of educational management, decentralized
educational management is the accepted type of educational management in the present
modern educational system.
The cause is that divisions and distribution of powers, responsibilities and duties of any type
can make every programme a successful one.

In the centralized educational management all sorts of powers, responsibilities in relation to

educational management are vested in one hand. He/she may be the real or titular head.
Suppose in the field of higher education the Director, Higher Education is the real executive
head and all sorts of powers and responsibilities remain in his/her hand. The other associate
officers are Additional Director, Deputy Director, Assistant Director remain silent in this
regard.
Then the principals of different colleges also remain silent in this regard. But practically
speaking this type of educational management is outdated and useless in the modern
educational system. The reason is that it was prevailed when expansion of education was a
charitable work for the kings and emperors. But in the decentralized educational management
the powers, responsibilities are distributed and decentralized from the Director Higher
Education to the peon of a college in which everybody involved in the field of higher
education feels seriously the responsibility of educational management. And at the same time
they take the risk of making educational management a successful one.
2. External and Internal Educational Management:
The External Management of educational programme means for those elements, factors and
supporting agencies which provide opportunities and facilities for the smooth management of
educational programme in external perspective. In humanitarian perspective the external
management of educational programme refers to the persons or elements who are indirectly
involved in its management.
They are the community members, specialists, experts, administrators, parents, supervisors
and all other agencies. Their first and foremost duty is to create a suitable and sound
atmosphere and provide all sorts of resources and help in moral ground. Besides they have to
give suggestions for participating and observing the management of educational institution.
But they are active and internal involvement in the process isn’t acceptable and desirable.
Internal Educational Management refers to management of any educational programme is
vested upon the persons who are actively and internally involved in the management of every
educational programme. It categorically refers to the head of the institution or head
master/principal of the school and other teaching personnel, students and non-teaching staff.
Besides the internal management means the duty is rendered by these personnel as assigned
to them in relation to planning, organizing, coordinating, supervising, controlling,
administering and evaluating. Here it is essential to mention that although they are not
officially assigned to manage the programme and satisfy it but the degree or certificate that
will be given to them will be their expectation level.
Practically speaking, internal management has much more importance than external
management. The reason is that the elements of internal management are actively involved in
the process and the degree of success of management depends upon them.
3. Authoritarian/Autocratic and Democratic Educational Management:
Just like centralized management authoritarian management plays its role. In centralized
management the centralization of the power and responsibility of educational management
centered in and exercised by, a central power, organisation or agency. It implies that all the
policies and programmes are planned, directed by one central agency. Here the central
agency may be a person, a group of persons as “core group.” So when the powers and
responsibilities center round a particular person or group then the term authoritarian or
autocracy comes into limelight.
In this context it will be suffice if will discuss authoritarian/autocratic management where
authority and control lies in one person or group or institution. In this management the rights
are absolute and supreme and educational management is a state of monopoly. In this type of
educational management every aspect of education is controlled by one. And educational
administration becomes centralized being dominated by bureaucracy, which controlls through
strict administration of laws, rules and regulations.
The business of the staff is to emphasize these laws, rules and central orders and to see that
these are properly carried out. The teacher as the real and regular practioner becomes the
mouth piece of the central authority having no professional freedom. This type of educational
management generally found in totalitarian or unitary states. In this type of states educational
management remains in the hand of the head of the educational institution who exercises
authority and control in a centralized form. It implies that he directs every action of his
teachers and students. He plans all the school activities.
He tells the teachers and students what to think as well as what to do. He takes decision and
gives all directions to teachers and students. He thinks himself as an only active agency in the
management of every educational programme of the institution. In this type of management
‘I-feelings’ are pre-dominant and ego of one individual prevails.
Democratic educational management:
Now in the modern era democracy is unanimously regarded and accepted “as the way of
life.” This is not only applicable in case of a particular nation but also for the entire
globe/world. This very statement implies that in every aspect of development the democratic
principles, values and ideas must be adhered or accepted. Accordingly in the field of
management it must be accepted and implemented.
Being contextual in approach it can be visualized that in the field of education democratic
management is highly stressed. In other-words it can be said that democratic educational
management is the need of the day for bringing wholesome educational development of every
nation. Like other educational managements “authority and control” are also the two basic
hallmarks in democratic educational management, which are exercised in decentralized
form.
Decentralization refers to the type of management in which control is vested in the agencies
or persons ranging from grass-root level to top level. It recognizes the rights of all the
agencies or persons who are linked with the educational institution. In this type of
educational management ‘we feelings’ prevail in the educational institution with an
environment of mutual trust, accompanied by co-operative planning, group discussion,
participation of all the staff members and organization of the programme in a joint-venture.
In this management teachers get proper scope for planning, administering, organizing,
directing, coordinating, supervising, controlling and evaluating the assignments entrusted
upon them. However like democracy in democratic educational management the following
principles are highly stressed.
Principles of Democratic Educational Management:
The principles of democratic educational management are:
a. Principle of sharing responsibility:
In the field of democratic educational management everybody who is more or less involved
in the process should take the responsibility to share in the work.
b. Principle of Equality:
As equality is the basic hallmark of democracy. It should be treated and accepted in the field
of democratic educational management. So all the personnel who are involved in the process
should get equal facilities, rights and opportunities in doing their duty.
c. Principle of Freedom:
In the field of democratic educational management every person should be given freedom to
do their duty in their own jurisdiction. This will lead to make the educational management of
every educational programme successful in democratic perspective.
d. Principle of Co-operation:
In order to make educational management of any educational programme a successful one a
greater cooperation should be ensured among different persons involved in the field of
educational management.
4. Creative Educational Management:
The creative management of every educational programme indicates the uniqueness of the
head of the educational institution in which the programme is conducted. It means when the
educational management of any educational programme is done through utilization of
creative talents associated with this from top to bottom in a desirable and acceptable manner.

Lassiez faire Educational Management:

This type of management gives freedom to the functionaries or personnel involving in it. It
means for ensuring proper management of educational programme freedom as far as possible
and practicable should be given to everybody and they have to exercise this freedom in a
desirable and acceptable manner.

Laissez-faire leadership, also known as delegative leadership, is a type of leadership style in

which leaders are hands-off and allow group members to make the decisions. Researchers
have found that this is generally the leadership style that leads to the lowest productivity
among group members.

This leadership style can have both benefits and possible pitfalls. There are also certain
settings and situations where laissez-faire leadership might be the most appropriate.

To help make laissez-faire leadership more effective, leaders can check in on work
performance and give regular feedback.It's also helpful for leaders to recognize when this
style should be best utilized, such as with team members who are experts at what they do.

Characteristics

Laissez-faire leadership is characterized by the following:

• Hands-off approach
• Leaders provide all training and support
• Decisions are left to employees
• Comfortable with mistakes
• Accountability falls to the leader

While "laissez-faire" implies a completely hands-off approach, many leaders still remain
open and available to group members for consultation and feedback. They might provide
direction at the beginning of a project, but then allow group members to do their jobs with
little oversight..

Examples

Here's how laissez-faire leadership could look in different settings:

• Inschool: The teacher is more so an observer while students are able to do as they
wish.There is lack of or little by way of expectations and discipline in the classroom
• At work: Leaders and supervisors will stand back and let their employees make
decisions and may let them set their own deadlines. They don't offer much feedback
 • In government: A political leader who exhibits laissez-faire leadership would leave
decisions to subordinates and provide little direction.

Benefits

Like other types of leadership, the laissez-faire style has its advantages.

• It encourages personal growth. Because leaders are so hands-off in their approach,

employees have a chance to be hands-on. This leadership style creates an environment
that facilitates growth and development.
• It encourages innovation. The freedom given to employees can encourage creativity and
innovation.
• It allows for faster decision-making. Since there is no micromanagement, employees
under laissez-faire leadership have the autonomy to make their own decisions. They
are able to make quick decisions without waiting weeks for an approval process.

To benefit from these advantages, certain preconditions have to be met. For instance, if your
team is full of highly-skilled and experienced people, capable of working on their own, this
approach might work. Since these group members are experts and have the knowledge and
skills to work independently, they are capable of accomplishing tasks with very little
guidance..

This autonomy can be freeing to some group members and help them feel more satisfied with
their work.2 The laissez-faire style can be used in situations where followers have a high-
level of passion and intrinsic motivation for their work.
The Value of a Psychological Healthy Workplace

Disadvantages

Because the laissez-faire style depends so heavily on the abilities of the group, it is not very
effective in situations where team members lack the knowledge or experience they need to
complete tasks and make decisions. This can lead to poor job performance and less job
satisfaction.3

Some possible disadvantages of the laissez-faire style include:6

• Lack of role clarity: In some situations, the laissez-faire style leads to poorly defined
roles within the group.7 Since team members receive little to no guidance, they might
not really be sure about their role within the group and what they are supposed to be
doing with their time.
• Poor involvement with the group: Laissez-faire leaders are often seen as uninvolved and
withdrawn, which can lead to a lack of cohesiveness within the group. Since the
leader seems unconcerned with what is happening, followers sometimes pick up on
this and express less care and concern for the project.
• Low accountability: Some leaders take advantage of this style as a way to avoid
responsibility for the group's failures. When goals are not met, the leader can then
blame members of the team for not completing tasks or living up to expectations.
• Passivity: At its worst, laissez-faire leadership represents passivity or even an outright
avoidance of true leadership. In such cases, these leaders do nothing to try to motivate
 followers, don't recognize the efforts of team members, and make no attempts at
involvement with the group.

Strengths of Laissez-Faire Leaders

If you have a more laissez-faire approach to leadership, there are areas and situations where
you might tend to do better.

• Increative fields: Working in a creative field where people tend to be highly motivated,
skilled, creative, and dedicated to their work can be conducive to obtaining good
results with this style.
• When working with self-managed teams: Laissez-faire leaders typically excel at
providing information and background at the start of a project, which can be
particularly useful for self-managed teams.
• During the early stages of a project: By giving team members all that they need at the
outset of an assignment, they will then have the knowledge they need to complete the
task as directed.

When To Avoid

Even in situations where a laissez-faire leadership style may be helpful, such as in a creative
field or with self-managed teams, it may pay to utilize a variety of leadership approaches at
different phases of the work process.

Generally, however, this leadership style is not suitable for:

• Situationswhere efficiency and high productivity are the main concerns. Some people
are not good at setting their own deadlines, managing their own projects, and solving
problems on their own. Under this leadership style, projects can go off-track and
deadlines can be missed when team members do not get enough guidance or feedback
from leaders.
• Situations that require great oversight, precision, and attention to detail. In high stakes
and high-pressure work settings where every detail needs to be perfect and completed
in a timely manner, a more authoritarian or managerial style may be more
appropriate.8
• People who aren't good at setting deadlines or managing projects. Using a laissez-faire
approach in this type of scenario can lead to missed deadlines and poor performance,
particularly if group members are unsure of what they need to be doing or do not have
the skills they need to perform tasks with little to no direction.
How to Stop Procrastinating

Tips to Improve

To make laissez-faire leadership more effective, you can try:

• Checking in on group performance.

• Giving useful and consistent feedback.
• Creating incentives to help increase and maintain motivation.
• Making sure team members know their roles within the group.
 • Ensuring group members have the knowledge and expertise for the project or task at
hand.

Q2.
Educational institutions, such as public universities, are lucid miniature of micro-
societies where the roles and influences of the administrators and managers can be
investigated whether as an agent of development or otherwise. One of the most difficult
activities of mankind all over the world is management (Sheldreke, 2000). This is so because
it has to do with the use of both human and material resources to actualise the goals and
objectives of the organisation, especially in an academic community that comprises
intellectuals such as teaching and non-teaching staff, as well as administrators and even
students whose need and aspirations as individuals are dynamic in nature. These aspirations
are directed at refining the society through the social and corporate efficiency of its members
and products. To this end, it is pertinent to say that the essential roles being played by
university education as an apparatus of social engineering cannot be under-rated. This,
therefore, requires a dynamic and humanitarian strategy.
Despite the apparent benefits of university education to nation-building, the potentials of the
university system in developing countries to fulfil its responsibility is frequently obstructed
by long-standing problems bedevilling the system. That is why Ekundayo and Ajayi (2009)
concluded that higher education in Nigeria is in travail; the system is riddled with crises of
various dimensions and magnitudes. Amongst other maladies faced by universities is student
unrest of various magnitudes. Despite the efforts of government and other stakeholders to
maintain relative peace and tranquillity in the management of university system, there has
been an increase in unrest, ranging from trade unions and students’ oriented crisis in almost
all the Nigerian universities, most specifically in public universities. This was supported by
the conclusion of Omodan (2016) that the frequent industrial actions embarked upon by
various trade unions in various tertiary institutions seem to have hindered the speedy
actualisation of the set predetermined goals and objectives of tertiary institutions. Even
student-oriented crisis in Nigeria, South Africa and Kenya, including Western countries such
as United States of America and Sri Lanka, is also not lagging behind, and this is evidenced
in many relative crises that usually lead to closure of schools and boycotts of lectures by
students, shooting, killing and sustenance of injuries during crises (Akeusola, Viatonu, &
Asikhia, 2012; Dube & Hlalel, 2018; Premium Times, 2017; Virginia Commonwealth
University, 2012; Weeramunda, 2008). This is to justify that student unrest is not only limited
to Nigeria but other countries and continents also face the problem.
In examining the challenges of student unrest, university managers and administrators must
be aware of these enormous responsibilities and be able to find a lasting solution to the
problem. In place of this, one could argue that many universities are not actually meeting up
with their predetermined goals and objectives, and therefore, call for the use and adoption of
relevant mechanism, such as Human Relations Theory of Management (HRTM), in order to
salvage the system. This is to say that this study is aiming at reconstructing the organisational
management system, mostly universities, in order to effectively manage human capital for
peace and tranquillity and also for productivity sake. This study, therefore, engages in a
thorough explication of the HRTM with justifiable arguments towards the interrelatedness of
HRTM and management of student unrest in the university system.
Research question
In order to give direction to this theoretical exploration, the following research question is
raised to pilot the study:
1. How can HRTM be reconstructed to enhance people’s management and students’ oriented
unrest in the university system?
Objectives of the study
This study aims to reposition with critical analysis of the HRTM to enhance the people’s
management and students’ oriented crisis in the university system. That is, the quintessential
of HRTM is explored, analysed and redirected to respond to the management of human
capital in the university system. To achieve the aims as mentioned above, the study explores:
1. The nitty-gritty of HRTM, analyses and diagrammatically interprets the assumptions in
line with how it could be used to respond to management of unrest.
2. The veracity of the HRTM using observations and the literature to justify the assumption
of HRTM to management of unrest in universities.
Methodology
This study adopted observations and the literature on the student unrests in the universities in
Nigeria as a research approach. This was performed to argue the lacuna created
using or not using HRTM. However, the theoretical deductions, observations and the
supporting literature were analysed by theoretical analysis. Theoretical analysis was
described by Dix (2007) as academic research that is based on theoretical decoration, analysis
and interpretation. This is not a method that is generally applied to all studies but only
applicable to researchers’ attitude and desires to make sense of the phenomenon about the
chosen theory (Fawcett & Downs, 1986). This approach, according to Jasso (1988), can
influence design and research methodology; most notably the research that is based on a
theoretical sense-making. The method under consideration, in my view, is a structured body
of knowledge where the theoretical and conceptual materials are both the research process
and the outcomes of the research. That is, the research process, findings and the conclusion
are based on reflective arguments, experiences and belief of the researcher with reference to
the theory. In order to implement theoretical analysis, I draw on the theoretical deductions,
observations and the supporting literature, and subjected them to personal consensual,
interpretational and social understanding for the purpose of making viable arguments. The
following section discusses the presentation and the analysis of HRTM.
Evolutionary development of Human Relations Theory of Management
Human Relations Theory of Management was developed from an empirical study of Elton
Mayo and his associates such as Roethlisberger, Dixon and Follett who carried out the study
at the Hawthorne Plant of Western Electric near Chicago, United States between 1920s and
1930s (Ajayi & Ayodele, 2011; Barnard, 1938). The empirical research was designed to test
the effect of lighting intensity on worker productivity, and the influence of human relations
on work behaviour (Mayo, 1933). This struggle in search of a suitable approach to
management came as a result of the perceived inhumane holistic approach of classical
approaches, such as scientific and administrative management theory. The failure of classical
theories, therefore, gave birth to the human relations approach in an organisation, which came
into actual existence in the 1930s as an alternative to the classical approach to organisational
analysis (Hartzell, 2017). This is because the classical theorists appear to have neglected and
underemphasised the importance of humanism and socio- psychological aspects of
individual’s behaviour as a panacea to organisational performance in the operations of the
organisation (Coombs, 2007).
Human relation school of thought appears to be a developmental deviation from the scientific
and classical viewpoint that man was an economic animal who responds only to financial
incentives. The principles of the classicist, according to Ajayi and Ayodele (2011), tend to
create more problems at the place of work rather than solving them; this is because the
classicist out-rightly failed to recognise human being as an essential part of the input, process
and output of company (Ajayi & Ayodele, 2011). The Hawthorne studies as it is popularly
known (Nwankwo, 2014; Omodan, Dube, & Tsotetsi, 2018) consisted of several experiments,
such as ‘the first Relay Assembly Test Room, the second Relay Assembly Group, the
Medical Splitting Group, Typewriting Group and the Bank Writing Observation Room
Experiments’ which holds that attitudes, relationships, feelings of belonging, interpersonal
skills, participative decision-making and effective communication play a key role in the
performance and effectiveness of an organisation (Lunenburg & Ornstein, 2012; Mayo,
1933).
According to Manoj (2016), in the Hawthorne studies, it was briefly explained that both the
social and psychological factors at the workplace alongside the physical conditions of the
workplace determine the employees’ morale and output, non- economic rewards and
sanctions significantly affect the workers’ behaviour, morale and output. The study further
concluded that workers are not inert or isolated, unrelated individual; they are social animals;
therefore, the workers tend to form small groups such as informal organisation within the
organisation. Finally, the Hawthorne studies concluded that leadership style, style of
supervision, communication and participation play a central role in workers’ behaviour,
satisfaction and productivity (Manoj, 2016). Although it was not only Mayo and his
associates who contributed to the development of human relation approach, there are many
contributors whose study also influence human relations movement, such as Hurt Lewin,
Jacob Moreno and Douglas McGregor. Hurt Lewin originated research called group
dynamics (Lewin, Lippitt, & White, 1939). The study assumed that a democratic group that
gives members a sense of belonging and allows members to participate in decision-making
actively is more productive in both personal and individual satisfaction and organisational
goal achievement (Ajayi & Ayodele, 2011; Lunenburg & Ornstein, 2012).
Jacob Moreno also made a significant contribution to the development of human relations
theory and focused on the group interpersonal relationship in a sociometric technique
(Moreno, 1934). Jacob Levy Moreno came up with a term called ‘sociometry’ from his first
long-range sociometric study that took place between 1932 and 1938 at the Girls Training
School Hudson, New York. In the study, Moreno used sociometric techniques for assigning
residents to their respective residential cottages (Hoffman, 2000). In the study, Moreno
(1953) found that assigning residence based on sociometry significantly reduced the number
of runaways from the facility. Moreno (1953) concluded that groups that comprise people
with relatively similar affinity for one another will perform better than a group lacking such
an effective relationship. That is, it shows how individuals associate and relate with each
other when acting as a group towards a specified goal and target objectives (Moreno, 1960).
This is what Borgatta (2007) expound to mean that when people are allowed to make their
choice of things, actions and groups to relate with, it may effectively contribute to such
individual effectiveness. Therefore, that choices of people
and choices of things are one of the important elements in all active human relations
(Moreno, 1953).
Like Hurt Lewin and Jacob Moreno, Douglas McGregor targeted the perspective of
motivation in an organisation (Yacoub, 2016). Douglas McGregor’s perspective on human
relations management emanated in 1960 in his book titled ‘The Human Side of Enterprise’.
In the book, he proposed two theories viewing employees’ motivation in two dimensions. He
labelled the perspectives ‘Theory X and Y’. The divergent perspective of the theories was
premised on the management’s role in managing people for the economic benefit of the firm
towards production (McGregor, 1960). Theory Y assumes that people want to work, that they
are responsible and self-motivated, that they want to succeed and that they understand their
position in the company hierarchy (Dininni, 2017; Odionye, 2014). This is in contrary to
Theory X, which assumes that employees are naturally lazy and unmotivated, that they seek
nothing more from their jobs than security and that they require discipline from without
(McGregor, 1960). In short, Dininni (2017), therefore, argued from the dichotomy of theory
X and Y that human relations theory, rather than viewing the stakeholders as merely one
more component in the company wheel, asserts that the organisation will prosper as it helps
the employee thrive. Hence, the underlying assumptions of HRTM were born out of
experiments and outcomes of the Hawthorne researchers most notably from their chief
populariser who identified the importance of the human factor in organisations (Ajayi &
Ayodele, 2011; Mayo, 1933; Nikolas, 2005).
Assumptions of Human Relations Theory of Management and their reflective observations
The assumptions of the theory are as follows: the needs, such as belongingness, inclusiveness
and recognition, determine workers’ morale than physical conditions of work environments;
informal or formal social group within workplaces such as team effort, social conformity and
group loyalty determines individual and group behaviours; people develop affinity for one
another in the group that comprises individual with various affinities; employees are
motivated by social and psychological needs coupled with economic incentives;
communication, power, manipulative influence authority devoid of autocracy are important,
and therefore, should be encouraged and developed in organisation (Mayo, 1933; McGregor,
1960; Moreno, 1953).
Belongingness, inclusiveness, recognition and it’s reflective observations
This is one of the assumptions of the HRTM that captures the inclusiveness of the
subordinates and all organisational stakeholders into decision-making processes. This is
shown in the statement from the conclusion of Hawthorne studies that organisations should
ensure subordinate’s sense of belonging through inclusiveness and recognition. This is also
shown in the study of Lunenburg and Ornstein (2012) that the need to including but not
limited to belongingness, inclusiveness and security is essential for worker’s morale and
productivity than the condition of the physical environment alone.
This assumption is categorised into three dimensions given by Stoner and Wandel (1988),
which are assumptions, policies and expectations. According to them, assumptions are that
people want to feel useful and relevant, people want to belong and to be recognised as
individuals, and that these needs are more important than money in motivating people;
policies are that the management should make subordinates useful and important, the
management should keep subordinates informed and listen to their objections, and the
management should allow subordinates some self-direction and self-control; expectation as
part of the dimensions, as argued by them, is that when information is shared with the
subordinates, and they are adequately involved in routine decisions, will satisfy their basic
needs to belong, and will improve morale and reduce resistance to formal authorities.
Reflective observations
Decision-making as one of the existing crisis management strategies, according to Nwankwo
(2014, p. 108), is the process of choosing amongst alternative courses of action. Hence, to be
able to decide on what is appropriate action on any management matters, the managers or
administrators need to know and understand not only the various alternative options that exist
but also how the decision would be made, that is, whether it should be participatory or
otherwise. Students’ involvement in decision-making is not new phenomena but seems to be
not taken seriously by the university administrators (Sinclair, 2004). The concept of giving
students the right to participate in the decision- making process emerged as a result of student
movement agitation in the 1960s and early 1970s, and more recently developed in ‘student
voice’ initiatives in schools (Mager & Nowak, 2012).
The United Nations convention on the rights of the children in 1989 also supported this
concept by promoting the right to involve young people in decisions that affect their lives
(Mitra, 2009; Rudduck & McIntyre, 2007). Student involvement in decision-making in
schools also refers to the participation of students in a collective decision-making process,
dialogue between students and other relevant university administrators (Adegun &
Arogundade, 2014). This is often seen as problematic to university administrators and other
decision-makers, in general, because students are viewed as youngsters, unripe, therefore
lacking the requisite knowledge needed to run the affairs of a school (Mager & Nowak,
2012). Thus, neglecting students in participating in a decision that directly or indirectly
affects them has been the bone of contention because of its negative output. That is why
Adegun (2003) concluded that the concerned people who are affected by the major decision
of the school authority
needed to be involved and carried along in decision-making to avoid conflict.
It was observed that a lack of participatory decision- making in universities seems to have
largely contributed to the rise of students’ oriented crises. This is evidenced in the 2011
students’ unrest in the then University of Ado Ekiti where students went on a rampage to
fight against the university policy of ‘No School Fees, No Exam’. The school suffered
significant damages, and students, to a large extent, also were affected. The university was
shut down, and many were arrested, suspended and made to pay for the damages. Not only in
Ekiti State University, many universities in South West recently went to the street to protest
against what they termed obnoxious increment in school fees (Mahmud, 2013). These
destructive activities are associated with seemingly obnoxious government decision and
policies, the poor state of facilities on campus and increase in school fees (Omisade, 2014) in
the universities such as University of Lagos, Lagos State University, Olabisi Onanbanjo
University and Ago Iwoye (Premium Times, 2017).
Groups and social group within workplace and its reflective observations
Another assumption from the Hawthorne study is the encouragement of group activities,
social group interrelationship within the workplace such as team effort, social conformity and
group loyalty, which determines individual and group behaviours towards productivities
(Mayo, 1933). Nwankwo (2014) also corroborated Hawthorne study by exemplifying that
team spirit and sociological factors in the workplace have greater influence in determining
individual and group behaviour in an organisation. That is, committee teamwork, social
interrelationships lessen conflict between group(s), and aid social conformity and loyalty
from the subordinates (Nwankwo, 2014). This is supported by the findings of Hawthorne’s
study that production and satisfaction increased regardless of manipulation, and that human
interrelationships are important contributing factors to workers’ productivity (Lunenburg &
Ornstein, 2012).
According to Dininni (2017), the Human Relations Theory has a landmark contribution to the
evolution of administrative thought because its significance lies in discovering and
emphasising the informal organizations, and facilitates teamwork and collaborations.
However, the Human Relations Theory not only brought about a revolution in the
organisational analysis but also contributed significantly to the history of administrative
thought by investigating the interconnectivity between supervisory practices and employee
morale with the result that supervisory practices increase employee morale and productivity.
This assumption also revealed how powerful is the nature of social relations in the
organisations and redirects managers more towards the interpersonal aspects of organising
(Coombs, 2006).
Situational analysis
According to Ajayi and Ayodele (2011), subgroups (committee system) within an
organisation formally brought together to advise managers on a legitimate course of action on
specific issues. The need for university administrators to effectively organise the human
resources in the system for effective and efficient management strategies through committee
system cannot be under-emphasised because it can also be seen as a device for achieving
coordination of activities and sharing information amongst various departments of the school
(Nwachukwu, 1988). Therefore, universities, including all levels of education, need to
recognise the committee system for effective disposition of administrative duties and for the
purpose of achieving school objectives (Ogbomida, Obano, & Emmanuel, 2013). Essential
committees in Nigerian universities as identified by Ibukun (1997) include finance and
general-purpose committee, security committee, development and promotion committee,
admission committees, student affairs committee, research grants committee and ceremony
committee.
One would see from the above exploration that the committee system would lessen the
frequent crises in the university system. This is supported by the observation of Ikenwe
(1998) and Ogbomida et al. (2013) that committee system in institutional governance
ordinarily aimed at promoting democratisation of administrative process and acted as
catalysts that fast track the physical and intellectual growth of the system in a competitive
world. This is an indication that various committees in universities are meant to serve as an
advisory body: the think-tank offers relevant and useful advice on any issues or insurgences
in schools including suggestions to the Governing Councils on how to manage every threat
from all quarters that could lead to crises in the system. The incidences of violence against
students by faceless individuals and incessant kidnapping and abduction of both staff and
students have been on the rise because of the perceived lack of effective committee system
(Ogbomida et al., 2013).
Motivation by social, psychological and economic incentives and its reflective observations
Another assumption is born out of motivation, and this is obvious in the recommendation of
Hawthorne’s study that social and psychological needs alongside economic incentives
motivate employees for better productivities (Mayo, 1933). This was supported by McGregor
(1960) that the human relations concept did not go far from addressing people’s needs,
satisfactions and strategies to accommodate those needs for better productivity. This is why
Wziątek-Staśko (2015) concluded that non-recognition and non-appreciation of subordinates
in the human resource management process might significantly reduce the effectiveness of
managing the entire system because the needs for subordinates and other stakeholders cannot
be ignored.
In a dynamic organisation, managers are expected to create an atmosphere with which an
employee will feel trusted and empowered to participate in the decisions-making process, by
so doing, will enhance employee’s motivation level and organisational performance. That is
why Smith and Rupp (2003) concluded that performance is the result of individual
motivation and resistance to change. This was also supported by the conclusion of Luthans
and Stajkovic (1999) that the advancement of rewards, monetary incentives and
organisational behaviour, to a large extent, contribute to individual and corporate
performance. Therefore, determining and understanding the factors of employees’ motivation
in the organisation are largely dependent on the satisfied and motivated workforce, because
motivation influences even managers’ effectiveness (Analoui, 2007).
Reflective observations
All organisations, including educational organisation, always want to be successful;
therefore, organisations irrespective of size and location strive to retain the best human
recourses, acknowledging their critical role and influence on organisational effectiveness are
not negotiable. To overcome these inevitable challenges, university management should
create a healthy and positive motivational relationship within its students and other
employees, and direct them towards task fulfilment (Ferlazzo, 2015). When students feel
more motivated to learn, they perform better academically and lessen their urge to agitate,
improve classroom behaviour and gain a higher sense of self-esteem (Nwankwo, 2014).
Unfortunately, data and the direct experience of many educators show that lack of motivation
affects many of our students and appears to increase their cynical urge for actions (Ferlazzo,
2015).
That is why Nwankwo (2014) described students’ motivation as the act of creating the drive
or energy that propels a student to specifically positive actions that lead to his or her
advancement and progress within and outside the institution. A student who is admitted to a
university programme may get frustrated and even drop out of school as a result of numerous
de-motivating factors, such as fear of examination, fear of unfriendly lecturers and
administrative staff, fear of uncanny comparisons, unfriendly infrastructures amongst others,
either from the school management or from the students themselves. Therefore, interest and
motivation are correlatively synonymous. Individuals with a strong interest in a specific area
are intrinsically motivated to succeed in that area of endeavour because individual interest
tends to be stable and long-lasting (Girmus, 2011). From the author’s observation and
experience in numerous student unrests, however, it is evident that university authorities pose
less or no recognition to these students’ motivating strategies, which, in turn, could lead to
student unrest. This was supported by Dobre (2013) that a few organisations consider the
human capital as being their main asset, capable of leading them to success or if not
motivated properly. Thus, it is better to plan how to prevent crises than to manage it when it
happens (Ekundayo, 2012).
Communication as power of manipulative influence and its reflective observations
Communication, as one of the assumptions, also plays a central role in subordinate’s
behaviour, satisfaction and productivity. This is why it was recommended that
communication channels between various levels in the organisation should be developed
(Mayo, 1933; Roethlisberger & Dickson, 1939). That is why HRTM is frequently used to
describe the way in which managers interact with their subordinates because this theory
places great emphasis on information sharing and the involvement of subordinates in
decision-making and the importance of intergroup co- operation (Stoner & Wandel, 1988).
The implication of this theory, as affirmed by Odionye (2014), is that the more frequent the
interaction between any two groups, the higher the tendency to co-operate with each other.
This theory is also linked to Chester Barnard’s study of 1938 titled ‘the functions of the
executive’, which argued for a ‘human-based system of organization’, that is, the potential of
every worker and the centrality of communication to the organising process (Barnard, 1938).
He drew attention away from formal organisational structures towards communication, co-
operation and the informal organisation, and the result of the studies regarding human
relations in the workplace shows that people want to have a sense of belonging and
significance whilst being treated with value and respect (Mayor, 1930).
As argued by the author, this assumption believed that if management showed more concern
for its employees, their satisfaction would increase relative peace and organisational
productivity (Mayor, 1930). However, even if we might say that the theorist under HRTM
inherited trends from classical and scientific development, their theorisation and focus are
more centred on human needs and qualities, and not on technology that dictated the optimal
organisational forms of classicist (Onday, 2016). In other words, it was on their motive to
manage organisations from a human and humane point of view, as against the technological
imperativeness of classicist.
Reflective observations
Communication in the university system is the ability of school management to convey or
share ideas and feelings effectively to the staff and students with information being
understood; otherwise, communication has not taken place. Communication is seen as one of
the factors that contribute to the success of any organisation because meaningful
communication informs and educates people in the organisation at all levels and motivates
them to support the strategy and mission set-out (Barrett, 2002). Although there are certain
barriers for effective communication that has become inevitable for the university
administrators to encounter, such as poor communication planning, conflict of interest,
distrust of source, faulty translation, personal feelings and feelings of personal insecurity
(Ajayi & Ayodele, 2012), these barriers make it complex, difficult and frustrating to achieve
the aims and objectives with which communication intend to achieve (Kolawole, 2017;
Nwankwo, 2014).
Often there have been disharmony and various crises amongst the stakeholders in most
Nigerian universities over communication gaps between the top (school management) and
bottom (students), where mostly the students feel left out or kept in the dark from various
happenings in the school. The aftermath of the rifts has always been unrest, and therefore,
poses a negative implication on general productivity. In universities of Nigeria, it appears that
there are dissatisfactions amongst the students with the way the university administrators
handle their communication system. During my encounter with the students’ leaders of
Ladoke Akintola University, Ogbomoso, I perceived that the real information about the
positions of management on the then closure of the school as a result of the staff unpaid
salary is not well disposed or I instead say the administrators have been political with the
situation. This situation alone has led the students to embark on both peaceful and radical
protest several times from 2017 to 2019.
It appears that the perceived high level of students’ crisis in public universities by the
students may not be unconnected with the way the school managers are managing their
strategic mean of disseminating information from the top management to the entire
stakeholders in the system. Therefore, for any organisation that is working towards
actualising its goals and objectives, the handler of information communication,
communication planners and administrators must be up and doing with upward innovation
and strategic thinking towards ensuring the actualisation of organisational goals. Maybe that
is why Nwankwo (2014) concluded that people need the information to do their jobs or to
take action. In other words, each person or group in an enterprise needs information to
coordinate activities with others.
The implication of Human Relations Theory of Management to university practice and crisis
management
The theory views human beings as individuals with differing psychological motivations,
distinct and dynamic behaviour affecting performances. That is why Oraemes (1997)
emphasised that humanly treating students have an impact on the educational administration
in several ways, which include the increasing effort to democratising the practise of
educational administration. Undie (2001) believed that advocates of democratic administrator
should take steps to satisfy both motivational and psychological needs of university
stakeholders, including students for better productivity. The implication of this theory, as
affirmed by Odionye (2014), is that the more frequent the interaction between any two
groups, the higher the tendency to co- operate with each other.
Original Research
The Human Relations School of thought, which accentuated that treating students and
employees in a human way, will have a significant influence on general administration in
school system, is related to the recommendation of Kimbrough and Nunnery (1983) and
Oraemes (1997) that HRTM increases effort to democratise the practise of educational
administration, most especially in tertiary institutions. Likewise, it also laid emphasis on the
responsibility of university administrators on the promotion of relationships between
members of the organisation because harmony and high staff morale, according to
Kimbrough and Nunnery (1983), were considered essential factors for improved
organisational peace. Meanwhile, this movement also presupposes an implementable strategy
of dealing with both academic and non-academic staff, as well as students as a psychological
being (Michael, 2011).
As human resources in university organisation comprised of the students, lecturers,
administrative staff and school authorities, the approach of human relations in university
means a practical investment in human resource with the right to participate in the
determination of school goals and policies and to exercise professional judgement about what
to do and how to empower the school environment (Kulsreshtha, Patel, & Singh, 2016).
Human relation in the universities, therefore, means the ability of all stakeholders to be able
to judge what and how to perform things and develop a harmonious relationship within the
school environment. Thus, the human relation is like a power given to people in universities
to participate in the determination of school and educational goals and to exercise their
judgements of what, why, how, when and where to perform things for the purpose of
developing harmonious relationship within the school environment (Kulsreshtha et al., 2016).
This supported the report of Singh (2000) that a peaceful school environment is the result of
the harmonious relationship amongst the workforce.
This theory is, therefore, unequivocally relevant to this article because of its trend towards
power equalisation, reduction in the power and status differential between authorities and the
subordinates (Sridhar, 2014). It also exemplified the importance of effective communication
as a panacea to smooth university operations, and it equally helps to explain why the
university administrators should recognise various communication tools in order to ensure
effective co-operation with inclusion and involvement of stakeholders in decision- making
(Odionye, 2014). If the students and their leaders including other staff are recognised with
adequate participation in decision-making, most especially the issues that directly or
indirectly concern their welfare, this will instil into them how significant they are to the
development of the system (Omodan et al., 2018). This psychological and situational
motivation will, in turn, change students’ behaviour and other relevant to act responsibly,
thereby ensuring a peaceful environment devoid of crises.
Theoretical model to justify the nexus between Human Relations Theory of Management and
crisis management
The following theoretical model (Figure 1) formulated by the researcher in line with the
assumptions/principles of HRTM will open more understanding of the relationship between
this theory and the impetus of crises management in the university system.
The above-developed theoretical model indicates the process and practices in the university
system, which leads to individual well-being, university effectiveness, societal well- being,
and relative peace and tranquillity. The inputs involve the stakeholders, such as
administrators, employee’s groups, students and students’ unions, and government. Based on
the above theory, it is assumed that situational inputs, such as decision-making, committee
system, communication, dialogue and motivation, are stimuli to mutual relationships between
all the organisational stakeholders. In the case of university system, which is the hallmark of
this study, it is expedient of the university administrator to recognise all the situational input,
because by so doing, it leads to concrete and outright recognition of human relation policies
and assumptions, that is, making subordinate useful and important, keeping subordinates
informed, listen to objections, as well as allowing subordinates’ self-direction and self-
control. This is in support of the opinion of David (2013) and Undie (2001) that a democratic
system satisfies both the motivational and psychological needs of university stakeholders for
better productivity.
Furthermore, when the obligation of human relation policy and assumptions are met, it leads
to the commitment of all relevant stakeholders, they experience some self-competence and
self-esteem, and they also feel satisfied and important. All these stimulate morals and reduce
the spirit of resistance to some likely unpleasant issues. This is in consonance with the
highlighted implication of Maslow theory of motivation by Lunenburg and Ornstein (2012)
that outstanding schools require leaders who have the ability to motivate people for self-
reliance and self-actualisation, and to maximise their performance to grow professionally. To
achieve this, university management/authorities are expected to know and be able to apply
the basic postulations from this model.
The resultant effect of this process is, therefore, the achievement of university goals and
objectives, part of which are individual well-being, university effectiveness and process
efficiency, societal well-being and above all, peace and tranquility, which stand as an output
for this model. This showed that for university goals to be achieved, all apparatus of inter-
and intra-relationships must be put in place to ensure unhindered processes. The overall
management of all stakeholders, including students, will lead to the desired peace,
harmonious relationships and development of university education, in general. This is in line
with the recommendation of Etadon (2013) that there should be a considerable improvement
in the living and working
Conclusion and recommendations
As universities are recognised as an ivory tower of knowledge consisting of many scholars,
including students with various belief and wants, an organisational crisis is inevitable, but the
ability of the school management to control and manage it makes them effective. Therefore,
every organisation should gear its devotion to crisis management. When the authority of these
universities are people’s oriented and base their style of leadership on subordinates, such as
students and staff; convey the decisions and policies of the management to the staff and
students, form inclusive governance comprising all stakeholders, make use of committee
system to solving issues, engage student in dialogue, ensure student motivation as well as
provision of students personnel services. This, in turn, may ensure the harmonious
relationships between these parties towards achieving the goals and objectives of the
university system.
Finally, as the word management, according to Ajayi and Ayodele (2011), practically means
getting things done, utilising both human and material recourses. The system is needed to be
reconstructed where the managers and administrators in universities take cognisance of the
above assumptions of HRTM. This is expedient because university management and
administration are centred on the performance of executive duties, such as policy formulation
and implementation, decision-making, controlling of the
activities of the organisation amongst others for the overall achievement and most
importantly to maintain peace and orderliness in the system. Hence, there must be a careful
arrangement and systematic use of both human and material resources, situations and
opportunities for the achievement of the specified objectives in the system (Nwankwo, 2014).
Based on the above analysis exposed from the postulations of HRTM, the following
recommendations were made, and if these recommendations are strictly adhered to, this will
enhance the management of people and crisis in university system for better productivity:
1. Inclusive Decision-Making: As participatory decision- making is argued and confirmed to
be productive in managing the affairs of any organisation, it is hereby recommended that
university manager and administrators should at all-time recognise the importance of other
stakeholders in the process of decision-making most importantly in the matter and issues that
concern them. Recognising their importance is not enough but making their inputs and
opinions counts is also necessary because this theory places great emphasis on the
involvement of subordinate in decision-making the importance of intergroup co-operation
Stoner and Wandel (1988) likewise. This was also supported by Oraemes (1997) that proper
recognition of HRTM enables the democratisation of educational institutions, most especially
in tertiary institutions.
Crisis management model Output
it is expected from the authorities of the system to adopt the use of committee system, as this
will enable efficient and effective utilisation of human resources and also enhance the spirit
of delegation of power between the super-ordinates and the subordinates. This is
recommended because the predominant function of committees in organisations, according to
Ajayi and Ayodele (2011), is to advise managers on a legitimate course of action on specific
issues. Therefore, there is a need for universities administrators to effectively organise the
human resources, including students, for effective and efficient management through
committee system because it is a device for achieving coordination of activities amongst
various departments of the universities (Nwachukwu, 1988).
3. Motivation: Motivation is one of the keys that drive human resources in any organisation,
and if this phenomenon is adequately recognised and implemented in any organisation would
go a long way in achieving the aims and objective of the organisation and also ensure
meeting the needs of the stakeholders. It is evident that if employees are motivated by social
and psychological needs coupled with economic incentives. This, according to Nwankwo
(2014), will lessen conflict potentials, and aid social conformity and loyalty of people to the
organisation. Therefore, university authorities should always ensure that the needs of all
stakeholders, including students, such as belongingness, recognition, physical conditions of
work environments and security, are met because it goes a long way in determining
individual morale.
4. Communication: Communication is the lifeline of any organisation; this is so because good
and unambiguous dissemination of information in organisation solidify mutual relationships
amongst the stakeholders. This is why Barrett (2002) opined that communication is one of the
strongest factors that contribute to the success of any organization because it informs,
motivates and educates people in the organisation at all levels to support the strategy and
mission set-out. University authorities should, therefore, ensure the use of various
communication tools to ensure effective and efficient dissemination and utilisation of
information. This is in support of Odionye (2014) that university administrators should
recognise various communication tools to ensure effective co-operation amongst stakeholders
in the university system.

Q3.

“There is no doubt that the future of our state [Pakistan] will and must greatly depend
upon the type of education we give to our children, and the way in which we bring them up as
future citizen of Pakistan....We should not forget that we have to compete with the world
which is moving very fast...We have to see that they are fully qualified and equipped to play
their part in the various branches of national life in a
manner which will do honor to Pakistan” (Quaid-i-Azam, 1947 cited in Siddiqui, 2016:275-
276). Quaid-i-Azam stressed that education is a matter of life and death for Pakistan. Despite
Qauid-i-Azam‟s clear vision and provision of basic guidelines for future educational
development in Pakistan, educationnever received central priority and place in successive
government policies and development plans. The failure of education reforms and policies
(from 1947 to 2009) is due lack of political will, external/foreign hegemonic interest, and
their foreignness to the local culture.
Education reforms and policies in Pakistan, ranging from the issue of fixing the national
language to the ideological messages, remained subject of debate in criticism since
1947(Nayyar & Salim, 2005; Siddiqui, 2016; Ullah & Skelton, 2013). In 1959, the
commission on education was set up. During this era, Private education institutions in the
country were nationalized. The 1979 education policy was prepared and lunched under Zia
ulHaq military regime with overemphasis on Islamization of Pakistansociety. The 1992
education came up with detailed recommendations to improve the situation on universities
campuses. The 1998 education policy was developed with long term planning and vision. The
agenda remained incomplete due to military takeover by General Pervez Musharraf in 1999.
With immense pressure and heavy funding from international agencies after 9/11, the
government of Pakistan was told to fight terrorism. Heavy funding was made to Pakistan for
changing curriculum, textbooks and teachers‟ education. Since 2000, various reforms were
introduced in the education system across all provinces, including KP. In KP, change in
curriculum was one of the priority areas. In addition to curriculum and textbooks, pedagogy,
staff selection, fund reform, technology
many more areas were focused. Unfortunately, the desired achievements and the substantial
improvements could not be observed in the education sector (I. Ahmad et al., 2012). In short
the ill-prepared education policies and their implementation have pushed Pakistan education
system to be one of the worse education system in Asia(Ullah 2013). Shahid Siddiqui‟s
book-Education Policies in Pakistan: Politics, Projection and Practices provides deeper
insight and understanding of education policies and their failures in Pakistan. The book gives
a succinct and historical account of education policies and practices in Pakistan.
School Teachers’ Perspective on Educational Reforms in KP
Respondents were asked to express their views on the education reforms. Our respondents
unanimously appreciated the newly introduced education reforms. They referred to various
educational reforms and spoke high of these reforms. They particularly mentioned teachers‟
recruitments through National Testing Service (NTS), change in text-books, Independent
Monitoring Unit (IMU), introducing new written exams, and teachers' promotion policy.
They also appreciated government‟s investment in school infrastructure (construction of
boundary walls) and improving school security, especially the security of girl schools. The
following excerpts are a few examples among many that are skimmed from the majority
respondents‟ views regarding education reforms.
The newly introduced reforms are appreciable and fruitful. Improvement could be seen in
teacher‟s attendance, increase in enrollment, merit based appointment and inclusion of
Islamic values in textbooks. We see improvement in security as well.
Most of our respondents, especially young teachers, referred to good results of these reforms.
It was argued that “the new education reforms have improved teachers attendance and quality
of teaching in schools”. These responses affirm that educational reforms are necessary for
improving quality of education. Some respondents, although few in numbers, asserted that
reforms are always informed by political agendas. One of the respondents argued:
Educational reform should be seen as a political agenda of each government. These are
intended to modify society as per the wishes of political parties. The current educational
reforms cannot decrease the wide gap between the elite and common people education and
learning inequalities. These are intended to decisive people and shut the mouth.
The above quote is informed criticism on the current reforms introduced by the KP
government. Responses like this are not new but prevailing across societies. Expressing
dissatisfaction and distrust in the education reforms and associating them with political
agendas of the political party in power is not new and limited to KP but is a global
phenomenon(Taneri, 2016). To obtain more detailed understanding of the newly introduced
reforms, study‟s respondents were asked to give examples of educational reforms that are
good in their views.
Teachers’Perspective on Changes in School Curriculum and Textbooks
Curriculum is the set of academics courses and contents taught in schools, college and
university to achieve certain ends in students(Meyer et al., 2017). In simple words,
curriculum is
(Apple, 2014; Ullah, 2018) hundred years, educators have been at war with each other over
what the nature and contents of school curriculum should be in a particular society.
Curriculum and textbooks provide key ideological sites through which power is exercised,
maintained and challenged. “Education is also a site of conflict about the kind of knowledge
that is and should be taught, about whose knowledge is official and about who has the right to
decide...what is to be taught” (Apple, 2014). In short, no knowledge is neutral and apolitical.
School knowledge is designed, written, approved and taught with hegemonic interest and
objectives ( Ullah, 2018). Curriculum reforms in Pakistan are no exception. Since the very
inception of the country in 1947, school curriculum remained the key site of national and
international ideological politics(Nayyar & Salim, 2005; H. Ullah, 2018).Nevertheless,
changes in the curriculum could not achieve the desired goals and results and remained
subject to persistent change. The political, education and social roles of curriculum and
textbooks in KP have always been influenced international and national hegemonic
forces(Nayyar & Salim, 2005; H. Ullah, 2018).Shah et al., (2012) and Iqbal (2016)also
argued that governments always tried to change curriculum. General Zia ulHaq, after the
coup in 1977, took the agenda of Islamization of Pakistani society to legitimize his rule.
Education system, including textbooks were used to achieve his quest of Islamization. After
9/11, textbooks were drastically changed and peace messages, discourses against terrorism,
idealized form of western cultural values and powerful images of religious diversity were
embedded into textbooks during Awami National Party (ANP)( Ullah, 2012). In the same
fashion, after
coming to power in 2013, the PTI
Most of our respondents appreciated the current changes in curriculum and loaded their
concerns about the previous governments‟ changes. They said that the changes made by the
earlier government were external in nature and irrelevant in the context of social, political,
and economic development of the country in general and that of the KP context in particular.
One of the powerful excerpts from the data is presented here to share the majority
respondents‟ views.
a body of knowledge to be transmitted to students. The politics of
curriculum and power war on the pages of textbooks is not new
. For almost more than
led provincial government in Khyber Pakhtunkhwa
succumbed to the regressive demands of its coalition partner Jamaat-i-Islami (JI) to revert
to the curriculum of public schools. The PTI government, in addition to introducing
textbooks in English, added more details about Islam, ideology and nationalism in textbooks.
Previous governments [during Mushrarraf‟s regime and ANP term]
consensus with Jumat-e-Islami, introduced many of the changes JI wished. Our respondents
argued:
These responses show that textbooks‟ knowledge is not neutral and objective. It is subjective
designed, written, approved and taught by real people with real hegemonic interest( Ullah,
2018).
Teacher Recruitments Process
The quality of teaching is directly link to the quality education and the way students learn.
One of the key reasons of poor quality of education in public schools is the appointment of
teachers without merit. The PTI government declared education emergency and introduced
merit based appointment, promotion and transfers of school teachers. PTI government
introduced test/exam based appointment of school teachers through the National Testing
Service (NTS)-one of the most reputed organizations across Pakistan for academic
performance. First, the government decided to recruit highly qualified and professional
teachers at school level. Second, they attempted to upgrade professional skills of the teachers
through training. To know teachers perceptive on the effectiveness of this newly introduced
system, we asked our respondents to express their views. One participants stated:
Since 2013, the KP Elementary & Secondary Education (E & SE) Department has appointed
more than 25000 teachers through NTS. The provincial government has also announced that
15000 more school teachers will be recruited till 2018 through NTS. After selection of
candidates, nine months compulsory pedagogical training will be given to the selected
candidates
The new policy of school teacher recruitment discounted the earlier practice of giving
importance to professional education degrees i.e., Bachelor of Education (B.Ed), Master of
Education (M. Ed) primary teaching certificate (PTC). The government decided to eliminate
the terms and conditions of professional and relevant degrees for teaching. However, newly
appointed teachers are provided nine months teachers training. It was argued that this system
has given fair chance and opportunities to a large numbers of young graduate to enter
teaching profession. Commenting on this newly introduced system of teaching recruitment,
one of the respondents argued:
The process of teachers‟ recruitment through NTS is transparent and meritocratic. Majority
of the teacher appointed through NTS are Master and M.Phil. degree holders. Moreover, the
selection of teacher through NTS is made without any external influence. The results of NTS
are available on website and every candidate can have access to the merit list and other
requirements
The above quote reveled that teachers‟ selection through NTS is one of the most important
step towards quality educationin province. Teacher selection through NTS is based on merit.
Teacher who are selected through NTS are highly qualified and competent. Teachers‟
selection through NTS is made without any political interventions. Therefore, it is expected
that the qualification and potentials of teachers would produce better results as compared to
past. Another participant stated:
It is observed that candidates with regular degrees score higher than those with private
degrees. Many regular degree holders got excellent marks in NTS and they are appointed in
different government primary school of district Dir Upper. Furthermore, NTS qualified
teachers understand English, math‟s and general knowledge better than the teachers who
entered teaching on political basis. These three subjects are very difficult for teachers came
under the traditional system of recruitment. Therefore, currently appointed teachers are more
competent than earlier selected teachers.
In the light of the above discussions, it is argued that those who did bachelor or master as
regular candidates are good than those who had their qualification as private candidates. It
can be said that majority of the teacher appointed in various schools of District Dirare more
competent than teachers who were recruited by previous government. Improvement could be
seen in students learning outcome. On the contrary, some of the participants did not agree
with new system of teachers‟ selection through NTS. One of the respondents expressed his
views as:
Candidate randomly score high in NTS test and make his/ her merit more strong. In district
Dir upper, mostly private degree holders are recruited in primary school through NTS, which
has declined the standard of education. He said that NTS does not appraise the talent of
candidates. Comprehensive test and demonstrationwould be the best way to recruit teachers
in the government schools.
The current study reflects that NTS did not appraise the talent of the candidate properly. Test
arranged by NTS organization is not descriptive, that is why it did not highlight the general
ability of the candidates. These teachers are also lacking professional skills because; they did
not get regular education and professional certificate/course such as Certify Teachers (CT),
Primary Teaching Certificate (PTC), and B.Ed. etc. Therefore they are not expecting to
produce good and quality education in the new generation. To elaborate the discussion, one
of the teachers said that;
It is observed that, a number of selected teachers are private degree holders. Some of the
teachers could be seen to have teaching diploma from Allama Iqbal Open University
Islamabad (AIOU). In most of the cases, even the candidates did not appear in NTS test, and
they have sent relatives, friends for test and got higher score in the test. Actually, these types
of recruitment ruined the nursery of our nation
The study come up with mixed bag of responses regarding the appointment of teachers
through NTS. There are those who have professional teaching certificates and degrees but
lack skills how to teach. Most of them have earned their professional degrees under the
distance learning system. Some of them have even received it under fake examination. There
is a large number of people with these substandard degrees who were successfully qualified
NTS got appointment during the education emergency announced by current KP government.
Such kind of policy has declined the standard of education school level. Therefore, it should
be mandatory that teachers should have professional courses. In addition, teachers‟
recruitment process needs to be changed. They should be tested extensively in descriptive test
as well as demonstration for the teaching position in various government schools.
Conclusion and Discussion
Our analysis of the field data suggests that majority of the respondents spoke
very high of the education reforms in Khyber Pakhtunkhwa between 2013 and 2018. The
data also revealed that the teachers were very optimistic about the fruits and results of
education reforms. The study also substantiates the argument that school textbooks are
used as tools for promoting or subordinating a particular ideology. The results also
exposed that teachers‟ appointment through NTS and merit is the key to quality education
and must be encouraged as teaching career is very important, not only to educate children
but also to change the future of the society in the right direction.

Q4.

Need and Scope of Educational Planning

Educational planning and decision-making, like planning in other social sectors, is a
complex, interactive process involving many policy-making, technical, and administrative
bodies at the National and Provincial levels.

The general purpose of national educational planning in any country is to assist and facilitate
the development of the educational system. At minimum, this task includes: linking education
to the economy, culture, and society; maintaining the integrity of the system in order that the
different levels and kinds of education reinforce one another; and, developing a system which
monitors its own performance and responds accordingly. The educational planning
process typically includes the interaction of sets of activities and feedback loops, including:
an articulated vision of the future education sector; creation of the setting of objectives; the
review of existing educational policies and consideration of needed new ones; explication of
programs, projects and targets; and, assessment of needed human, fiscal and physical
resources.

Simple as well as complex methodologies are available to assist each stage in the process.
Effective planning requires relevant and reliable data, both as feedback to assist system
adjustments, and also to allow meaningful budget development. Matching priorities to a
feasible budget is a crucial step in the process without which planning has little potential for
influencing change.

Examples of Types of Educational Projects

Educational projects can be classified in different ways and several criteria can be applied
when putting these projects in types. Projects can be classified according to their objectives.
These objectives can be:

1. Expanding the education system. This will include:

1. Increase in the output of qualified manpower
2. Increase in the opportunities for general education
2. Improving the quality of education. This will include
1. Increasing the number and/or quality of qualified teachers
2. Improving the quality of support facilities/infrastructure
3. Improvement in the text books, curriculumcontent etc.
3. Development of planning and management capacities in the field of education.

Projects can also be classified according to the type of activities or inputs e.g.:

• School construction
• Staff training
• Textbook development
• Research projects
• Development of audio-visual aids

Educational Planning in Pakistan

This article emphasizes the development of realistic, cost effective, and implementable plans
for national development. The use of well-established principles, frameworks,
methodologies, tools and techniques are a pre-requisite for successful plan development.
Equally important is availability and use of accurate, reliable and timely data to aid the
planning process. Detailed and concrete implementation plans, supported by well thought-out
monitoring, supervision and evaluation mechanisms are required for successful plan
implementation. However, history indicates that most of the education plans in Pakistan were
more of an optimistic wish list, and the same objectives were repeated again and again in
succeeding plans with minimal success.

Medium-term planning
Medium-term planning builds on your long-term plan and involves more detailed planning of
the teaching sequence of learning statements across smaller teaching and learning periods
within the year (e.g. a month or six weeks, each term/semester). It is likely to include:

• the main learning statements from the curriculum that are expected to be covered
• initial ideas for effective main teaching and learning activities, including opportunities
to develop mathematical thinking skills in the Mathematics curriculum area and
scientific thinking skills in the Understanding the Worldcurriculum area. Speaking
and listening, reading and writing opportunities from the Communication, Language
and Literacycurriculum area should also be embedded within your medium-term
plans.
• key resources for your main teaching and learning activities.
Your medium-term plan should be flexible. Start with an estimate of how long you think
learners will need to develop secure knowledge, understanding and skills, and focus initially
on activities that need preparation, for example, those that involve:
 • particular stories, or other types of texts
• particular technology
• new resources that are not currently available in your setting
• visits to places outside of your setting
• visitors to your setting.
Then adjust your plan, and add to your bank of activities, based on your ongoing
observations, in order to respond to the actual needs, interests and preferences of your own
children. As you review and refine your medium-term plan across the course of the teaching
and learning period, you will need to check that you retain the breadth and depth of coverage
of the curriculum learning statements and the balance of learning across all of the curriculum
areas.
Initial medium-term planning involves thinking about how all of the learning statements for
the period will be covered, for example, by asking yourself:

o What prior experience do you expect your children to have?

o What new knowledge, understanding and skills do you need to teach (including
language, mathematical and scientific thinking skills)?

o How can you ensure progression of learning into your next medium-term plan? Are
there learning statements that you will need to revisit across medium-term plans to
ensure secure understanding?

o Are there learning statements that cannot be covered effectively within your themes,
and will need to be covered separately?

o What teaching (pedagogical) approaches will you use?

o What potential activities will you use to teach the learning statements? Do all of
your activity ideas progress learning towards one or more of the learning
statements?

o What is the key vocabulary and language that you will focus on?

o What are the key resources for each activity or group of activities?
As you learn more about your children (as a whole group and as individuals) through your
ongoing observations, you should add to or adapt your medium-term planning by asking
yourself:

o What have your children been especially interested in and keen to do?

o What have your children been having difficulty with or have avoided?

o What learning needs and priorities in each curriculum area do your observations
suggest there are?

o Do you need to adapt your medium-term plan at all in the light of your teaching and
observations, as well as your increasing knowledge and understanding of your
children?

Q5.
 Definition: When a company borrows money to be paid back at a future date with
interest it is known as debt financing. It could be in the form of a secured as well as an
unsecured loan. A firm takes up a loan to either finance a working capital or an acquisition.

Description: Debt means the amount of money which needs to be repaid back and financing
means providing funds to be used in business activities. An important feature in debt
financing is the fact that you are not losing ownership in the company.

Debt financing is a time-bound activity where the borrower needs to repay the loan along
with interest at the end of the agreed period. The payments could be made monthly, half
yearly, or towards the end of the loan tenure.
Another important feature in debt financing is that the loan is secured or collateralized with
the assets of the company taking the loan. This is usually part of the secured loan. If the loan
is unsecured, the line of credit is usually less.

If a company needs a big loan then debt financing is used, where the owner of the company
attaches some of the firm’s asset and based on the valuation of those assets, loan is given.

Let’s understand debt financing with the help of an example. If a company requires a loan of
Rs 10 crore, it can raise the capital by selling bonds or notes to institutional investors.
Debt financing is an expensive way of raising funds, because the company has to involve an
investment banker who will structure big loans in a systematic way. It is a viable option when
interest costs are low and the returns are better.

A company undergoes debt financing because they don’t have to put their own capital. But
too much debt is also risky and thus, companies have to decide a level (debt to equity ratio)
which they are comfortable with.
Equity financing is a method of raising funds to meet liquidity needs of an organisation by
selling a company's stock in exchange for cash. The portion of the stake will depend on the
promoter's ownership in the company.

One of the most sought after methods of raising cash, apart from public issue, is via Venture
Capital. Venture Capital (VC) financing is a method of raising money via high net worth
individuals who are looking at diverse investment opportunities.
They provide the company with much needed capital to sustain business in exchange of
shares or ownership in the company.

A start-up might need various rounds of equity financing to meet liquidity needs. They (VC)
may like to go for convertible preference share as form of equity financing, and as the firm
grows and reports profit consistently, it may consider going public.

If the company decides to go public, these investors (Venture Capitalists) can use the
opportunity to sell their stake to institutional or retail investors at a premium. If the company
needs more cash, it can go for right offer or follow on public offerings.

When a company goes for equity financing to meet its liquidity needs, for diversification or
expansion purpose, it has to prepare a prospectus where financial details of the company are
mentioned. The company has to also specify as to what it plans to do with the funds raised.
Equity financing is slightly different from debt financing, where funds are borrowed by the
business to meet liquidity requirement. Ideally, to meet liquidity needs an organisation can
raise funds via both equity as well as debt financing.