Course: Educational Leadership and Management (8605)

Level: B.Ed (2.5 Years) Semester: Autumn, 2022

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 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
Assignment.02

Q.1 Discuss the different types of instructional material. Also give suggestions for improving
the quality of instructional material.

Ans.

There are many types of instructional materials and media as well as different ways that you can
interact with course content.Planning for online content should involve considering a variety of
sources and media formats. An online course typically uses multiple content sources that may be
presented in different kinds of formats such as text, print, photos, graphics, animations/simulations,
sounds, and videos.

Essential Course Materials

There are several essential course materials to include in an online course. These include guiding
elements such as:

 Syllabus information
 Module/unit/week overviews
 Course schedule
 Online lectures or instructor commentary
 Readings
 Learning activity instructions
 Assessment/Assignment instructions
 Evaluations

As a time saver, there are templates (below) that can be used as a starting point during design and
development of many of these essential course materials. Providing these essential materials can help
faculty maximize their own time by addressing common student questions. It is important to provide a
unit/module/week framework and common guideposts for needed information. The key is to make
your expectations clear so that students have the information they need to complete activities with a
minimum number of questions.

Instructions and Templates

The following templates were designed as a starting point for creating online activities. They address
common student questions and provide a framework as well as recommendations for information to
include for each type of content.

Types of Instruction

Instructional Strategies
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
There are a variety of instructional strategies teachers can choose to accomplish learning objectives.
Which ever instructional method used by the teacher to create the desired learning environment, it
should be associated with a specific activity in which the teacher uses to enhance learning outcomes.

Direct instruction

The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This
strategy is effective for providing information or developing step-by-step skills. It also works well for
introducing other teaching methods, or actively involving students in knowledge construction. Direct
instruction involves lecture, explicit teaching, drill and practice, compare and constrast,
demonstrations, and guided activities.

Indirect instruction

In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator,
supporter, and resource person. The teacher arranges the learning environment, provides opportunity
for student involvement, and, when appropriate, provides feedback to students while they conduct the
inquiry (Martin, 1983). Indirect instruction involves problem-solving, case studies, inquiry, reflective
discussion, concept mapping, concept formation, and writing to inform.

Independent study

Independent study refers to the range of instructional methods which are purposefully provided to
foster the development of individual student initiative, self-reliance, and self-improvement. While
independent study may be initiated by student or teacher, the focus here will be on planned
independent study by students under the guidance or supervision of a classroom teacher. In addition,
independent study can include learning in partnership with another individual or as part of a small
group. Independent study involves essays, journal, blogs, reports, research projects, and computer-
assisted instruction.

Interactive instruction

Interactive instruction require discussion and sharing among participants. Students can learn from
peers and teachers in order to develop social skills and abilities, to organize their thoughts, and to
develop rational arguments. Strategies allow for a range of interactive activities. Interactive
instruction involves dabates, role playing, brainstorming, open-discussions, think-pair-share,
cooperative learning, tutorial groups, labs, and problem-solving.

Experiential Learning

Experiential learning is inductive, learner centered, and activity oriented. Personalized reflection
about an experience and the formulation of plans to apply learning to other contexts are critical factors
in effective experiential learning. The emphasis in experiential learning is on the process of learning
and not on the product.

Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary:

 experiencing (an activity occurs);

 sharing or publishing (reactions and observations are shared);
 analyzing or processing (patterns and dynamics are determined);
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
 inferring or generalizing (principles are derived); and,
 applying (plans are made to use learning in new situations).

Learning or instructional strategies determine the approach for achieving the learning objectives and
are included in the pre-instructional activities, information presentation, learner activities, testing, and
follow-through. The strategies are usually tied to the needs and interests of students to enhance
learning and are based on many types of learning styles

Q.2 describe the importance, scope, kinds of school record.

Ans.

Important records that every school of the world must maintain positively

1. The School Calendar

The school calendar is a mirror where the probable dates of various events and activities to be done
during the coming session are reflected. It is usually prepared at the beginning ofeach academic
session. It should contain the following Stems of information.

(i) Information about the general, local and gazette holidays.

(ii) Dates for the submission of monthly, quarterly, holidays and annual reports and returns.

(ii) Dates of monthly, quarterly and annual examinations.

(iv) Dates of the meetings of the school and faculty committees, Teachers’ Associations, different
societies, school excursions and educational tours, school tournaments etc.

(v) Dates of important school functions like the annual prize day, the parents day, (he U.N.O. day,
Independence Day, Republic Day, Birthday of eminent persons etc.

Thus the school calendar provides important information about various activities to be carried out
throughout the academic session.

2. Log Book:

The Log Book is specifically designed for the purpose of containing remarks of the school inspector
or other important officers of the education department, who pay an official visit to the school. But it
should not be confined to the remarks of the inspecting officers only. It should contain a complete
record of the important events that occur during the session. It should also contain the history of the
school of a particular year.

Information like the introduction of new text books or apparatus, visits of the inspecting officers,
changes in the school routine, absence or illness of any of the official staff etc., should be written in
the Log Book. The headmaster is the only authority to make entries in this book.

3. Admission Register:

It is a record of all the pupils who arc admitted to a school. According to departmental rules, the
admission register is to be preserved permanently in the school. Therefore, it is essential that it should
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
be got specially bound and kept in safe custody. It is to be free from mistakes because this register is
at times required by superior authorities in a court of law as an evidence for the date of birth of the
pupils. The admission register should contain the following items.

(i) The serial number and name of the pupil.

(ii) His father’s name, caste, occupation and address.

(iii) His date of birth.

(iv) Date of admission to the school,

(v) The class to which he is admitted.

(vi) Dale of withdrawal or migration from the school.

4. Pupil’s Attendance Register:

This is another important register which is maintained in each class and section, showing the names of
the pupils on the roll of the class or section, during a month. The attendance is marked in the
beginning of (he school hour. Entries should be made in ink. Blanks should not be left. Students who
remain absent from the school without leave for fifteen consecutive attendance is struck off from the
rolls. Holidays are marked in red ink. Monthly fees and fines are collected from the pupils in this
register.

5. Teacher’s Attendance Register:

To record the daily attendance of the teachers, schools maintain the teacher’s attendance register. This
shows the time of arrival and departure of the teachers on each day. The teachers are to sign regularly
in the forenoon and afternoon everyday. Time of arrival of the late comers should be indicated. Leave
taken by (he teachers during the month holidays etc., are to be written on it. It should be kept outside
the room of the headmaster. When the first period starts, it should go to the headmaster for
verification.

6. Cash Book:

Cash Book is a record of all money transactions occurring from day-to-day in the school. Money
received by the school from different sources like fees, fines, donations, stipends, scholarships, grant-
in-aid are entered on the credit side. On the debit side the payments like the salaries of the teachers,
stipends, scholarships, contingent expenditure incurred, deposits made in the Treasury, bank and post
office are shown. Balance is shown in red ink. It should be regularly written and the day’s business
should be closed with the signature of -the headmaster. It should be an up-to-date record.

7. Cumulative Record Cards:

It is a document in which the relevant information about a particular students at one educational
institution is recorded cumulatively. This gives a complete and growing picture of the individual
student, which helps him during his long stay at the school and at the time of leaving it, in the solution
of his manifold problems of educational, vocational; lpersonal and social. It follows the pupil from
class to class and from school.
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
It provides an opportunity to have a comprehensive picture of the all-round development of the
personality of the child. It is a very important record which should be maintain in every school.
Therefore, The Secondary Education Commission opines “these should be a common feature all over
the country.”

8. Stock Register of Equipments:

This register keeps information of all the movable property of the school. While purchasing
equipment or furniture, it must be duly entered in this property register. The head of the institution
should check this register physically at least once in a year. Verification report should be recorded in
the stock register. It can show which articles are missing and which need immediate repairs. The
register should contain the following information :

(i) Name of the article.

(ii) Quantity of the articles.

(iii) Date of purchase.

(iv) Name of the firm which supplied the articles.

(v) The authority ordering purchase, (vi) Signature of the authority.

9. Reports to the Parents:

To get cooperation from the parents reports containing various information about the child should be
sent to the parents periodically. It should contain information like the academic progress of the child,
his health condition, participation in curricular and co-curricular activities and other important
information.

As a result, the parents can know the physical, intellectual, social, moral and emotional growth of
their children. Parents are also requested to guide their children according to the information given in
[he report.

10. Service Book:

`The service book contains the service history of the employees. Information like the employee’s dale
of appointment, his date of birth, educational qualifications, identification marks, permanent home
address, transfer, leave accounts, dale of increments, reversion if any of reinstatement etc., are
carefully written in this book. The original service book is kept in the custody of the headmaster in the
secondary school.

The authorities should duly verify the service book and make necessary entries. The first page of the
service book contains the following information :

1. Name

2. Residence.

3. Date of birth by Christian era as nearly as can be ascertained.

 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
4. Educational qualification.

5. Exact height by measurement.

6. Personal mark for identification.

7. Father’s name and residence.

8. Left hand thumb and finger impression.

9. Signature of the teacher.

10. Date of entry into service.

11. Signature of the Headmaster.

From the next page the name of the post, temporary or permanent, monthly pay, date of increment,
details of leave account etc., are written neatly. The entries of the first page should be renewed or re-
attested at least every five years except in the case of finger prints.

Q.3 Discuss the role of secretariat in ministry of education

Ans

Office of the Secretary Functions

YOU ARE HERE:ABOUT DEPED ›CURRENT:OFFICE OF THE SECRETARY FUNCTIONS

OFFICE OF THE SECRETARY

The Office of the Secretary (OSec) provides overall leadership and direction at the national level.
Attached and support agencies to the Department of Education are included under the OSEC.

OFFICE OF THE DEPARTMENT SECRETARY

The Secretary exercises supervision and control over the entire department and performs the
following functions:

Advises the President on matters related to education.

Establishes the policies and standards for the operation of the Department pursuant to the approved
programs of the government.

Promulgates rules and regulations necessary to carry out the objectives, policies, functions, plans,
programs and projects of the Department.

Promulgates issuances necessary for the efficient administration of the offices under him and proper
implementations of laws relative to education.
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
Exercises disciplinary powers over officials and employees in accordance with existing
laws.Formulates and enforces a management control system to measure and evaluate performance of
the Department and submits periodic reports to the President.Prepares and submits to the President
through the Department of Budget and Management the budget of the Department.Appoints all
officers and employees of the Department except those whose appointment is vested in the President.

OFFICE OF THE UNDERSECRETARIES

At the discretion of the Secretary, each undersecretary may be assigned to any of the following
functions:Advise and assist the Secretary in the formulation and implementation of Department
policies, plans and programs.Oversee all the operational activities of the Department for which he will
be assigned and held responsible by the Secretary.Coordinate the programs and projects of the
Department.

On the basis of an official designation, discharge temporarily the duties of the Secretary in case of the
latter’s inability to discharge his duties or in case of vacancy of the said office.

OFFICE OF THE ASSISTANT SECRETARIES

At the discretion of the Secretary, each assistant secretary may be assigned to any of the following
functions:

Advise and assist the Secretary and/or Undersecretary in the formulation and implementation of
Department policies, plans and programs.

Oversee all the operational activities of the Department for which he will be assigned and held
responsible for by the Secretary or Undersecretary.

Coordinate the programs and projects of the Department.

On the basis of an official designation, discharge temporarily the duties of the Secretary or
Undersecretary in case of the latter’s inability to discharge his duties or in case of vacancy of the said
office.

Planning Service

Develops the national framework on planning, research and policy development for the
Department.Responsible for providing the Department with economical, efficient and effective
services relating to strategic and operational planning, program development, policy (re)formulation
and research coordination and sector monitoring and evaluation.

Offices and divisions:

 Office of the Director

 Policy Research and Development Division
 Planning and Programming Division
 Education Management Information System (EMIS) Division
 Public Affairs Service
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
Formulates a national framework to guide the operations of the Public Affairs Service office.

Develops standards, policies, and guidelines on communications and public relations for the
Department.

Develop advocacy and public affairs strategies for the Department.

Functions as clearing house of all materials for public release in print and non-print media.

Facilitates and manages the mechanism of receiving, processing and analyzing information from
internal and external parties ensuring the Department’s accessibility to its stakeholders and the general
public.

Provides timely and appropriate responses to general queries and concerns in behalf of the
Department.

Offices and divisions:

 Office of the Director

 Communications Division
 Publications Division
 Internal Audit Service

The Internal Audit Service serves as the watchdog of the Department through: (a) appraising existing
procedures and related matters as to efficiency and adequacy; and, (b) detecting and preventing frauds
or dishonesty in verifying the extent of compliance in a protective nature to the extent possible

Q.4 Discuss the different steps of educational secretariat. Also highlight the responsibilities
of BISE & NBC.

Ans.

It is mandated in the Constitution of Pakistan to provide free and compulsory education to all children
between the ages of 5-16 years and enhance adult literacy. With the 18th constitutional amendment
the concurrent list which comprised of 47 subjects was abolished and these subjects, including
education, were transferred to federating units as a move towards provincial autonomy.

The year 2015 is important in the context that it marks the deadline for the participants of Dakar
declaration (Education For All [EFA] commitment) including Pakistan. Education related statistics
coupled with Pakistan’s progress regarding education targets set in Vision 2030 and Pakistan’s
lagging behind in achieving EFA targets and its Millennium Development Goals(MDGs) for
education call for an analysis of the education system of Pakistan and to look into the issues and
problems it is facing so that workable solutions could be recommended.

What is Education System?

 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
The system of education includes all institutions that are involved in delivering formal education
(public and private, for-profit and nonprofit, onsite or virtual instruction) and their faculties, students,
physical infrastructure, resources and rules. In a broader definition the system also includes the
institutions that are directly involved in financing, managing, operating or regulating such institutions
(like government ministries and regulatory bodies, central testing organizations, textbook boards and
accreditation boards). The rules and regulations that guide the individual and institutional interactions
within the set up are also part of the education system.

Education system of Pakistan:

The education system of Pakistan is comprised of 260,903 institutions and is facilitating 41,018,384
students with the help of 1,535,461 teachers. The system includes 180,846 public institutions and
80,057 private institutions. Hence 31% educational institutes are run by private sector while 69% are
public institutes.

Analysis of education system in Pakistan

Pakistan has expressed its commitment to promote education and literacy in the country by education
policies at domestic level and getting involved into international commitments on education. In this
regard national education policies are the visions which suggest strategies to increase literacy rate,
capacity building, and enhance facilities in the schools and educational institutes. MDGs and EFA
programmes are global commitments of Pakistan for the promotion of literacy.

A review of the education system of Pakistan suggests that there has been little change in Pakistan’s
schools since 2010, when the 18th Amendment enshrined education as a fundamental human right in
the constitution. Problems of access, quality, infrastructure and inequality of opportunity, remain
endemic.

Issues

A) MDGs and Pakistan

Due to the problems in education system of Pakistan, the country is lagging behind in achieving its
MDGs of education. The MDGs have laid down two goals for education sector:

Goal 2: The goal 2 of MDGs is to achieve Universal Primary Education (UPE) and by 2015, children
everywhere, boys and girls alike, will be able to complete a full course of primary schooling. By the
year 2014 the enrolment statistics show an increase in the enrolment of students of the age of 3-16
year while dropout rate decreased. But the need for increasing enrolment of students remains high to
achieve MDGs target. Punjab is leading province wise in net primary enrolment rate with 62%
enrolment. The enrolment rate in Sindh province is 52%, in Khyber Pakhtunkhawa (KPK) 54% and
primary enrolment rate in Balochistan is 45%.

Goal 3: The goal 3 of MDGs is Promoting Gender Equality and Women Empowerment. It is aimed at
eliminating gender disparity in primary and secondary education by 2005 and in all levels of
education not later than 2015. There is a stark disparity between male and female literacy rates. The
national literacy rate of male was 71% while that of female was 48% in 2012-13. Provinces reported
the same gender disparity. Punjab literacy rate in male was 71% and for females it was 54%. In Sindh
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
literacy rate in male was 72% and female 47%, in KPK male 70% and females 35%, while in
Balochistan male 62% and female 23%.

B) Education for All (EFA) Commitment

The EFA goals focus on early childhood care and education including pre-schooling, universal
primary education and secondary education to youth, adult literacy with gender parity and quality of
education as crosscutting thematic and programme priorities.

EFA Review Report October 2014 outlines that despite repeated policy commitments, primary
education in Pakistan is lagging behind in achieving its target of universal primary education.
Currently the primary gross enrolment rate stands at 85.9% while Pakistan requires increasing it up to
100% by 2015-16 to fulfil EFA goals. Of the estimated total primary school going 21.4 million
children of ages 5-9 years, 68.5% are enrolled in schools, of which 8.2 million or 56% are boys and
6.5 million or 44% are girls. Economic Survey of Pakistan confirms that during the year 2013-14
literacy remained much higher in urban areas than in rural areas and higher among males

Q.5 Discuss the nature and importance of evaluation. Also critically examine the types of
evaluation.

Ans

Importance of Evaluation

Evaluation provides a systematic method to study a program, practice, intervention, or initiative to

understand how well it achieves its goals. Evaluations help determine what works well and what
could be improved in a program or initiative. Program evaluations can be used to:

 Demonstrate impact to funders

 Suggest improvements for continued efforts
 Seek support for continuing the program
 Gather information on the approach that can be shared with others
 Help determine if an approach would be appropriate to replicate in other locations with
similar needs

Types of evaluation

Many types of evaluation exist, consequently evaluation methods need to be customised according to
what is being evaluated and the purpose of the evaluation.1,2 It is important to understand the
different types of evaluation that can be conducted over a program’s life-cycle and when they should
be used. The main types of evaluation are process, impact, outcome and summative evaluation.1

Before you are able to measure the effectiveness of your project, you need to determine if the project
is being run as intended and if it is reaching the intended audience.3 It is futile to try and determine
how effective your program is if you are not certain of the objective, structure, programing and
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
audience of the project. This is why process evaluation should be done prior to any other type of
evaluation.3

Process evaluation

Process evaluation is used to “measure the activities of the program, program quality and who it is
reaching”3 Process evaluation, as outlined by Hawe and colleagues3 will help answer questions about
your program such as:

 Has the project reached the target group?

 Are all project activities reaching all parts of the target group?
 Are participants and other key stakeholders satisfied with all aspects of the project?
 Are all activities being implemented as intended? If not why?
 What if any changes have been made to intended activities?
 Are all materials, information and presentations suitable for the target audience?

Impact evaluation

Impact evaluation is used to measure the immediate effect of the program and is aligned with the
programs objectives. Impact evaluation measures how well the programs objectives (and sub-
objectives) have been achieved.1,3

Impact evaluation will help answer questions such as:

How well has the project achieved its objectives (and sub-objectives)?

How well have the desired short term changes been achieved?

For example, one of the objectives of the My-Peer project is to provide a safe space and learning
environment for young people, without fear of judgment, misunderstanding, harassment or abuse.
Impact evaluation will assess the attitudes of young people towards the learning environment and how
they perceived it. It may also assess changes in participants’ self esteem, confidence and social
connectedness.

Impact evaluation measures the program effectiveness immediate after the completion of the program
and up to six months after the completion of the program.

Outcome evaluation

Outcome evaluation is concerned with the long term effects of the program and is generally used to
measure the program goal. Consequently, outcome evaluation measures how well the program goal
has been achieved.1,3

Outcome evaluation will help answer questions such as:

Has the overall program goal been achieved?

What, if any factors outside the program have contributed or hindered the desired change?
 Course: Educational Leadership and Management (8605)
Level: B.Ed (2.5 Years) Semester: Autumn, 2022
What, if any unintended change has occurred as a result of the program?

In peer-based youth programs outcome evaluation may measure changes to: mental and physical
wellbeing, education and employment and help-seeking behaviours.

Outcome evaluation measures changes at least six months after the implementation of the program
(longer term). Although outcome evaluation measures the main goal of the program, it can also be
used to assess program objectives over time. It should be noted that it is not always possible or
appropriate to conduct outcome evaluation in peer-based programs